Reflection 1
Jamie’s Golden Record Task
When reviewing Jamie’s Golden Record post, I noticed that we had very different choices. Her selections stem from her classical music background, whereas mine come from a more worldly perspective, though not extensively so. It was also interesting that her choices were influenced by her Chinese culture. The differences were intriguing because I tried to take a more geographical approach, rather than focusing entirely on musical composition, as she explains. She also shares that her choices were inspired by what brought her comfort, while mine differed because I aimed to include some variation, which I don’t think I was entirely successful in just due to the limitations and my lack of previous experience.
Jamie also uses UBC Blogs, but her post is displayed in full-screen mode. I think this works well because her post is centred and easy to read. However, I believe the format is better suited for longer blog posts. I checked her other posts, and they seem well-formatted, fitting the style better. I can see how this would work better than my layout, as my post only takes up half the page and could appear very long.
What I really like about Jamie’s blog is that when you click on “Weekly Tasks,” you are directed to a table of contents with links, as well as a new page if needed. This page displays the posts in boxes with excerpts from the larger posts. I like this because I can easily see what I want to read. I prefer this over my own layout, where the home button always links to the most recent post, followed by a list of previous posts. A reader would have to click on each post to see more about it, rather than it being immediately obvious.
Reflection 2
Isabella’s Speculative Futures Task
Isabella’s speculative narrative stood out to me because of the vivid way she used visuals to complement her text. The image she selected—of a woman walking through a library with light streaming in and dust swirling—beautifully visualizes the opening lines of her story. It felt like watching words come to life, which immediately drew me into her imagined world.
The book she created a narrative for was titled, “The Future Without Limits: A New Era of Progress,”. It explores a society where AI governs the systems of daily life. While Isabella’s narrative leans into the idea of technological advancement as a positive shift, it made me reflect on my own unease with such a future. Although this was a creative assignment, it still raised important questions about our present-day reliance on AI, especially as generative AI tools increasingly shape our everyday experiences. I couldn’t help but feel anxious as I read, especially when considering how algorithmic bias and human input can complicate supposedly “perfect” systems. To me, her story felt less like a utopia and more like the beginning of a sci-fi dystopia—the kind where things seem great until the robots take over.
In contrast, my own narrative had a very different tone and theme. I focused more on human connection—on family, togetherness, and community—as essential parts of a speculative future. Where Isabella explored how AI could enhance life, I leaned into the ways technology might create problems, not solve them. These contrasting approaches highlight just how subjective and personal our interpretations or wishes of the future can be. Dunne’s readings remind us that speculative narratives are meant to open debate. In reading Isabella’s piece, I found myself wondering: is the future really something to hand over to computers, or is it something we must shape together, human to human?
Looking at Isabella’s site structure, I appreciated several elements of her formatting and layout. She uses WordPress and has a clean, navigable design, with her title and name clearly visible at the top—something I hadn’t included in mine but now realize adds clarity and polish. I also liked that she had an “About Me” section to her blog, which I didn’t think to include on my own site. It helps give context to her perspective, which could be especially useful in understanding her narrative choices. Additionally, while she places the image at the top of her post and I feel like using quotation blocks effectively could enhance the reader’s experience and make the post feel more dynamic.
One area where I felt my post had more depth was in explicitly connecting my story to course readings and my own life. I tried to reflect on how the ideas from texts like Dunne’s influenced my thinking. If Isabella had included more commentary or references to readings, it might have helped me better understand the framework or inspiration behind her AI-driven world.
Overall, this comparison made me reflect on how both formatting choices and narrative direction reveal our individual values and concerns. Isabella’s use of images and structured layout demonstrates a strong visual and organizational literacy. At the same time, our contrasting speculative visions speak to the multiple literacies this course invites us to explore—textual, technological, and emotional.
