The idea of “doing more with less” with digital application piques my interest—both as an educator who wishes to be considered computer literate and as a human who is interested digital forms of communication. After watching this presentation, I have more interest in creating my own digital, video presentation. This was fun to watch, and I could see some similarities in the technology between it and Lauren B.’s presentation on introducing the arts to literacy students.
“Doing more with less” could refer to the doer’s technological skills, or it might instead refer to the cost of the digital applications needed for these sorts of projects. Tonight, as I attempted to create a more advanced blog than I had previously, I found a free application that did many of the same things as Photoshop, which is very expensive software. I’m looking forward to finding other free programs and application to assist me and eventually my students in these efforts.
Last year I had a presentation component in the curriculum of my Freshman Inquiry Writing Seminar for Engineers (FIQWS) courses here at City College. My students collaborated in small groups to write process description reports, and then they made PowerPoint presentations based on their research. The project was mostly a success, as all but the single most disinterested student participated in creating the presentation. Nonetheless, I thought I could have gotten more out of my freshman students, who were already familiar with PowerPoint. Assigning this mode of presentation, as modeled by Daniel Anderson, would have challenged my FIQWS students to step beyond their PowerPoint comfort zone, and learn non-traditional modes of communication.
I found that if I ask my students to make a simple poster board presentation they groan and are hesitant... But if I reserve time to go to the computer lab they never complain about doing work via technology and they end up creating extremely sophisticated powerpoint presentations. I feel as if I cannot keep up with their knowledge and skills with the computer and they end up teaching me a few tricks.
ReplyDeleteJames, I am also "an educator who wishes to be considered computer literate and as a human who is interested digital forms of communication." I will be teaching FIQWS in the fall and am taking this course in hopes of involving digital technology somehow in the final project; however, I was concerned with meeting departmental page requirements.
ReplyDeleteHow integral was the PowerPoint to the final project grade?
I am considering a combination of either a traditional 10 page research paper or a 5 page paper and a 5-7 minute video relating to the paper. Of course, a presentation component will be required so others could share see their video while gaining valuable presentation skills. What do you think? is this too much for an individual final project? Or, should I create groups based on students with similar research projects?
On “Doing more with less”, the question that comes to me is what 'more' is being done? For instance, and I'm only asking because I start this Fall as a FIQWS writing instructor as well, is the introduction or addition of technology truly help in achieving the class' goal, which is to help freshmen develop their writing skills?
ReplyDeleteA little less than a decade ago, Photoshop, and other video editing tools were mainly used in film/TV schools or film/TV programs. Is/Can technology really help a freshman write 'better' (however one defines better)?
Thierry,
ReplyDeleteFor purposes of freshman writing classes, I wouldn't assign this kind of project as a something standalone. Instead, it would be a culminating assignment for something the students had already written about. While developing and giving the presentation, the students should be honing their interpersonal communication skills (teamwork!) and public speaking skills. Also, while doing the presentation, they should be furthering their writing skills, by learning to write with brevity and preciseness.
Stacy,
ReplyDeleteI think the total page requirement is something like 25 for most sections of FIQWS, but there seems to be some flexibility. I think I assigned 20 pages of "formal" writing, and about 12 pages of low-stakes stuff like journal responses.
I wouldn't replace a writing assignment (for freshman writing purposes) with this kind of digital project. Instead I would use it as a supplement.