My Trip to Asia Pacific University

Online Role-Play

I didn't feel as involved in the discussion as I would have liked to--while I was interested by the argumentative aspect, I just have a difficult time talking online. I have limited access time on the computer and was limited this week from that point, but it was compounded by the nature of the posting. It was not linear, it was not divided by issue or stance, so at times it became impossible to respond--to know whether someone has already made you point, to know if anyone would read a response that was to a post three days old, to pick and choose who to respond to, etc... Most of my time was spent reading the other posts and then I was either too tired, bogged down with thoughts, or out of time to respond.

I also had a hard time know what others thought of my comments since the discussion was not synchronous or in person--I have a hard time arguing deeply without instant reactions. Collaboration was difficult and shallow at times because I felt there was too much competition, I couldn't build on others well because small nuances were unexplained to me. Evidence was also so abundant that there was no time for a discussion of the bias or appropriateness of the evidence. Without the time, and the voice of power (as I was a student) I felt I was on the outside and not taken seriously or able to keep up with where the discussion was going. The discussion was also too free-flowing and not ordered by argument for me--there was no closure on the issues or clash.

Personally, the discussion didn't affect my opinions much. I am very neutral and don't feel that I could have an educated opinion on the issue yet. I think if there was indeed an actual policy proposal I would be more inclined to do research and become more involved. I think that the role-play is great in allowing anonymity in your arguments because regardless of personal belief, you can be free to be anyone you want. I personal enjoy taking the opposite opinion in a role-play of what I personally believe--I feel I can argue for the opposite side better because I understand who I am against better. All and all the role-play is something I would love to try to incorporate into my classroom and use it as a conversation starter and teachable moment as well.

Digital Storytelling

When teaching storytelling, I am always frustrated by story boarding--it is so useful in developing visual image text, but students never want to sit down and draw by hand all of the images. But using technology makes the repetition of images easy and fast and other programs that have the storyboard template make the logistics manageable and opens up a space for the student to focus on the story itself. Adding visuals to their written stories--using visuals and technology after the initial writing--can add vital details and create odd associations and new meanings to the text, which students enjoy. Pictures can provide or amplify the twists and turns of the story and alter the meaning altogether. This is how the modern world works--students are getting their news on the TV or internet where images are everything and advertisements are getting better and better at flying under the radar. If my job is to create responsible, educated citizens, then it is my job to also teach students how to read campaign ads and political news, and/or what type of propaganda or otherization they may not see occurring all around them. Working with technology and visual images allows students to understand how others are using them and how to properly read them--this is what students need to be prepared for. I plan to explore these digital writing methods next trimester beginning in December with our media literacy unit and continuing into the poetry and writing units. 

Thoughts on Video and Pictures

Animoto and other resources are really fun to work with and make it much easier to make something that looks professional. Many students need to use visuals and not just words- so using these picture and/or videos makes anything you are doing more fun. I would like to use videos and images in my second trimester when we do the media literacy unit. But I would like to figure out some ways to use these resources during our reading and writing units, grammar, vocabulary, etc. Though, the pictures and music used was limited/limiting, especially since I cannot make the slideshow mix specifically or control how the pictures are used. There are limitations, but for the time, effort, and professionalism --these resources are great to use.

Thoughts on Japan - Video Version

Images of Japan

It seems to have been a long time since Japan, though it has only been a little over a year. Part of me is still left in that country, in a place where everything seemed simpler. I fell in love with the traditional Japanese culture, which in most parts of the country are nearly obsolete, but I was fortunate to live in a very rural area where I could be taught. I searched Flickr for some images of the traditional houses, calligraphy, and gardens that I fell in love with, but I was disappointed. Flickr yielded no quality pictures, but a google search gave me some beautiful calligraphy. After learning how to do shodo and giving it a concerted try--I fell in love with the art form--the difficulty of the stroke, the ability of a talented artist to capture the act of writing within the final product. This image shows great skill in controlling a vibrant and at times wild stroke. The use of space and position of the kanji is superb--every time I would give it a try I would go off the page and/or end up floating off to one side as I went--clearly the verticality is maintained, while producing active diagonals, demonstrating refined control, a sign of a mature and talented Japanese artist.

I had to add a couple more of my favorites:

Bubbl.us

I was finally able to get the image of my bubbl.us bubble diagram about a school uniforms brainstorming session off the website and onto my blog. I think that mind maps like these are wonderful to get kids to brainstorm or summarize/synthesis their understanding of material, however, I did face significant technological barriers and I worry that my students would face similar challenges, especially as we only have one computer lab for the entire school to use, which is usually booked. I usually have students do this by hand, and honestly, I am not convinced that the digital version is any easier or quicker. Though it is adaptable and editable, usually I use this technique as a quick brainstorming or visualization before a paper, discussion, or research.