Anthony - Revision history

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2020-03-10T19:55:15Z

‎Production 6

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‎Production 6

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‎Production 6

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‎Production 5

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‎Production 4

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‎Production 4

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 == Production 6 ==
-[https://anthonyskrinjar.wixsite.com/askrdigital/post/port-credit-past-present]
+Examining the History of Port Credit, Ontario: https://anthonyskrinjar.wixsite.com/askrdigital/post/port-credit-past-present
 == Production 7 ==

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 == Production 6 ==
-[[Examining the History of Port Credit]]
+[https://anthonyskrinjar.wixsite.com/askrdigital/post/port-credit-past-present]
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+[[Examining the History of Port Credit]]
-Coming soon...
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+[[File:page1as.jpg|600px|thumb|center|page 1]]
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 == Production 5 ==
-Coming soon...
+[[File:page1as.jpg|750px|thumb|center|page 1]]
 == Production 6 ==

← Older revision		Revision as of 21:49, 10 February 2020
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	Modern technology offers many new ways for students to develop different learning skills away from traditional print-based learning bases. Technology affords us many opportunities to learn through embodied inquiry, which is a process of learning that involves the student’s physical body being engaged in the learning process. Candace Doerr-Stevens (2017) gives an example of embodied inquiry where students took part in a process of learning where the body was involved in a multimodal design process of investigation, or inqury (Doerr-Stevens, 57). The example of embodied inquiry that Doerr-Stevens gives in her article “Embracing the Messiness of Research: Documentary Video Composing as Embodied, Critical Media Literacy” presents a strong case for developing literacy skills through a multimodal process, such as documentary making. Embodied inquiry through technology, in the way Doerr-Stevens (2017) describes how the students are conducting it, saw them physically take the public bus in order to inquire about the subculture within the bus system and then create a documentary based on their findings (Doerr-Stevens, 2017).Developing literacy skills has been proven, through a number of studies, to be enhanced through utilizing technology. Through the process of embodied inquiry, students focus on literacy skills in a variety of ways. Promoting analytical thinking about literature, deeper engagement with literacy learning, and the recursive formulation of ideas and arguments are some of the literacies enacted through this embodied inquiry (Doerr-Stevens, 2017). [[File:indiana.jpg\|300px\|thumb\|left\|How I felt during the embodied inquiry project in my Archaeology Class]]This is a similar style of learning to an experience of my own during my undergraduate studies at the University of Toronto. In a first year Archaeology course the midterm project was to compose a documentary about the designs of different doors and doorways in Toronto, which placed us in the role of an amateur archaeologist (sadly, to my disappointment, this was nothing like Indiana Jones). As a group, we enacted embodied inquiry by physically going around the city of Toronto to investigate, and then translated our findings into a documentary using iMovie where each member of the group described our inquiry process. This project was very similar to a group-essay in the sense that the documentary making was similar to a written process, but the multi-modal process allowed for more dimensions of literary learning.		Modern technology offers many new ways for students to develop different learning skills away from traditional print-based learning bases. Technology affords us many opportunities to learn through embodied inquiry, which is a process of learning that involves the student’s physical body being engaged in the learning process. Candace Doerr-Stevens (2017) gives an example of embodied inquiry where students took part in a process of learning where the body was involved in a multimodal design process of investigation, or inqury (Doerr-Stevens, 57). The example of embodied inquiry that Doerr-Stevens gives in her article “Embracing the Messiness of Research: Documentary Video Composing as Embodied, Critical Media Literacy” presents a strong case for developing literacy skills through a multimodal process, such as documentary making. Embodied inquiry through technology, in the way Doerr-Stevens (2017) describes how the students are conducting it, saw them physically take the public bus in order to inquire about the subculture within the bus system and then create a documentary based on their findings (Doerr-Stevens, 2017).Developing literacy skills has been proven, through a number of studies, to be enhanced through utilizing technology. Through the process of embodied inquiry, students focus on literacy skills in a variety of ways. Promoting analytical thinking about literature, deeper engagement with literacy learning, and the recursive formulation of ideas and arguments are some of the literacies enacted through this embodied inquiry (Doerr-Stevens, 2017). [[File:indiana.jpg\|300px\|thumb\|left\|How I felt during the embodied inquiry project in my Archaeology Class]]This is a similar style of learning to an experience of my own during my undergraduate studies at the University of Toronto. In a first year Archaeology course the midterm project was to compose a documentary about the designs of different doors and doorways in Toronto, which placed us in the role of an amateur archaeologist (sadly, to my disappointment, this was nothing like Indiana Jones). As a group, we enacted embodied inquiry by physically going around the city of Toronto to investigate, and then translated our findings into a documentary using iMovie where each member of the group described our inquiry process. This project was very similar to a group-essay in the sense that the documentary making was similar to a written process, but the multi-modal process allowed for more dimensions of literary learning.
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	Through reading Doerr-Stevens’ (2017) article and my own experience, I understand what is meant by ‘the messiness of research’ when creating a documentary film. Producing one’s own multimodal piece can often be met with a lot of uncertainty due to the high number of ideas because of the thousands of examples we have come across in our lives. This uncertainty leads students to lose confidence in their ideas and work because it may not live up to what they know to be outstanding pieces (Doerr-Stevens, 56). We as humans can construct many throughts and ideas for how we want our project to play out, but as we move along through the inquiry and investigation things will often change, which leads to the creator having to remodel their whole idea. Making a documentary can be compared to an organized chaos, but through experience and adhering to a strict outline it can minimize the ‘mess’.		Through reading Doerr-Stevens’ (2017) article and my own experience, I understand what is meant by ‘the messiness of research’ when creating a documentary film. Producing one’s own multimodal piece can often be met with a lot of uncertainty due to the high number of ideas because of the thousands of examples we have come across in our lives. This uncertainty leads students to lose confidence in their ideas and work because it may not live up to what they know to be outstanding pieces (Doerr-Stevens, 56). We as humans can construct many throughts and ideas for how we want our project to play out, but as we move along through the inquiry and investigation things will often change, which leads to the creator having to remodel their whole idea. Making a documentary can be compared to an organized chaos, but through experience and adhering to a strict outline it can minimize the ‘mess’.

