{"id":129,"date":"2021-02-27T12:59:07","date_gmt":"2021-02-27T19:59:07","guid":{"rendered":"https:\/\/blogs.ubc.ca\/etec540ss\/?page_id=129"},"modified":"2021-03-15T15:01:01","modified_gmt":"2021-03-15T22:01:01","slug":"linking-assignment-3","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/etec540ss\/114-2\/linking-assignment-3\/","title":{"rendered":"#3 Linking Assignment"},"content":{"rendered":"<p><a href=\"https:\/\/sites.google.com\/learn.sd23.bc.ca\/laverocketec565\/etec-540?authuser=0\"><b>Teagan Laverock&#8217;s Task 6: An emoji story<\/b><\/a><b><\/b><\/p>\n<ul>\n<li aria-level=\"1\"><b>How has your colleague&#8217;s experience differed from yours? And how do you know?<\/b><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Task 6 was an optional task that Teagan decided to do and I did not. I wanted to use her task in my linking assignment because I thought it would be interesting to see her feedback on it. Teagan writes in her reflection that, <\/span><i><span style=\"font-weight: 400;\">\u201cThis was a fun task to complete! I regularly use emojis in my texts and emails to convey more context or emotion to my words, which I believe helps for the recipient of my messages to have a deeper understanding as opposed to just words\u201d (Teagan Laverock). <\/span><\/i><span style=\"font-weight: 400;\">Personally, In my own texts and emails, I tend to use more facial expression emojis rather than objects. It\u2019s probably a generational difference. I know that my students send coded messages to each other all the time using emojis. I\u2019m a hybrid between having the majority of my texts written and then emphasizing a mood with a facial emoji at the end.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">After looking at the emojis Teagan chose and piecing together the literal meaning of them, I deciphered her movie! Harry Potter and the Philosopher\u2019s Stone! I\u2019m not very strong at solving riddles and puzzles, so I was proud of myself. Teagan does note that delivering messages using emojis can be problematic depending on the cultural backgrounds of the author and audience. Kress also supports this idea, stating that authors clearly have in mind that readers will come from quite different cultural and social spaces, in differing ways, and with differing interests, not necessarily known to or knowable by the makers of the original work (Kress, 2005). I agree that there is a lot of room for misinterpretation when just sending written texts and emails, let alone emojis!<\/span><\/p>\n<ul>\n<li aria-level=\"1\"><b>What web authoring tool have they chosen to manifest their work?<\/b><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Teagan mentions in her reflection that for this specific task she noticed that the emojis on her iPhone didn\u2019t fully translate to Google\u2019s emojis, so she had to take a screenshot and use that in her webspace.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Teagan chose to use Google Sites as her webspace. She has a home page where she has posted all of her tasks for ETEC 540. They are in numerical order and have a different font and background to differentiate them from one another.<\/span><\/p>\n<ul>\n<li aria-level=\"1\"><b>How does their tool differ from yours in the ways in which it allows content-authouring and end-user interface?<\/b><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Teagan\u2019s Google Site has her email address at the page of the homepage where the user can get in touch. This is different from my webspace as I have a comment box after each task for readers to give feedback.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">I also have a \u201ctask\u201d tab at the top of my page to direct users to specific tasks. I do find it adds another step to stroll through her home page to get to the most recent task. However, it is nice to have all of the tasks in one location.<\/span><\/p>\n<ul>\n<li aria-level=\"1\"><b>What literacies does their site privilege or deny in comparison and contrast to yours?<\/b><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">On Teagan\u2019s homepage, I can see where future posts are going to be. There is a template with spaces allocated to each task. This is a good indication of which tasks she is hoping to complete. I think a more accessible comment box, or means to provide feedback would benefit the space.<\/span><\/p>\n<ul>\n<li aria-level=\"1\"><b>What theoretical underpinnings are evident in your\/your colleague&#8217;s textual architecture and how does this affect one&#8217;s experience of the work?<\/b><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">On Teagan\u2019s website, each task is identified with a different font and background colour. This is helpful to differentiate between the tasks. Also having all of the tasks on one page prevents the user from being unable to find anything. A suggestion from a user\u2019s perspective would be to add a comment box at the end of each task in order to gather meaningful feedback.<\/span><\/p>\n<ul>\n<li aria-level=\"1\"><b>How do the constraints of the course design manifest in your architectural choices? How have you responded to the pedagogical underpinnings of this course design in your own web space?\u00a0\u00a0<\/b><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Teagan and I have organized our web spaces so differently and, I think, they represent Kress\u2019s notion that there are distinct potentials and limitations for representation of the various modes. There is a difference in organization using the possibilities of space (Kress, 2005). We both have organized our blogs differently, using different online formats, each having their own limitations and privileges as previously mentioned.\u00a0<\/span><\/p>\n<p><b>Reference:<\/b><b><i>\u00a0<\/i><\/b><\/p>\n<p><span style=\"font-weight: 400;\">Kress (2005), Gains and losses: New forms of texts, knowledge, and learning.<\/span><i><span style=\"font-weight: 400;\">Computers and Composition, Vol. 2<\/span><\/i><span style=\"font-weight: 400;\">(1), 5-22.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Teagan Laverock&#8217;s Task 6: An emoji story How has your colleague&#8217;s experience differed from yours? And how do you know? Task 6 was an optional task that Teagan decided to do and I did not. I wanted to use her task in my linking assignment because I thought it would be interesting to see her &hellip; <a href=\"https:\/\/blogs.ubc.ca\/etec540ss\/114-2\/linking-assignment-3\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">#3 Linking Assignment<\/span> <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":74215,"featured_media":0,"parent":114,"menu_order":3,"comment_status":"open","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-129","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/etec540ss\/wp-json\/wp\/v2\/pages\/129","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/etec540ss\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/etec540ss\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/etec540ss\/wp-json\/wp\/v2\/users\/74215"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/etec540ss\/wp-json\/wp\/v2\/comments?post=129"}],"version-history":[{"count":2,"href":"https:\/\/blogs.ubc.ca\/etec540ss\/wp-json\/wp\/v2\/pages\/129\/revisions"}],"predecessor-version":[{"id":171,"href":"https:\/\/blogs.ubc.ca\/etec540ss\/wp-json\/wp\/v2\/pages\/129\/revisions\/171"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/etec540ss\/wp-json\/wp\/v2\/pages\/114"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/etec540ss\/wp-json\/wp\/v2\/media?parent=129"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}