- Different entry-points/levels of engagement
- college audience member loved ad fontes videos (more analysis, assumes familiarity w/ text)
- middle school audience member liked the more simple puppet shows (introduction)
- audience member with illness likes that it's self-led: can take breaks and come back to it
- need to build in redundancy in the videos (in case annotations don't exist)
- need a longer pre and post screen and a "tip" to turn on annotations
- need longer text inclusions to allow for reading
- need a better video intro to Renaissance
- text adaptation into a visual/video format, how to include the primary texts
- refreshing the primary sources with a new format, new story, new context
- touch on evolution from e-book to website to video curriculum
- began with iterative structure: looking back to the themes throughout the rest of it.
Brave New World:
- evolution from e-book to websites to cereal to video curriculum
- shifting media, novel media (zombies)
- creativity and collaboration, project based learning
- required to work together: you have casualties!
- picking up for each other
- HUGE PRO--way harder to grade, though
- trusting the students to be able to do this
Plough Boys and Bibles:
- praying for help!!
- religion, how much do we incorporate LDS with the project
- Evolution of the class: toward more access (digital dialogue to blog)
- grades, how much do we depend on a syllabus and grades (ordinance to personal salvation)
- caring about learning instead of getting graded
- but no security about knowing how you're doing AND no competition
- Technical methodology: how to annotate videos, including screens before and after the video, how to form a narrative, the map, structure of intro to adventures to quizzes.
- Consolidating the new mode of presentation into a narrative.
- AHA! getting people talking, social interaction, allows for this fluid class non-structure
- sociality is primary
- agile development (small teams who can quickly change direction)
- conversations don't think it's a problem when we tangent or change direction
- badge system
OK, let's actually look at the PROCESS of our CLASS
1. Lecture-based iterative, six themes, whirlpool structure
2. theme-based--independent, ad fontes, looking for primary texts, review on digital dialogue
frustration of not knowing classmates, not knowing what to do next, not knowing what matters or what to look at, confusion about not having a syllabus.
3. group formation and picking some digital tools (picked wiki)
4. wiki (still focused on making an ebook) independent research combined into categories
5. blog: more creative: cereal idea, video idea (zombies, paradise lost disney intro), video intros (Petrarch), entire video curriculum (dinosaur puppet).
6. Finally deciding to go entirely to videos, curriculum, working as groups and giving group days
Throughout: became more personal, more collaborative, more pedagogical, shifted to more creative and less rigid, more accessible, less school-regulated.