Linking Assignment #1<\/b><\/p>\n
For my first linking assignment, I chose to explore Winnie\u2019s Task 5- Twine: Personality Test.<\/a> I was initially drawn to this specific task, as I thoroughly enjoyed working with Twine, and saw great potential in using the program in my own classroom. Because I\u2019m new to the Twine software, I wanted to explore how my classmates used it, as the possibilities are quite vast.<\/p>\n Winnie\u2019s concept of using the software to create a personality test was very creative and could be an effective way to collect information in a fun and engaging manner. Although both our games included story based narratives, our approaches differed in their fundamental concepts. Winnie\u2019s game had an emphasis on data collection, whereas my game is based more on telling a story, and informing the player about a culture. I think Winnie\u2019s idea to use Twine for a \u201cmental health check-in\u201d, would be an unintimidating platform to discuss a very serious issue students are currently facing.<\/p>\n Winnie\u2019s reflection discusses Bolter\u2019s (2001) metaphor of creating the dynamic for the reader of being a traveler through hypertext. With the shift to personalized learning and universal design theories in the classroom, it is vital that students are given choices. Research studies such as Seok et al., (2018), show that a one size fits all approach is ineffective to a large percentage of students, so programs that allow for options and customized directions should be implemented into the education system, in order to promote inclusion and accessibility.<\/p>\n Reference: Seok, S., DaCosta, B., & Hodges, R. (2018). A systematic review of empirically based Universal Design for Learning: Implementation and effectiveness of Universal Design in education for students with and without disabilities at the postsecondary level. Open Journal of Social Sciences, 06(05), 171\u2013189. https:\/\/doi.org\/10.4236\/jss.2018.65014<\/p>\n <\/p>\n Linking Assignment #2<\/b><\/p>\n For this linking assignment, I chose to explore and connect with Junel\u2019s Emoji Story Task<\/a>. Within my own graphics classes, I often use deciphering pictogram challenges as an icebreaker to introduce vector graphics. The activity is not only fun and inclusive, but it also allows students to understand the power of using simple images to depict complex stories or ideas. Naturally, reversing the situation, I wanted to take on the challenge myself and attempt to decipher Junel\u2019s entry. After trying to solve several of my colleagues’ emoji stories, I selected Junel\u2019s entry, not only because I was actually able to solve it, but because of the clarity and precision she was able to achieve through the emojis. As Junel states, \u201cIn order to write non-orthographically, I relied on ideas and words to communicate\u201d. I think the film depicted in Junel\u2019s post is Jurassic Park. I have not seen the film for over 10 years, but reading Junel\u2019s emoji story conjured the memories I had of the movie\u2019s most memorable scenes. Using a film as visually saturated as Jurassic Park, made reading the emoji story version quite enjoyable.<\/p>\n When reading Junel\u2019s reflection, she found it challenging \u201cnavigating through all the emojis\u201d to make the accurate selection. I found this curious, as in my own process, I already knew which emojis to use, it was just a matter of organizing them in an understandable manner. I\u2019m not necessarily proud of this, as it likely means I use emojis way too much in my daily communications and am overly versed in the emoji alphabet. Perhaps the difficultly Junel experienced, was due to the amazing amount of imagery that is included in a blockbuster film such as Jurassic Park.<\/p>\n Examples of picto-gram Icebreakers I use in my class:<\/p>\n Sporcle- Food Pictograms<\/a> I was excited for the opportunity to explore some of the results my colleagues created for the mode-bending task, as I think I might have misunderstood the initial assignment, or just took my idea a little too far. The linking assignment I chose to discuss is Joseph\u2019s podcast<\/a>. Joseph was able to present visualizations of his What\u2019s In Your Bag task through audio components and sound effects. As said by another of our colleagues on the page’s comment section, I was fascinated how the sound effects conjured my own memories, particularly the old computer startup sound effects. The Windows XP startup takes me back to my mom’s kitchen, where our family desktop computer was located. It’s amazing the sound is already over 20 years old.<\/p>\n On a side note, I can definitely relate to Joseph\u2019s storing techniques for the old notices printed on brightly coloured paper. I do the exact same thing, and yes, my own old notices made an appearance in my What\u2019s in Your Bag task. I recall having a conversation with a Vice-Principal who was attempting to print similar notices, but could not locate the neon pink paper. I recall saying something along the lines of, brightly coloured paper subconsciously signals to teacher’s brains to “disregard and store away for a later date”. My joke was not well received.<\/p>\n
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\nBolter, J.D. (2001). Writing Space: Computers, hypertext, and the remediation of print. Mahway, NJ: Lawrence Erlbaum Associates, pp. 77-98.<\/p>\n
\nKahoot- Animated Films in Emojis<\/a><\/p>\n
\nLinking Assignment #3<\/b><\/p>\n