← Older revision		Revision as of 21:48, 10 February 2020
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	Modern technology offers many new ways for students to develop different learning skills away from traditional print-based learning bases. Technology affords us many opportunities to learn through embodied inquiry, which is a process of learning that involves the student’s physical body being engaged in the learning process. Candace Doerr-Stevens (2017) gives an example of embodied inquiry where students took part in a process of learning where the body was involved in a multimodal design process of investigation, or inqury (Doerr-Stevens, 57). The example of embodied inquiry that Doerr-Stevens gives in her article “Embracing the Messiness of Research: Documentary Video Composing as Embodied, Critical Media Literacy” presents a strong case for developing literacy skills through a multimodal process, such as documentary making. Embodied inquiry through technology, in the way Doerr-Stevens (2017) describes how the students are conducting it, saw them physically take the public bus in order to inquire about the subculture within the bus system and then create a documentary based on their findings (Doerr-Stevens, 2017).Developing literacy skills has been proven, through a number of studies, to be enhanced through utilizing technology. Through the process of embodied inquiry, students focus on literacy skills in a variety of ways. Promoting analytical thinking about literature, deeper engagement with literacy learning, and the recursive formulation of ideas and arguments are some of the literacies enacted through this embodied inquiry (Doerr-Stevens, 2017). [[File:indiana.jpg\|300px\|thumb\|left\|How I felt during the embodied inquiry project in my Archaeology Class]]This is a similar style of learning to an experience of my own during my undergraduate studies at the University of Toronto. In a first year Archaeology course the midterm project was to compose a documentary about the designs of different doors and doorways in Toronto, which placed us in the role of an amateur archaeologist (sadly, to my disappointment, this was nothing like Indiana Jones). As a group, we enacted embodied inquiry by physically going around the city of Toronto to investigate, and then translated our findings into a documentary using iMovie where each member of the group described our inquiry process. This project was very similar to a group-essay in the sense that the documentary making was similar to a written process, but the multi-modal process allowed for more dimensions of literary learning.		Modern technology offers many new ways for students to develop different learning skills away from traditional print-based learning bases. Technology affords us many opportunities to learn through embodied inquiry, which is a process of learning that involves the student’s physical body being engaged in the learning process. Candace Doerr-Stevens (2017) gives an example of embodied inquiry where students took part in a process of learning where the body was involved in a multimodal design process of investigation, or inqury (Doerr-Stevens, 57). The example of embodied inquiry that Doerr-Stevens gives in her article “Embracing the Messiness of Research: Documentary Video Composing as Embodied, Critical Media Literacy” presents a strong case for developing literacy skills through a multimodal process, such as documentary making. Embodied inquiry through technology, in the way Doerr-Stevens (2017) describes how the students are conducting it, saw them physically take the public bus in order to inquire about the subculture within the bus system and then create a documentary based on their findings (Doerr-Stevens, 2017).Developing literacy skills has been proven, through a number of studies, to be enhanced through utilizing technology. Through the process of embodied inquiry, students focus on literacy skills in a variety of ways. Promoting analytical thinking about literature, deeper engagement with literacy learning, and the recursive formulation of ideas and arguments are some of the literacies enacted through this embodied inquiry (Doerr-Stevens, 2017). [[File:indiana.jpg\|300px\|thumb\|left\|How I felt during the embodied inquiry project in my Archaeology Class]]This is a similar style of learning to an experience of my own during my undergraduate studies at the University of Toronto. In a first year Archaeology course the midterm project was to compose a documentary about the designs of different doors and doorways in Toronto, which placed us in the role of an amateur archaeologist (sadly, to my disappointment, this was nothing like Indiana Jones). As a group, we enacted embodied inquiry by physically going around the city of Toronto to investigate, and then translated our findings into a documentary using iMovie where each member of the group described our inquiry process. This project was very similar to a group-essay in the sense that the documentary making was similar to a written process, but the multi-modal process allowed for more dimensions of literary learning.
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