Linking Assignment

Link # 1 - Task 3

I linked to Teagan's task for a few reasons. I liked that she used a different tool that I was not aware of. I had no idea that the notes app on the Iphone could do voice typing. In hindsight, it is silly that I did not consider it, as you can talk to you phone and tell it to call, text, or make reminders. I had a laugh reading that she also struggled with punctuation in her spoken passage, as did I. She also noted that capitalizing words was something her tool did well, where as I found that mine did not. I am curious if that is actually the case, or if the particular words she used are more common. On the flip side, I used more words that needed to be capitalized, and maybe they were not as common.

On a bigger theme, both Teagan and I were quick to key into the different styles we have with written and oral stories. I had not considered a length difference in oral vs. written, as for the task I was trying to get enough to meet the criteria. In thinking about it now, I think it would depend on the story. If I was telling a comedic or suspenseful tale, I would have more details, and it would be longer. If it was more of an information story, I would 'get to the point' quicker, as Teagan pointed out. In reading hers, a new thought came to me about permanency. While I hold her view point that written pieces can be revised, improved, and become more polished, I actually find writing less permanent than oral stories. You can't take back a sentence or a poorly chosen word when speaking, but in written form, you can erase it, throw the paper out, of even burn it. To further that though, typing is even more comfortable to me, as it is even less permanent. The joys of no longer needing to write an essay double spaced on a lined piece of paper has revolutionized writing for me. I no longer have to restart and hate the task when I want to add, remove, or change my writing. Teagan also comment on the deliberate nature of written language and quoted Gnanadeskian's thoughts on it.

https://sites.google.com/learn.sd23.bc.ca/laverocketec565/etec-540#h.nv100hvg9wpf

Link # 2 - Task 4

When doing the potato stamps, I made them without considering a different method and I was pretty proud of my product! Then I went and looked around at others product, and I realized how silly I was! Most people took one big potato and carved the entire word into one potato! I felt a bit foolish for not thinking of it myself, but then wondered if it mattered? When I made my mistake with the direction of the letters needing to be flipped, I only have to recreate one letter, not the entire thing. So, in hindsight - maybe my way was better for me, and my mistakes. In the example below, they did use one potato to make their word. I was also impressed... ok, jealous, of their use of colours! I had not even considered it. I dug into my teaching supplies and grabbed the first colour I found, also the colour in the video example, and that is what I used. Maybe it is my linear/non-creative mind, or maybe I subconsciously wanted to recreate the example exactly, it is hard to say, but Ying's example is visually much more pleasing to the eye. Though, if an entire book was written it in, I would find it hard to read, and my black font, easily, the assignment was a word, and her way is more aesthetically pleasing. If I had to actually go through the painstaking process of writing anything at length, I would opt for a muted colour and only use one.

Ying, G. - https://blogs.ubc.ca/2021etec540/2021/02/04/task-4/

Link # 3 - Task 6

After I completed my Emoji Story I enjoyed reading over others. In some areas, I could figure out what the movie was and then the story made sense and confirmed my thinking (https://blogs.ubc.ca/ideamachinery/2021/02/19/task-6-an-emoji-story/) I found that some I could follow the story very easily, but still had no idea what the title was (https://blogs.ubc.ca/etec540mlc/2021/02/21/task-6-emoji-story/). Others, I thought I knew, but because of a more limited plot line, I was not as confident in my conclusions (http://blogs.ubc.ca/rchiang540/2021/02/20/task-6-an-emoji-story/). However, I was most excited when I found that Jenn had done the same movie as me! I was so interested to see how different our story was laid out! She had used human babies to represent Simba, where as I used the walking lion vs the lion face to represent young and old. I cursed myself for not thinking of including celebratory emoji's as she had at the beginning! I also had not really included the hyenas at all, and we both seemed to have some challenges as the correct animals for some parts were not available in emojis. She used a male human face to delineate gender for the older Simba, but did not specify for Nala. I also tried to avoid human connection as I would worried it would confuse the audience on who the characters were. Her story still makes sense to me though, despite us both approaching it in different ways and different emojis!

