Linking Assignment
- Nick Robtaille – Task 3: Voice-to-Text https://blogs.ubc.ca/clarissesetec540blog/2023/09/25/task-3-voice-to-text-task/#comment-6
- How has your colleague’s experience differed from yours? And how do you know?
Nick and I had no differences in our experiences as he also experienced a “forced” way of communication when completing voice-to-text. We had difference in insight. Upon reflection, I was keen to point out how literacy skills in comprehension, speech and vocabulary need to be taught in order to maximize the digital tool of speech-to-text. I was so shocked at how presumptuous we are when following our pedagogical instinct of allowing students to use various modalities when presenting learning. In other words, a modality may not necessarily be easier than another.
2. Simon Worley – Task 6: An Emoji Story https://blogs.ubc.ca/clarissesetec540blog/2023/10/11/task-6-an-emoji-story/#comments
- How does their tool differ from yours in the ways in which it allows content-authouring and end-user interface?
Simon was quick to identify my strategies regarding how I wanted my audience to better understand the film I chose, The Proposal. I centralized my emojis based on memory, plot, characters, and analysis appeal. Whereas, Simon identified that I did not use an emoji translator tool. I went straight for the emojji keyboard on my iPhone. If I had tested a few translator tools I wonder if my result and/or film choice would have changed? Therefore, I would like to have done more research the next time around.
3. Didy Huang – Task 3: Voice-to-Text https://blogs.ubc.ca/clarissesetec540blog/2023/09/25/task-3-voice-to-text-task/#comment-6
- What theoretical underpinnings are evident in your/your colleague’s textual architecture and how does this affect one’s experience of the work?
I wonder if Didy and I had tested 2-3 Speech-to-text tools on our phone, on an app, and on a website, which one would have felt more representative of our story? Would we have found a tool more effective and helpful? Our responses were out of storytelling and desperation to meet the time limit for the assignment. I also wonder if the assignment criteria would have been more flexible with time, would it have changed our unscripted text, deviation from written English, and what we deemed as “mistakes.”
4. Nisrine Bleik – Task 11: Detain/Release or Text-to-Image https://blogs.ubc.ca/clarissesetec540blog/2023/10/29/task-11-detain-release-or-text-to-image/
- What theoretical underpinnings are evident in your/your colleague’s textual architecture and how does this affect one’s experience of the work?
I found the Detain/Release Task one of the most interesting tasks in this course, due to its tendency to address and pick apart the concepts of politics, ideology, AI, and prejudices. I’ve found the MET program very diverse in colleague enrollment, where many of my peers are well-experienced educators and professionals. To be able to touch base on the Canadian-perspective is very crucial at a time like this. Americanism is making another hit not just in industrial and technological dominance, but especially pop culture and media convergence. I found it important as a Canadian citizen and educator to address the implications made by the Detain/Release tool and to differentiate Canadian statistics, evidence, legal system, and law when comparing political and cultural campaigns/ideas.
5. Jill Schmidt – Task 12: Speculative Futures https://blogs.ubc.ca/jillmet/2023/11/24/task-12-speculative-futures/#comment-5
- What literacies does their site privilege or deny in comparison and contrast to yours?
Jill’s website privileged many other peers in this course to openly comment on her assignments/tasks. I found Jill to be very thoughtful in her website layout. In fact, more clear than my website layout. I found it hard to navigate my menu bar and pages compared to hers. I also liked the comment section display better on her website. That is something to think about for sure! Jill’s site was very enjoyable and creative in her modalities. I really enjoyed taking a look at the Final Project flip book tool, StoryJumper.
6. Louisa Green – Task 10: Attention Economy https://louisaagreen.wixsite.com/ubc-met-etec-540-tex/tasks
- What literacies does their site privilege or deny in comparison and contrast to yours?
When taking a look at Louisa’s website, I thought it was very brave of her to use Wix. Now that I’ve gotten used to WordPress, it was harder for me to navigate the setup on Wix. I found similarities in which it I had to click on a few things before I could get onto the Tasks and Assignments to comment on. Otherwise, Louisa privileged peers’ engagement with very descriptive ideas and thoughts. As authors and publishers of our course website, we had to adapt to the formatting on the site (page, sidebar, hyperlink, etc.), in order to best communicate and apply a commentary digital space for others. I understand how tricky that can be, especially when you have a lot you’d like to share.