{"id":59,"date":"2021-10-10T16:25:10","date_gmt":"2021-10-10T23:25:10","guid":{"rendered":"https:\/\/blogs.ubc.ca\/shetec\/?p=59"},"modified":"2022-01-15T05:00:49","modified_gmt":"2022-01-15T12:00:49","slug":"task-5-twine","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/shetec\/2021\/10\/10\/task-5-twine\/","title":{"rendered":"Task 5: Twine"},"content":{"rendered":"<p>Instructions<\/p>\n<style>\na:link {<br \/>\n  color: green;<br \/>\n  background-color: transparent;<br \/>\n  text-decoration: none;<br \/>\n}<\/p>\n<p>a:visited {<br \/>\n  color: pink;<br \/>\n  background-color: transparent;<br \/>\n  text-decoration: none;<br \/>\n}<\/p>\n<p>a:hover {<br \/>\n  color: red;<br \/>\n  background-color: transparent;<br \/>\n  text-decoration: underline;<br \/>\n}<\/p>\n<p>a:active {<br \/>\n  color: yellow;<br \/>\n  background-color: transparent;<br \/>\n  text-decoration: underline;<br \/>\n}<br \/>\n<\/style>\n<p>1. Right-click on the link posted: <a style=\"color: red;\" href=\"https:\/\/blogs.ubc.ca\/shetec\/files\/2021\/10\/What-do-you-like-to-do_.zip\">Link&#8211;&gt;Please right-click here:What do you like to do?<\/a><\/p>\n<p>2. Save link as and choose a location.<\/p>\n<p>3. Click save.<\/p>\n<p>4. If the download\u00a0bar pops up in the bottom corner saying it is not safe, click on the little up arrow on the download bar and select &#8220;keep&#8221;.<\/p>\n<p>5. It will start downloading. Right-click and choose open.<\/p>\n<p>6. It will open a file folder. Double-click the index file and it should open in a web browser.<\/p>\n<h4>Reflection on Creating a Twine Story<\/h4>\n<p>To create this Twine story, I chose my Year 1\/2 EAL pullout class as my audience. I found it fascinating how text was described to have a hierarchy like a tree or could be accessible to all as a network (Bolter, 2001). It made me think how I usually plan lesson activities so that they increase in complexity, which is a hierarchy of sorts. What would a lesson look like if it could be accessible from any point of the lesson? I considered how alphabetic written language is exclusive (Bolter, 2001), so I tried to construct this so there are multiple means of representation, but I found it difficult to find and create symbols to make it accessible to my students. In the end I remembered that I could read the story aloud to them. Reading and speaking are both ways to communicate; there is no reason why they could not be combined together. While Twine provided me with a canvas that I could easily rework and add new ideas to, it was only extended to traditional usages of typed text. If I wanted to add images and sound effects to my Twine story that took more time and due to copyrights and my own limitations in my current knowledge, what I visualized did not materialize. Initially I wanted to dismiss Twine and hypertext as an inferior method of communicating, but then I remembered my Year 1 and 2 students. Right now, they\u2019re learning to recognise the letters of the alphabet and the phonetic sounds they make so they can read and write words. I\u2019m at a similar stage with Twine, and if I continue working on it, just as I expect my own students to continue with their progress, I\u2019ll gain the fluency to manipulate the text to communicate what I visualize.<\/p>\n<p>References<\/p>\n<p>Bolter, J.D. (2001). Hypertext and the remediation of print. <em>Writing space: Computers, hypertext, and the remediation of print<\/em>. (pp. 77-98). Mahway, NJ: Lawrence Erlbaum Associates.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Instructions 1. Right-click on the link posted: Link&#8211;&gt;Please right-click here:What do you like to do? 2. Save link as and choose a location. 3. Click save. 4. If the download\u00a0bar pops up in the bottom corner saying it is not safe, click on the little up arrow on the download bar and select &#8220;keep&#8221;. 5. &hellip; <a href=\"https:\/\/blogs.ubc.ca\/shetec\/2021\/10\/10\/task-5-twine\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Task 5: Twine<\/span><\/a><\/p>\n","protected":false},"author":85679,"featured_media":208,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4,1],"tags":[],"class_list":["post-59","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-etec-540","category-posts"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/shetec\/wp-json\/wp\/v2\/posts\/59","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/shetec\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/shetec\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/shetec\/wp-json\/wp\/v2\/users\/85679"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/shetec\/wp-json\/wp\/v2\/comments?post=59"}],"version-history":[{"count":35,"href":"https:\/\/blogs.ubc.ca\/shetec\/wp-json\/wp\/v2\/posts\/59\/revisions"}],"predecessor-version":[{"id":209,"href":"https:\/\/blogs.ubc.ca\/shetec\/wp-json\/wp\/v2\/posts\/59\/revisions\/209"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/shetec\/wp-json\/wp\/v2\/media\/208"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/shetec\/wp-json\/wp\/v2\/media?parent=59"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/shetec\/wp-json\/wp\/v2\/categories?post=59"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/shetec\/wp-json\/wp\/v2\/tags?post=59"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}