Reflection 3
David’s Emoji Story Task
While exploring other students’ work, I found myself particularly interested in the emoji storytelling assignments. I had a hard time with this task for a few reasons. First, I had to decide which show or film to portray—ultimately choosing Doc, a fairly new series. Since not many people might recognize it, I struggled with how much context to include. On top of that, representing complex ideas using only emojis felt limiting and a bit confusing.
That’s why David’s post stood out to me. He tackled the emoji story from a very different angle, telling what seemed like the entire plot of a film using an intricate sequence of emojis. To this day, I still don’t know exactly what movie it was—I even got my whole family to try and guess! Some of our guesses included Kick-Ass, Pulp Fiction, or even a fairy tale because of the presence of a dress emoji. That mystery speaks to both the challenge and creativity of the task.
I left David a comment (February 17) that said:
“Hi David, I find it commendable that you went through the whole plot with emojis. Unfortunately, some of the emojis I couldn’t see. Either way, I really like your explanation here and the effort you put in. When I was completing this exercise, it was difficult to determine what was necessary and what was not. Also, determining how to portray an idea using a few emoji combinations while not showing them as different elements was somewhat confusing. The way the emojis were arranged, as Bolter describes, formed a ‘complex orchestration’ (2001) of ideas that allows the ‘reader’ to integrate their thoughts and contexts to interpret the true meaning of the emoji movie plot. Great job on this.”
David mentioned that he sometimes used multiple emojis to represent a single concept, which I found fascinating but also a bit overwhelming. As a reader, it was sometimes unclear which emojis were grouped together. His reflection about feeling overwhelmed resonated with me—I felt the same way during my own process. The inclusion of screenshots to display the emojis clearly was a smart move, especially since emojis don’t always appear properly across platforms.
From a design perspective, I noticed a few things about his blog layout. His name is prominently placed in the corner, which adds a personal touch. However, there’s a “Sample Page” listed in the top right that doesn’t seem to serve a clear purpose, and the post itself is listed as “Uncategorized,” which I realized I’ve done too and probably need to fix on my own site. That said, I really appreciated how the emoji story was placed front and centre—it makes it obvious what the reader is engaging with. Unlike earlier versions of the assignment that only linked to a document, David’s embedded the visuals directly, making it easier to follow.
I also liked how he reflected on what he was trying to accomplish and the decisions he made during the assignment. The navigation links at the bottom of the page—leading to previous and next posts—were helpful. I just wish my comment had been approved so it would appear on the site (although I understand now how delayed moderation can be; I had to figure that out myself on my blog too).
Overall, David’s emoji story was engaging and demonstrated a great deal of effort and thought. It reflects Bolter’s idea of “remediation” by transforming a cinematic experience into a purely visual, symbol-driven medium that invites the reader to co-create meaning. His approach, while different from mine, sparked meaningful reflection on the challenges and possibilities of visual communication in digital environments.
Reflection 4
https://sites.google.com/view/etec540blois/10-tasks
Patrick’s Mode Bending Task
Patrick’s Mode-Bending task—really stood out to me. For this task, he translated his “What’s in My Bag?” text into Braille, which was something I hadn’t seen before, especially not in this kind of context. It genuinely surprised me—I hadn’t even considered Braille as an option when I was planning my own submission. This might reflect my own limited understanding of Braille, having only really encountered it on elevator buttons. So, seeing a full creative piece translated this way made me think more deeply about accessibility and alternative modes of communication.
What I found especially compelling was how Patrick made the piece accessible to a non-Braille-literate audience. He included a YouTube video of himself reading and explaining the Braille text out loud. This dual presentation added depth to the assignment—it wasn’t just a static image or a document that left the viewer behind if they couldn’t interpret the dots. Instead, he invited the audience into the experience.
Patrick also reflected on the difference between speaking and writing—how the way we communicate shifts depending on the mode. This struck a chord with me because, for these reflections, I initially used voice-to-text on my phone and then cleaned it up using AI. However, I found that some of what the AI interpreted didn’t match what I intended to say, so I had to revise it again to reflect my actual thoughts. This disconnect between spoken and written language mirrors Patrick’s insight: even when we think we’re saying the same thing, mode changes can introduce significant differences in meaning.