https://blogs.ubc.ca/metjennifer/2021/02/17/task-6-emoji-story/

Link #4 - Task 7 - Sarah S & Mode Bending

I link to Sarah's mode bending task as we both choice a purely aural form. While mine I feel like I struggled with and the task took a lot of energy from me, Sarah's seems seamless with it's simple complexity. I like her sounds a bit better than my own, and hers is shorter, but includes everything needed to understand her thinking and her day. I wonder if she actually has a rooster and lives on a farm, or if that represents getting up in the morning. I had some struggles with finding the right sound with the platform I used, so perhaps she had the same challenge. From this audio clip I can clearly imagine her morning, work out, drive, day working with kids (perhaps a teacher also), her drive home, dinner and a movie. I also can assume that she probably doesn't listen to that music when sleeping, but it represents sleep in her scenario. When I was doing this task I felt like I need to cram in everything, which may have been unnecessary looking back. Sarah's more simplistic view still paints her day clearly! While I explained the sounds and my day, Sarah left it up to interpretation which I liked, while I was not feeling confident and wanted my listeners to understand. By explaining my audio clip, I wonder if I inherently undermined the tasks intent. Reading Sarah's reflection, listening to her audio, and reflecting on it now, made me go even deeper in my thinking.

https://blogs.ubc.ca/etec540ss/tasks/task-7-mode-bending/

Link #5 - Task 8 Binal & Golden Record Criteria

After creating my Golden Record list and deciding on my criteria I looked at others and made a link to Binal's Criteria. I had decided to go with songs without words. I chose to avoid language biases and just focus on the emotion of the actual music itself. I found tracks that had drama, intrigue, or emotion. Though emotion itself is subjective, I picked what I felt evoke emotion for me. My thought was that if I responded to the track in an emotional way, it's likely some one else might too. Whether or not it was the same emotion brought out by the track was irrelevant. I also tried to make sure it was some what diverse. I initially had to classical music tracks picked and removed one to pick a more culturally diverse track instead. When I read through others criteria Binal struck me as one that I could link with seamlessly. It was interesting that Binal initially wanted to create a list that equally represented both male and female artists. That was something that did not cross my mind, but taking the voice out of the equation in my curation, I unconsciously did achieve that. While the artists may be male or female, some one listening to the record would not have knowledge of that as there is not voice to make them realize what gender it was. Though, the artists being male or female is still a consideration and would influence the track, the listeners would not have the bias of that knowledge without the context of words. Binal also identified that emotion was 'well-expressed', as Binal says, in music and she chose that as a criteria for her list as well. She also lists for each song what type of response she had to the music, whether it be an emotion, or a memory. She also identified one of the tracks as dramatic, much like I had identified that sense of drama as a criteria for my picks. I was excited to see that some one else had similar criteria was was excited to see exactly how many we had in common in the network analysis.

https://blogs.ubc.ca/bk540/2021/03/07/task-8-golden-record-curation/

Link #6 - Task 12 - Juliano & Speculative Futures

When finding a link for this particular task I found myself drawn to the educational examples, likely due to that being my background. From Rachels, to Chris (whose depiction of typical teenager Hunter made me laugh), to Judy's surly Johhny. I found it odd that my speculative future in education seemed to be the most optimist, with the character enjoying all the freedoms to tech would provide to make their own choices about their learning. The future I imagined gave students abilities to work at their own pace, and to have ownership over their path with the teacher being the facilitator. I originally picked Binal's and then realized I had already linked to hers. Maybe the fact that I had two links with her site means we have some things in common! This linking assignment links not only ideas, but peoples. Interesting! Ultimately, I picked Juliano's speculative future about the student Johnny. The age of the student was similar to mind, so right away I was curious. I was excited to read that Juliano also made the decision that in the future, students still physically went to school. I also loved that both students AND teachers could go on vacation whenever they liked! Not something I thought of, but with individual plans and tech to go, that would make it possible. A difference was that in my scenario I envisioned the teacher still interacting and 'teaching' students, with the AI being the curator/tracker of grade level and appropriate interest based content. Juliano mentioned a few times that the AI asks questions and students answer but I wondered about how they are answering... is it text based? In my scenario I had tech that could read and transfer student thought into words. In my narrative I included choice of the students, and Juliano also has that in picking their electives courses. Juliano also keyed in on VR experiences for some subjects and assessment is based on skills not memorization of content. I also loved that Juliano took a on a second narrative that had a negative view educationally, while my negative narrative was not a school narrative. In his second narrative Juliano proceeds with the idea that schools are obsolete. He paints a frightening picture of the future that I hope will not occur. In reading Juliano's reflection I have similar sentiments, hoping that the future employs tech to better ourselves, not to take on all of our tasks.

https://blogs.ubc.ca/etec540jng/2021/04/04/task-12-speculative-futures/