Alice - Revision history

AK: /* Production 5 */

2020-03-17T15:33:36Z

‎Production 5

AK: /* Production 5 */

2020-03-17T15:32:51Z

‎Production 5

AK: /* Production 5 */

2020-02-26T21:52:59Z

‎Production 5

AK: /* Production 5 */

2020-02-26T21:41:10Z

‎Production 5

AK: /* Production 4 */

2020-02-11T23:52:12Z

‎Production 4

AK: /* Production 2 */

2020-02-11T23:51:46Z

‎Production 2

AK: /* Production 1 */

2020-01-28T23:07:30Z

‎Production 1

AK at 00:29, 20 January 2020

2020-01-20T00:29:13Z

AK at 01:21, 15 January 2020

2020-01-15T01:21:17Z

AK at 01:19, 15 January 2020

2020-01-15T01:19:34Z

← Older revision		Revision as of 15:33, 17 March 2020
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	[[File:alicecomic2.jpg\|800px\|Image: 800 pixels]]		[[File:alicecomic2.jpg\|800px\|Image: 800 pixels]]
		+
		+	[[File:alicecomic3.jpg\|800px\|Image: 800 pixels]]

	== Production 4 ==		== Production 4 ==

← Older revision		Revision as of 15:32, 17 March 2020
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	[[File:Alice Comic.jpg\|800px\|Image: 800 pixels]]		[[File:Alice Comic.jpg\|800px\|Image: 800 pixels]]
		+
		+	[[File:alicecomic2.jpg\|800px\|Image: 800 pixels]]

	== Production 4 ==		== Production 4 ==

@@ Line 28: / Line 28: @@
 == Production 5 ==
-[[File:Alice Comic.jpg]]
+[[File:Alice Comic.jpg|800px|Image: 800 pixels]]
 == Production 4 ==

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 Young, J. (2011). Pedagogies of production: Investigating What works for teaching media literacy. Research for Action Foundation.
-== Production 3 ==
+== Production 5 ==
-−
 == Production 4 ==

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 == Production 4 ==
-addressing widespread concerns about student disengagement in schools today?
 Young (2011) defines situated learning as ‘learning that happens through participation in the world and particular community in which newcomers learn from more experienced experts as they become part of the community.’ Young used ‘newcomers become a part of the community,’ to explain the learning of the community. He explains the process as collaborative learning where experienced students teach others and new learners find their own ways to produce the information; eventually, the new learners will teach ‘newer’ learners about their ideas, methods, etc. This method is great for students engagement in media literacy learning because students can take active ownership of their learning and express their ideas in their own way, ‘inherit’ the ideas and can be innovative at the sametime. These days students are more distracted and find it difficult to engage in traditional teaching methods. Social media and distraction from technology made it harder for them to focus on sitting down and listening-to-the-teacher environment. If teachers are using the multimedias to teach and create a community where students can share their ideas with each other, students take ownership of their learning and make improvements through interactions.
 Doerr-Steven realized how students are engaged in their learning when they used the multimodal composing of radio and video documentaries. Students were able to develop critical thinking skills when they were analyzing films and during the process of digging deeper. Doerr-Stevens introduced a term embodied inquiry where students learn through expressing ideas using multimodals such as images, videos, words, and music (Doerr-Stevens, 2017). Putting them in a position where they are a creator, really engages students and have them learn about the real situations. This method can be used in our classroom as well. Making documentaries about an animal of students’ choice, making songs about trigonometry, creating a blog about future job portfolio, etc. Getting students to take initiative and try something new will bring greater engagement and learning for the students.

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 This essay is not meant to be a summary of each article, but rather a look at how each article compares with/interacts with one another and, finally, what implications this might have for you.
-== Production 2 ==
+== Production 4 ==
-−
 == Production 3 ==

@@ Line 4: / Line 4: @@
 [[Production]]
 == Production 1 ==
+–    What can we learn from Indigenous ways of knowing as represented in Brayboy and Maughan’s story, particularly with regard to conceptualizing knowledge as a ‘verb’ (action, doing, in context) versus knowledge as a ‘noun’ (i.e., propositional knowledge, static concepts, abstract ideas and ‘textbook’ facts)?
+–   How does this connect to some of the themes and concepts offered by Mitchell, opening up potential new ways of engaging and thinking about technology, literacy practices and deeper learning?
 == Production 2 ==

@@ Line 1: / Line 1: @@
 My name is Alice Kang.
-I like play boardgames.
+I like to play boardgames.
 [[Production]]

@@ Line 3: / Line 3: @@
 [[Production]]
-== "I like to drink beer" ==
+== Production 1 ==
-[[File:
-I love it]]

← Older revision		Revision as of 01:19, 15 January 2020
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	[[Production]]		[[Production]]
	== "I like to drink beer" ==		== "I like to drink beer" ==
		+	[[File:
		+	I love it]]