Comparing his assignment to mine, our approaches were completely different, but both pushed the boundaries of typical text presentation. For my mode-bending task, I created an AI-generated podcast and song, which I actually tried out with my class—and they loved it. I used a combination of tools to experiment with audio storytelling, which allowed me to explore new technology while keeping the task meaningful. Similarly, I think Patrick may have chosen Braille because he was curious about how it works and wanted to try something totally new. His project reflects a tactile literacy, while mine leaned into digital and auditory literacies. Both of us expanded the idea of what text can be, in very different directions.
In terms of website layout, Patrick used Google Sites, which I generally really like for its clean and easy-to-navigate structure. However, I did notice some formatting inconsistencies—some elements appeared larger or smaller, which made the visual flow feel uneven at times. That said, I appreciated that all the tasks are clearly organized in one place, with easy navigation across pages. I also loved the use of Padlet for peer comments, which adds an interactive layer. The sidebar is helpful too: it tells you the course name (ETEC 540), includes a home button, and provides links to all the key assignments and the research project. For a first-time visitor to the site, this kind of structure makes it really easy to understand what the site is about and how to explore it.
Overall, I found Patrick’s project incredibly engaging. It reminded me how personal and diverse our responses to these assignments can be. The way he interpreted the task aligned with his curiosity about accessibility and alternative literacies, while I leaned into exploring creative technologies. That’s what I find most inspiring about this task—it shows how we can all bring our own perspectives, interests, and learning goals into the course and use these projects as a space for exploration and growth.
Reflection 5
Enrico’s Voice To Text Task
Enrico’s voice-to-text task was both engaging and thoughtfully presented. I appreciated that he chose to post his responses using Padlet, which added an interactive layer to his submission. His work was organized into three separate posts: the original transcription with an audio version, a reflective connection to the course readings, and a reflection about his voice-to-text creation. This structure was effective—it broke the task into digestible parts, making it easier to follow and engage with.
What struck me most was how differently Enrico and I approached the same assignment. I used my voice-to-text task more as a personal blog-style reflection, titled “7 Days of Unanticipated Stress.” That stress, by the way, extended far beyond seven days—we were in the middle of moving and had to move our items nearly every weekend and some weekdays. (Side note: we’re finally settled in, and we really like the new place!)
But back to Enrico—he took a more analytical approach and described not only what he said, but how the process of using voice-to-text made him feel. I connected with his observation that speaking without a script results in filler words like “um” or “uh,” and a general lack of structure. His inclusion of both the audio recording and transcript was especially effective as it allowed the viewer to experience the spoken flow while seeing the messiness of its conversion into text.
I hadn’t thought to include an audio version in my own submission, but in hindsight, I can see how it would’ve helped capture the rhythm and pauses in my speech. Voice-to-text often doesn’t allow for things like brackets or punctuation in a natural way, which can be frustrating. For example, I found myself struggling with clarity when pausing mid-thought, or forgetting to say things I meant to include. Enrico’s work reminded me how important the mode of delivery is in shaping the final message—a key point in this course’s exploration of multimodal literacies.
Enrico also gave a bit of personal background about his experience with podcasting and microphones, which I appreciated. As someone who worked in radio for years, I completely understood where he was coming from. I’ve experienced firsthand how difficult it can be to stay on track or sound polished when speaking without a script. I’ve had my fair share of slip-ups—once I forgot the names of all four Beatles, and another time I mistakenly called Vaughan, Ontario a small town (sorry, Wonderland!). These moments helped me connect to Enrico’s reflection on how our thoughts sometimes outpace our ability to communicate clearly through voice alone.
