I’ve recently changed my major to Communication Technology so I don’t really have any experience as of yet. I don’t have much experience with these tools but I’m curious about editing photos creating animations especially GIF’s. I had a tumblr account where I always came across GIF’s for the first time and I was always curious about how to create them. The most experience I have would probably be with my iPhone. Im always recording videos and using apps to edit and crop them. Im also enrolled in CT 244 and I recently did an assignment recording and editing sound which was pretty cool.
This image is one of my custom pieces I named “Urban Aphrodite”. I am an aspiring tattoo artist and my tattoo artist gives me different themes every week and i would have to make my own piece. The first theme he gave me was roses and the second theme was feathers. As my skills improved he allowed me to combine previous pieces to make one big piece. And as you can see this piece above is added feathers and roses to complete it. Her headband is actually made out of feathers and she has roses for eyes.
The skills I have currently is that I can draw on photoshop using a tablet. I am not an expert at using photoshop. All I can do currently is color in my drawings. I can draw anime even though I am an amateur. I would like to learn more about photoshop and how to animate, create gifs, audio editing, and editing videos. I have attached one of the drawings that I’ve illustrated. This drawing is from a page I made in Facebook called Kiwi Wiwi that contains most of my drawings involving characters Kiwi and Wiwi. A brief introduction to the characters shown is Wiwi is a male puppy and Kiwi is a female kitten. Though it is hard to read, the script text in the background says “The day you made my heart go all thumpidy thump was the day I began following you”.
Next Monday I’m really excited to start teaching with Ryan Seslow for the first time. I’ve been lucky to work with Ryan on a bunch of projects, recently my favorites being GIFFight and Animating Transit. We’re going to combine two sections of CT 101 Digital Storytelling, which is inspired and still heavily influenced by the […]
Next Monday I’m really excited to start teaching with Ryan Seslow for the first time. I’ve been lucky to work with Ryan on a bunch of projects, recently my favorites being GIFFight and Animating Transit. We’re going to combine two sections of CT 101 Digital Storytelling, which is inspired and still heavily influenced by the #ds106 course at the University of Mary Washington.
I took a break from teaching this course for a year, anyone that has taught a version of ds106 would understand :). But the time away has been well spent. Last year I participated in a faculty study group centered around the reading of Maryellen Weimer’s Learner Centered Teaching. One of the key practices Weimer speaks about is the changing of the balance of power between the student and teacher. She understood that:
…the way I controlled students and their learning processes might be a detriment, or that the way I was teaching might benefit me more than them.
And when teacher control is the focus of learning:
In reality, the balance of power in the classroom favors students. They can render teaching pointless by not learning.
This last statement was a real kick in the stomach. Students can and will not learn out of spite. They are literally so offended by the way you are teaching, out of protest students give no effort.
Most faculty respond to a lack of effort by students as their lack of focus and ability – some students are just not college ready. But Weimer asks faculty to instead look in the mirror and she simply suggests they look at what they are not doing in response to the lack of learning happening in your classroom.
I’ve always appreciated the way ds106 has given students a certain level of control by allowing them to choose from a vast array of assignments in the ds106 assignment repository as well as contribute assignments as well. Last semester after a frustrating start teaching a sound production course, I decided to point the finger at myself and make a change. I asked for help from my students. We collaboratively came to an agreement of how we might together reach the learning objectives of the class. Including ideas I hadn’t imagined for a basic production class, like micro-internships with friends that make music, what a good idea!
So what I’m learning and more importantly I hope to improve upon is how to give my students more power over the classroom. And make sure I’m creating an environment that they feel comfortable doing so. Their desire, the fire to learn that’s inherent, is breathed.
Hopefully Ryan and I will find new ways to work with our students and discover surprising turns in an already free-form course. But this post is a nod to Jim’s #wire106 version of digital storytelling at UMW. Even with their focus on The Wire this semester I bet we’ll find some points of convergence. Maybe host a cage-match styled GIF Fight?
Oh and this fire breather is from the first episode of season one of The Wire and inspired by unnecessary explosions.
I introduced the Connected Courses open course to two colleagues of mine at York College in the Educational Technology department and they’re game to follow along and even blog! So I’m going to jump in as well. It’s great to see a few familiar faces among the course instructors, but I’m more interested to hear ideas from […]
I introduced the Connected Courses open course to two colleagues of mine at York College in the Educational Technology department and they’re game to follow along and even blog! So I’m going to jump in as well. It’s great to see a fewfamiliarfaces among the course instructors, but I’m more interested to hear ideas from some new people and learn about other programs using blogs, feeds, and/or any other sort of connectivist-ish type of pedagogy.