{"id":53,"date":"2022-08-08T17:25:10","date_gmt":"2022-08-09T00:25:10","guid":{"rendered":"https:\/\/blogs.ubc.ca\/srupamet540\/?page_id=53"},"modified":"2022-08-10T17:05:49","modified_gmt":"2022-08-11T00:05:49","slug":"linking-assignment","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/srupamet540\/linking-assignment\/","title":{"rendered":"Linking Assignment"},"content":{"rendered":"

Linking Assignment #1<\/span><\/h2>\n

Task #3\u00a0 Voice to Text by Jane Wu: <\/span>https:\/\/met.for.education\/?p=132<\/span><\/a>\u00a0<\/span><\/h3>\n

Reviewing Jane\u2019s harrowing story of being an interpreter in what seems like a confusing, and the potentially scary situation was quite a thrill! I noticed as I read that my brain would \u201cauto-fill\u201d words that were either missing, exchanged or in the wrong tense. This of course is predictable as when I do my own Speech to Text I had many words that were mistaken.\u00a0<\/span><\/p>\n

Jane goes on to give a comprehensive overview of the assignment, aligning with me in indicating that a large fault was the lack of punctuation and the tendency for words to be mistaken or missing altogether. I believe this trait would be universal, regardless of platform (hers being apple mine being android) as both speech-to-text abilities are more or less parallel as they are the global competitors for mobile devices. Additionally, our benefits of a scripted story, in which the writing can support the passage, and her analysis of the leeway and engagement with oral practices align.<\/span><\/p>\n

I really enjoy Jane’s account of being an English Language Learner, and how she notices differences in correction when speaking or writing. It is something I, as a native English speaker, definitely can recognize in myself. Jane continues her post by adding incredible information about their opinion on the Chinese character analysis provided on page 18, speaking that in fact the minor images are details as such, and their \u2018strokes\u2019 so to say can be noticed throughout the writing. A twist on the written language so to say, is that this language is represented more by small images instead of letters, however, I would argue even letters themselves can be small images if you are unaware of the language.<\/span><\/p>\n

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Linking Assignment #2<\/span><\/h2>\n

Task #4: Potato Print by Joseph Villella: <\/span>https:\/\/blogs.ubc.ca\/jvillella540\/2022\/06\/08\/task-4-potato-printing\/<\/span><\/a>\u00a0<\/span><\/h3>\n

Upon first look, his word is printed so clearly, and the colour is spread so evenly that it pales mine in comparison. Reflecting on the assignment, each a different letter, Joseph\u2019s choice of a word with much more geometrical letters is wise. I also notice, that all of his letters are legible and they are infarct spelt the right way, he notes the process in his own reflection. An attribute I forgot to account for.\u00a0<\/span><\/p>\n

Joseph identifies how the mechanization process created \u201cuniform letters\u201d, a piece of the technology I had not identified as crucial. However, as I think back to teaching early primary, the uniformity of letters is integral to clear communication. The repetition and accuracy in which the letters are orientated, spaced, and printed create a legible text for all. Without this uniformity, no amount of mass production would succeed. If every printer, or print shop, used different mosaics of the letters you would have large divides in literacy based on the area you received your printed medium.\u00a0<\/span><\/p>\n

Great point Joseph.<\/span><\/p>\n

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Linking Assignment #3<\/span><\/h2>\n

Task #6: Emoji Story by Alexis <\/span>https:\/\/blogs.ubc.ca\/communicationjunction\/<\/span><\/a><\/h3>\n

Alexis’ thorough Emoji story of, what I believe to be Squid Games is incredibly well done. She seems to have chosen the accessible software found on all mobile phones and makes note that she even aimed to further the accessibility by choosing to use the more frequently chosen emojis to add familiarity to her story. Similarly to me, the emojis chosen represented words or entire actions, as opposed to a single letter. Aligning the story in fluent \u2018sentences\u2019, noting the importance that\u00a0 Kress (2005) identifies as essentially the unveiling of a plot.\u00a0<\/span><\/p>\n

