Learn to....

Before you get to the fun stuff, the reading.  Check out my video on how to get up and down the stairs when you're on crutches.

Chapter 4

The issue of technology assessment is interesting to me because of the vast promotion in the use of technology is contrary to the promotion of universal understanding of it’s assessment. This contradiction has been evident in most of my professional development and can easily be seen in the classrooms of my school.  I think most of us would have a hard time answering the parent question of “Why is my child doing this and how do you grade it?”  if it was outside the traditional course assignments.  I like the reasons Ohler gives as to why to assess new media: i. new media uses old media ii. new media is going to be the new definition of literate iii. kids are using new media now and we can choose to participate the direction they’re headed or ignore it at both of our detriments.

I also like Ohler’s suggestions about student DST performance assessment, from student’s self-assessment to, what I agree with most, the use of a performance or publication venue.  I often think of the choir at my school and how hard they work and wonder why they are the only group to perform at our back to school nights.  I would appreciate “showing off” my students work and mine too; I am just struck by the obvious simplicity in the idea of boosting performance because of public viewing.

I also appreciate the evolving new media rubric and I found the assessment points to be relevant and applicable. 

Chapter 5

I found the 3 components of story that storytellers can use to compose the essence of their narrative pretentious but useful.  First, create the story’s tension. Then, the transformation processes to the challenge, and finally, the response or resolution to the challenge.  A set of simple guidelines that have been used for generations and that students can follow.

Using story core, as a media literacy tool is fascinating to me, I mentioned in my last blog post that having students learn when they don’t realize they are learning is an objective of mine.  Ohler suggests, that through the sublet use of the story core, storytellers can, his words, pierce the neocortex and engage audience members emotionally, without causing them to question they’re experience.

Knowing when to move onto the next step is needed in story telling and the understanding between the differences of story core, story maps and story boards is a helpful guiding process.  I appreciate the clear defining and understanding of their separate needs and usage.

Chapter 6

The same point is made continually throughout this chapter, that of transformation through tension.  If that is an accurate assessment, then after this semester I should be a new person.  We’ll see if that’s the case, I do like Ohler’s connection of story mapping and story telling to the perspective of the student.  In a good story the main character grows, and with a good DST a teacher can cause growth in their student as well.  I see room to personally grow this semester as a student too, the tension that is building with these classes is unlike any other obstacles I’ve encountered before.  So, I better see the fruits of my labor, if I make it though this.