Reflections and Quotes from ETEC 540

• 9 years ago
• Posted in:Multimedia project (Assignment 4)
• 2
• Author: lynn lalonde

MET Summer Final Project:

Lynn Seymour Lalonde

I chose to work solo on this project due to my rather chaotic schedule. After some consideration, I chose to remain within the limits of the required reading, which provided me time to assimilate the information conveyed during the course.

I opted to use printed text for the majority of my readings. In doing so, I spent many hours highlighting pertinent points and quotes, including hand scribbled notes made in the margins. Subsequently, I reviewed the voluminous binder of yellow highlighting, and found it a most useful support in putting the articles into perspective.

In total I highlighted 295 quotes, 75 of which were from Ong and 111 from Bolter, or once transcribed, some 26 pages of quotes in all. I understand many might interpret some of the articles differently and either select different quotes or again question my selection. I feel that the choices indicate my personal biases and understanding. Having completed this exercise, I feel I have a gained a deeper understanding of Ong’s perspectives. I also enjoyed reading over certain chapters of Bolter and understanding his ideas, one of which was that we are going back to a preliterate visual culture.

The end result is that my multi-media presentation is entitled, Reflections and Quotes from ETEC 540. Starting from Ong’s Orality and Literacy, and moving forward provided the time to reflect and comprehend the interconnectedness of some of the articles. Rediscovering my references between the authors made for a better analysis of the articles and of the influences behind each author’s writings. Finally one could not help feel having gone full circle going from Ong, through Chandler, Willinsky and Dobson, The New London Group and others, and arriving to Jay David Bolter’s Writing Space. Of note, Bolter’s references to the historical background and reading technology of writing became pertinent, and helped depict the topics and his references to the “remediation of print”.

Although I wanted to represent the full circle of the writings (a return to visual and orality), I decided to use the linear format under Moovly since it offers more features to create a multi-media presentation. The use of the whiteboard format with the zoom and drawing features helped depict this idea that we are coming full circle. Meanwhile programs such as VideoScribe did not provide the required ease to include animation and sound. Perhaps a more complex program such as Prezi, would might have provided such possibilities.

Condensing the quotes to those most relevant and combining these with “visuals” and sound proved challenging. Too many would be overwhelming for the audience.

In closing it is fair to say that Moovly was an easy program to use, especially as I was traveling during the initial creative part of this project. It allowed me to readily access my updated presentation on any device, at least so long as I had internet access. Depending on whether one uses the free version or purchased one, the features and the quality of the programs (and memory space) do seem to vary.

The link to my video is:

References:

Alexander B. (2008) Web 2.0 and Emergent Miltiliteracies. Theory into Practice. 47(2) Retreived July 9, 2015 from http://dx.doi.org/10.1080/00405840801992371

Biakolo (1999) On the theoretical foundations of orality and literacy. Research in African Literatures, 30(2), 42-65.

Bolter J. D. (2011) Writing Space: Computers, Hypertext and Remediation of Print (2^nd ed). Routledge, New York.

Boyd D. (2009) Why Youth (Heart) Social Network Sites: The Role of Networked Publics in Teenage Social Life. In Buckingham, David. Youth Identity and Digital Media. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA. MIT Press p. 119-142

Chandler (1995) Technological or Media Determinism [Online] Retreived June 8, 2015 from http://www.aber.ac.uk/media/Documents/litoral/litoral.html

Daniel Chandler(1994) Biases of the Ear and Eye: “Great Divide” Theories, Phonocentrism, Graphocentrism & Logocentrism [Online]. Retrieved, June 8, 2015 from http://www.aber.ac.uk/media/Documents/tecdet/tecdet.html

Friesen N. and Lowe S. The Questionable promise of social media for education: connective learning and the commercial imperative. Journal of Computer Assisted Living, 28(3), p. 183-194.

Hochbruck (1996) “I have spoken” :Fictional “Orality” in Indigenous Fiction. College Literature, 23(2), 132-142.

Kress G. (2005), “Gains and Losses: New forms of texts, knowledge and learning. Computers and Composition, 22(1), 5-22. Retreived July 9, 2015 from http://dx.doi.org/10.1016/j.compcom/2004.12.004

Nelson T. (Xanalogical Structure, Needed now more than ever: Parallel documents, deep link to content, deep versioning and deep re-use”. ACM Computing Surveys 31(4), np. Retrieved July 9. 2015 from http://www.cs.brown.edu/memex/ACM_HypertextTestbed/papers/60.html

New London Group (1996) A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1). 60-92. Retrieved July 5, 2015 from http://newlearningonline.com/_uploads/mulitliteracies_her_vol_66_1996.pdf

Ong W. (1982) Literacy and Orality The Technologizing of the Word. New York: Routledge.

Willinsky T and Dobson J (2009) Digital Literacy. Olsen D. and Torrence N. The Cambridge Handbook Toronto: University of Toronto.