Teaching Storytelling with Turbulent Tech
Erika Lee
School of Informatics and Computing
Indiana University
Is this you?
"A group of students got ahold of the exam I wrote ten years ago. Guess I'll have to write another."
"This website didn't look like this yesterday. $%&#"
"Honey, in my field, resources from 2004 are like yesterday."
"OMG. This resource is *gasp* from 2014."
Media
Technology
We are here.
Problem #1:
It's hard to stay an expert.
Problem #2:
It's hard to balance
telling a good story with using a cool coded effect.
Problem #3:
It's hard to manage
student expectations
about technology.
Assess
Evaluate
Troubleshoot
https://newselablog.files.wordpress.com/2015/11/bloom-taxonomy.png?w=809
Bloom's Taxonomy (Revised)
Example Project
Multimedia-rich longform article on the web.
Want to find/use a technique to enlarge images embedded in the story.
Step One:
Research
- What do we want the code
(app, etc..) to do for us? - How will it help tell the story?
- Describe what this interaction would do.. what are the advantages and disadvantages?
- How does a plugin like this work?
- What is required?
- And what is this effect called?
Vague google search
More specific google search
Remembering / Understanding
Step Two:
Demo / Tutorial
-
Put the 'demonstrate' back into 'demo'
- show not only the steps, but also the scope and process / workflow.
-
Point out pitfalls. Make mistakes or incomplete actions and have students help troubleshoot the problem.
- Model expert behavior.
- For coded tools, ask what assumptions are being made in the tutorial / documentation?
Understanding / Applying
"Hunh, that's strange. My image is appearing, but it doesn't look quite like what I was expecting. What should we check first?"
Step Three:
Practice
- If it's new to the students, chances are they need practice with only a little risk of failure.
- Give students the same scope and constraints as in the demo, but making their own content and design choices.
Understanding / Applying
Step Four:
Assess / Rank / Evaluate
- Students search for a resource - in this case, a 'lightbox' plugin.
- Assess each option and rank the top resources found.
- Evaluate the top choice(s) and attempt to implement.
Analyzing / Evaluating
Example Plugin Evaluation:
I. Scope & Features
II. File structure & set up
III. Design & Accessibility
IV. Functionality
... how much trust would you place in this code based on the website/ the demo/ the documentation ... what assumptions are made in the documentation and set up... did you get it to work? ... was it hard to debug?
Step Five:
Final Assessment
- Students use the new concepts and skills in a project of their own creation
- Could be with the same scope and constraints, could be as part of a larger project
- Low risk in terms of getting the technology to work = greater risks in storytelling, design, etc...
Apply / Create
Students feel creative and because the technology is now a lower risk, and it leaves most feeling capable of taking larger risks in their content and story. It's no longer good enough that it "just works."
teaching-with-turbulent-tech
By Erika Lee
teaching-with-turbulent-tech
How can we mitigate the turbulence and teach students skills that are longer lasting than the shelf-life of the latest app?
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