One strength of Enrico’s reflection was how he acknowledged both the strengths and weaknesses of the voice-to-text process and tied it to course readings. I realized afterward that I could’ve done a deeper analysis of what was “right” and “wrong” in my own text, and made more direct connections to the theoretical material like he did. His post pushed me to think about where I could grow in my own reflections.
Looking at Enrico’s site layout, I liked that each task was clearly labeled, with the Padlet embedded directly into the post so I didn’t have to leave the page. All of his assignments are listed on the left-hand side, which is useful, though I did find the lack of order a bit confusing. That said, the visual organization and embedded media created a smooth experience overall.
This task—and the contrast between our versions—reminded me how one prompt can yield vastly different outcomes depending on personal experience and presentation style. As a teacher, this reaffirms for me how important it is to offer students flexibility in assignments. It’s a perfect example of how multimodal expression not only engages different literacies but also invites students to lean into their strengths and interests. I plan to use tasks like this in my own classroom to show students that PowerPoints and essays aren’t the only options—they can express understanding in ways that are meaningful to them and those ways are more than acceptable.
Reflection6
Sourabh’s Manual Script Task
Sourabh’s handwritten submission really stood out to me as a personal and heartfelt reflection. She wrote about a memory from just a few weeks prior—Christmas in Mexico—and described the experience so vividly that I felt like I was there with her. As someone who’s never been to another country, I found it fascinating to read about how another culture celebrates the holiday season. My own Christmas didn’t go as planned, so reading such a warm and joyful narrative was uplifting.
One of my favourite parts of her piece was the image of the family gathered in front of the Immaculate Conception of Mary Cathedral, surrounded by vendors and children playing in the street. These scenes painted a picture of joy and community that, honestly, we don’t often see in the same way here in Canada—especially during winter. It was a beautiful reminder of the diversity in how people experience and celebrate meaningful events across the world.
What made Sourabh’s submission even more special was the handwritten format. It felt more like I was reading a personal diary than an assignment. The effort to scan and present the handwritten text clearly was appreciated—her writing was neat and legible, which made a huge difference. I struggled with my own handwritten submission. At the time, we were still in the middle of moving, and I could not find a pen—so my final result wasn’t as polished or readable. Seeing hers made me realize how much the clarity of presentation impacts the reader’s experience.
In her reflection, Sourabh discussed how she typically uses digital tools for planning and communication, and I resonated with that. I try to keep a planning binder, but in reality, I rely more on D2L and follow the digital flow of my course materials. Her reflection on how handwriting invites a more emotional and thoughtful process really hit home. As she pointed out, typing is faster, but it often sacrifices the kind of depth that comes from slowing down and writing by hand. When we type, we’re more likely to edit, delete, and polish. But with handwriting, there’s less pressure—it comes straight from the heart.
I also admired how she incorporated references to Bolter’s article in her reflection. When I completed my own early posts, I was juggling a lot personally and didn’t end up including specific references to course readings—something I now see as a missed opportunity. Sourabh’s post serves as a great example of how to integrate theory into personal reflection. Her insights about the shift from handwriting to digital writing align well with Bolter’s ideas about remediation and the evolving relationship we have with text technologies.
From a formatting perspective, her post was clear and easy to navigate. The title, date, and name were displayed at the top, followed by the scanned handwritten text and then the typed reflection. I appreciated this order—it encouraged me to read her original thoughts first before diving into the analysis. In my own post, the reflection came before the text, and in hindsight, I think switching the order would’ve made my submission stronger.
Overall, Sourabh’s post reminded me of the power of different modes of communication and the richness of cultural sharing. Her thoughtful reflection pushed me to think about how I might improve my own work—not just in presentation, but in depth, structure, and the use of course concepts. As a teacher, this also inspires me to give students more choice in how they complete tasks. There’s something powerful about letting them reflect on their experiences in a format that feels meaningful to them—whether handwritten, spoken, or digital. And perhaps I’ll even consider exploring Christmas practices around the world with my students, using storytelling as a way to build empathy and global awareness.