 <\/p>\n

Alexis also notes a similar problem to my experience was the lack of choice within the standard emoji keyboard, unable to effectively identify different forms of emojis, or having to be more creative and thus potentially confuse the reader. However, Alexis identifies a point I had not valued, punctuation. When I was creating my draft, punctuation and standard English conversion were not a factor. I felt the story was complete with \u2018frames\u2019 of emojis, and that each line was a culminating piece of that plot point or topic, however, Alexis felt it necessary to add in more standard conventions. Chose to use natural writing signs to help progress the story. Personally, I found the addition of the \u2018plus\u2019 and other notes to be more distracting than helpful. In a frame in which each sentence and emoji hold a word, or meaning, having a picture which represents neither left me wondering if it’s worth it and if I had mistaken the plot points.\u00a0<\/span><\/p>\n

I believe in an image-based language there is minimal necessity to bring standard English conventions into the writing, we are representing our story in a unique way and as such there will be unique conventions to be followed.\u00a0<\/span><\/p>\n

 <\/p>\n

Kress, G. (2005). Gains and losses: New forms of texts, knowledge, and learning.<\/span> Computers and\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/i><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Composition, 22<\/span><\/i>(1), 5-22.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0https:\/\/doi.org\/https:\/\/doi-org.ezproxy.library.ubc.ca\/10.1016\/j.compcom.2004.12.004<\/span><\/p>\n

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Linking Assignment #4<\/span><\/h2>\n

Task #7: Mode Bending by Katherine Kelly <\/span>https:\/\/blogs.ubc.ca\/katherineetec540\/category\/task-7\/<\/span><\/a>\u00a0<\/span><\/h3>\n

 <\/p>\n

In my opinion, Katherine succeeded at the New London Media Group’s goal of \u201ctransforming\u201d and \u201ccreating\u201d a new piece of learning. Katherine chose to expand her \u201cwhat’s in my bag\u201d task, to encompass different parts of herself and her bags in those scenarios. Speaking of her travel and her new daughter, as well as the bags that accompany it. Katherine chose a very different medium to represent her \u2018mode bending\u2019 to mine. Whilst she did have an audio component, she also chose to create an engaging video representation that featured real-life photos of her in the bags in question. I appreciate this alternative method to mode-bending, as it truly encapsulates the power of the audio-visual relationship. Listening to her describe the bags, their roles and purpose in her life, alongside visual aids of when they would be used drew me as a learner. Additionally, she framed this all within less than 3 min video, and in the end, I feel that I have really learnt more about Katherine and am able to see connections between us.\u00a0<\/span><\/p>\n

Katherine created this mode behind the tool in canva, a system I am incredibly familiar with, and as such, it is making me reconsider my choice to do an audio-only version of my assignment.\u00a0<\/span><\/p>\n

It is evident from her artifact of learning that Katherine understands and reflects on how to create user-friendly and successful tools that incorporate numerous new forms of media.<\/span><\/p>\n

 <\/p>\n

The New London Group.\u00a0 (1996). A pedagogy of multiliteracies: Designing social futures.\u00a0 <\/span>Harvard Educational Review<\/span><\/i> 66<\/span><\/i>(1), 60-92.<\/span><\/p>\n

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Linking Assignment #5<\/span><\/h2>\n

Task #11: Detain or Release by Marie Finch <\/span>https:\/\/blogs.ubc.ca\/mfinchetec540\/2022\/07\/28\/task-11-detain-or-release\/<\/span><\/a><\/h3>\n

\u00a0Marie completed an optional task that I was unable to finish that week. To see her dedication to creating an unbiased assessment, and the care she took in her decision was incredible.\u00a0<\/span><\/p>\n

Her process was incredibly similar to the one I would have chosen, which was to assess the nature and effect of the crime, the chance of repeating the crime, then appearance and lastly I read the notes provided to the reader.\u00a0<\/span><\/p>\n

