In this lesson, students created Dipity timelines that allow them to integrate multi-media content into a temporal-sequential order. Taking the sources from their first essay, students reflect on the benefits of the multimedia/chronological presentation.
Using GoogleDocs, students create a group bibliography page to practice summarizing and evaluating a source. They then engage in an informal presentation of their source to the class.
The purpose of this lesson is to introduce the students to screen reader software, so that they will be aware of the challenges that blind people face in using web sites, and so that they can adjust their own sites to accomodate access for the visually challenged.
Using the extremely user-friendly online video creation tool, Animoto, students create short commercials pitching (potentially) odd combinations of products to target audiences (pianos to businessmen, running shoes to retirees, etc.)
For this assignment students use Photoshop to create a visual depiction or information graphic (infographic) of an essay. This infographic will focus on the interrelation and visual communication of ideas rather than statistics (as in traditional/popular infographics).
The assignment allows students to discuss their literary close-reading essays with each other, while also attempting to coordinate those close-readings with larger thematic issues discussed in class. The idea is to use individual words to learn more about global concerns in a literary text.
This assignment asks students to engage in an uncommon form of literary analysis, where the goal is to determine the significance of location and travel in the novel. The entire class collaborates in creating a Google map of all of the places that Humbert Humbert travels to in Lolita.
This lesson plan was designed in conjunction with the Paul Miller aka DJ Spooky that Subliminal kid lecture and performance. During the workshop-style lesson, students will learn about the literary and rhetorical aspects of selection and juxtaposition.
In this assignment, students learn about the importance of protecting their information and image online, and in turn, take measures to delete themselves from the myraid places where they are visible/vulnerable.
This assignment is a one I use at the beginning of a semester. It is purposefully simple because its serves as a diagnostic for students' levels of functional digital literacy in programs like Photoshop and Jing.
Using procedural, verbal, visual and aural rhetoric, students work in teams ona multimedia presentation that outlines a video game prototype and the ways it makes arguments.
Students work on transcribing an Emily Dickenson poem from manuscript form into print. Their transcriptions are then compared with each other and with several printed editions of the same poem and used to discuss editorial decisions.
The infosphere assignment calls on students to identify online sources of information they regularly take in and to create a representative structure for this information. Students must build their own unique infospheres and organize them as they see fit.
In this assignment, my students used a game-authoring platform called ARIS (Augmented Reality and Interactive Storytelling) to create augmented reality games based on scenes or passages from novels studied in our course.
In this assignment, students use the free online program Storify to track the life of a meme by combining elements pulled from social and news media sources.
Students engage with and revise each other's texts using a wiki platform. Allows students to consider the various ways of composing a summary of a single text.
