Fandom Mashup with Mozilla’s Popcorn

Mozilla's Popcorn, part of the Webmaker suite of tools
Mozilla’s Popcorn, part of the Webmaker suite of tools

For anyone that has read this blog, seen my guest post on the Heinemann website, or heard me speak in the past few months, you know that I am becoming more and more intrigued with Mozilla’s Popcorn as a digital writing tool. Last week, my students in ENG 201 started playing around with Popcorn as one possible tool for creating their final, multimedia projects.

Before I share this example from one of my students, Cali Winslow, I wanted to note just a few quick notes about helping guide students to this point of the semester.

First, I have been fortunate enough to teach and honors section this semester. While most times I teach English 201 I am focused in on various forms of academic writing, and especially on the techniques of argument, this particular semester has been interesting because I am guiding students, as freshmen, to think about what they want to do for their senior honors capstone research project. As a part of this work, students will be submitting what I’m calling a “very rough draft” of what they would like to do as a senior honors project proposal.

Second, because we’ve been talking about digital writing throughout the semester, I am asking them to share their final presentation not just as a PowerPoint, but in some kind of multimedia form. Over the past few weeks we have begun looking at a number of different tools, and Popcorn is one of them. My hope is that the few students will use this tool for their final projects, especially since I have so many students interested in topics related to media.

All of this is a lead up to what I found to be a truly wonderful project. Mind you, this was meant as an opportunity for play and exploration, a formative assessment opportunity just to see what students could come up with in a limited amount of time. My guess is that Cali spent much more than just a “few extra minutes” outside of class to get this creative representation of her many “fandoms.” In fact, she noted in her reflection, there are many things to consider when embarking on such a project:

This project revealed some important benefits and drawbacks of using multimedia presentations. One clear benefit is that, if executed properly, it can provide a concise, engaging presentation related to the topic. A one-minute video can be much more compelling than a page of text presenting the same information. It also allows the author to be more creative in how they present their message, which can draw a wider audience. As with any media, however, there are some limitations. The biggest problem, in my presentation, was due to technological issues. As I mentioned, I had five tracks that were all timed precisely to fit with one another. Several times I tried to play them back and one would glitch and become out-of-sync with the others, which in some cases, even somewhat changed the message I was trying to get across (some of you may also have had this problem if you tried watching my video).

This is one of those projects where a student clearly went above and beyond, and I think you’ll find the final results to be compelling and creative. If this is what she was able to create just playing around with Popcorn for fun, I can’t wait to see what she — and all of my students — with their final projects.

Enjoy!

https://cali-winslow.makes.org/popcorn/2w9a_


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Networked Conversations and Transformational Technology

CC licensed image from Flickr user Frau Hölle

This past week has been a busy one for me, with professional experiences ranging from face-to-face workshops and two webinars, to our first school-based field experiences with pre-service teachers; additionally I met with my writing project leadership team, facilitated two writing groups and ended last night by helping to moderate a panel discussion amongst principals for helping them secure a job. Whew…

In and amongst all of these activities, I have been reminded of the power of teacher networks. In fact, my entire professional life centers on the idea of teacher networks. Identifying networks. Building collaborations. Nurturing novice and veteran teachers alike. Putting them in conversation with one another. Asking smart questions about curriculum, instruction, and assessment. Creating new networks, and beginning the process again. It’s part of who I am, part of what I do.

In that sense, part of what I am attempting to do with my pre-service teachers this semester to do — through the use of Twitter — is to build a teacher network. I am not simply asking them to “use Twitter.” Instead, I am coaching them in the process of using Twitter as a tool for building their PLN. This happens both online and off. As evidence of this, I spent about 20 minutes of class time last week introducing some of the nuances of Tweetdeck as a tool for monitoring and participating in hashtag conversations.

At the core, what I am attempting to do with my pre-service teachers is about using technology in a way that moves well beyond simplistic integration. As Ruben Puentedura describes it in his SAMR model, I want pre-service teachers to move from technology as a tool for enhancement of teaching practice into an opportunity to transform their practice.

Yet, I find my pre-service teachers, even the most engaged Twitter users amongst them, to be hesitant about using social networking in this manner.

Of course, change is hard, and I am working to ease them into it. I want to provide them with the opportunity, yet not foist Twitter upon them. At the same time, we cannot move fast enough. There are so many conversations, so many ideas that they need to jump into, so many networks that they can learn from.

Indeed, my colleagues in teacher education could take a play from the Twitter/PLN playbook, as I do not often see teacher educators participating in regular conversations. There are exceptions, of course, but when I was in a recent college of ed meeting about reforming our teacher ed program, no one presenting mentioned how we could tap into these existing networks as a way to recruit mentor teachers, build school partnerships, and learn about current trends in the field. Many of my colleagues need to rethink how they, too, participate in networks as a broader component of their own (and their pre-service teachers’) professional learning.

At this point, I am still pushing forward with Twitter outside of my methods class, though I think I might use it in class next week to hold a backchannel conversation, too. I’ve resisted the urge to place any kind of grade on Twitter participation, though I have told students that they will be evaluated on their participation in class, both at the mid-term and at the end of class. So, I will keep working to get them involved, and to get other teacher educators involved, too.


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Contributing to the Conversation: Pre-Service Teachers Get Started on Twitter

“A Conversation” by Flickr user Khalid Albaih.

Over the past week, my ENG 315 students have been joining Twitter and using the #eng315cmu hashtag to start discussing ideas related to teaching writing and creating their own PLNs. I provided them with a few resources to get moving along.

First, to create your own professional learning network and reading list, begin by reading How To Build Your Professional Learning Network Online and Offline and How Do I Get a PLN?

Then, sign up for Twitter. Install a Twitter app on your phone or in your web browser and read What The Tweet? Your Illustrated Guide To New Twitter Jargon. Also, take a look at Edutopia’s  Five-Minute Film Festival: Twitter in Education.

For this week, I am trying to help them “contribute to the conversation.” That is, I want them to begin thinking about how their tweets — while sometimes personal, eccentric, or irrelevant — can generally be about their professional lives, including their questions and discoveries about teaching writing. For instance, I encouraged them to create “substantive tweets” (paradoxical in some sense, I know), that might do the following related to our own class discussions:

  • Summarize a key idea from an article or blog post
  • Respond to a colleague from class in a supportive manner, yet also pushing the conversation forward
  • Provide a link to a resource related to the original idea

Or, alternatively, if entering a broader conversation, they might:

  • Ask a specific question to another teacher on Twitter about his/her teaching practice
  • Ask a teacher that they follow already what some good chats are to join as well as other teachers to follow
  • Share their own observations about working with student writers (not using the child’s name, however!)

Soon, I plan to adapt some ideas about setting professional goals from Jon Hasenbank, a math professor at Grand Valley State University. He asked his students to identify some professional goals and then choose a Twitter chat that would help them reach those goals and, of course, reflect on the experience (such as this one from Holli McAlpine).

So, I am happy with the progress we are making so far. If you are interested in following our group and contributing an idea, I know that that my pre-service teachers would appreciate it. You can find a list of them here, and we are using the #eng315cmu hashtag.


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