Marie upheld the understanding of algorithms in the paper citing how she could see the need for a pattern, or removal of emotion to create a more \u2018successful\u2019 program, however, she felt that whilst O\u2019Neil\u2019s (2017) definition of algorithms was adequate, they would need constant refreshing to avoid negative biases within the algorithm themselves, or to deal with more nuanced cases.\u00a0<\/span><\/p>\n

I believe this piece of work also shares a connection to Marie’s practice within the classroom. She often reflects or alludes to how the biases or judgments within a teacher may affect their in-class pedagogy and the success of their students. She takes time to note that whilst she strives to avoid these biases, she can see how that can cloud judgment and overall student experience within the classroom. She seems to be continually retrospectively analyzing her work, and bringing in classroom materials and learning into her practice.\u00a0<\/span><\/p>\n

These are traits I am to do as well. As a racial minority in my town, and school, I am aware of how bias can affect assessment, relationships, and even expectations. I too aim to create a neutral classroom and react to any discrepancies with a calm and pedagogical nature.\u00a0<\/span><\/p>\n

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Linking Assignment #6<\/span><\/h2>\n

Task #12: Speculative Futures by Trista Ding <\/span>https:\/\/blogs.ubc.ca\/etec540trista\/2022\/08\/05\/task-12-speculative-futures\/<\/span><\/a>\u00a0<\/span><\/h3>\n

Trista chose this opportunity to write two, linking short stories that portray the first, and last day, of school. Trista chose to explore the role of AI learning, academic prioritization, and the divergence of education that may be fueled by financial or student background. Her themes were laid out well, creating a clear difference between the optimistic future in which the \u2018AI robots\u2019 are supporters and curate welcoming learning environments and the more pessimistic world in which the robots are the \u2018sorting\u2019 capacity for ability. Both stories seem plausible, I may disagree with the likelihood of their timeline fitting the 30-year timeline, however, it was still a captivating story. Perhaps a more toned-down version would be seen in some more progressive districts, such as AI-led lessons, or more \u2018charter\u2019 schools in fields with respect to student engagement.\u00a0<\/span><\/p>\n

 <\/p>\n

Both of us chose to create short stories, however, my focus was more drawn to the social aspect and interpersonal aspects that I believe will be lost as school becomes a more competitive and academic-driven location. I believe we both reflected and incorporated our ideas of the relationship between technology and education, one that is at a tipping point of benefit. Speaking for myself I drew some inspiration from young adult dystopian books that I have enjoyed in the past, and it seems that Trista may have as well. It is quite interesting to note the differences in what we view as positive or negative combinations of education, and how we both chose to represent them in stories. Earlier in the storytelling module, it resonated with me the power that textual stories have when sharing emotion as opposed to oral stories. It seems negative or dystopian stories thrive in the textual world, whilst positive ones thrive orally. I wonder what makes this the case?\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Linking Assignment #1 Task #3\u00a0 Voice to Text by Jane Wu: https:\/\/met.for.education\/?p=132\u00a0 Reviewing Jane\u2019s harrowing story of being an interpreter…<\/p>\n","protected":false},"author":85520,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-53","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/srupamet540\/wp-json\/wp\/v2\/pages\/53","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/srupamet540\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/srupamet540\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/srupamet540\/wp-json\/wp\/v2\/users\/85520"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/srupamet540\/wp-json\/wp\/v2\/comments?post=53"}],"version-history":[{"count":3,"href":"https:\/\/blogs.ubc.ca\/srupamet540\/wp-json\/wp\/v2\/pages\/53\/revisions"}],"predecessor-version":[{"id":67,"href":"https:\/\/blogs.ubc.ca\/srupamet540\/wp-json\/wp\/v2\/pages\/53\/revisions\/67"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/srupamet540\/wp-json\/wp\/v2\/media?parent=53"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}