Dyad 53

WHO WE ARE:

Tony Liao is an assistant professor in the Department of Communication at the University of Cincinnati. He does research into augmented, virtual reality, and mobile technologies and how they are adopted and integrated in everyday life. He is teaching an undergraduate media literacy course in the Fall.

Mary Kelly is Professor of History at Franklin Pierce University, NH. She teaches Modern US and some European history courses to undergraduate students, and is interested in digital platforms that facilitate enhanced learning experiences.

OUR PARTNERSHIP: All dyad partners check in regularly with each other during the week to offer collaborative feedback and support on your design studio project. However, you have choices in the goal of your collaborative work. How will you collaborate with your dyad partner this week? Choose one and delete the rest... Will you....

• Option 2: Jointly follow a similar lesson format but use different content from own work context

Provide a brief description of the context in which you work and your learners to help readers better understand the unique work that evolves from your collaboration.

THE PURPOSE OF OUR INQUIRY: Briefly explain the focus of your Design Studio work. Depending on the type of partnership, you might have more than one purpose or inquiry question that guides your work. Creatively adapt this section to reflect the process and products of your collaborative work.

-Create an assignment using digital literacy tools that motivates critical exploration of news topics/propaganda in historical context. Students will be able to understand and be critical about the current digital media environment and how it has evolved historically; students will engage in a digital project that allows them to explore history's ongoing relevance and significance in their lives.

LESSON SUMMARY: Write a 1 - 2 sentence overview of your planned learning experience, including both anytime and real-time elements.

Group project with both anytime and real-time elements. Students will engage a variety of materials and digital platforms to explore, analyze and draw conclusions on their selected focus.

TEACHING GOALS: What anytime and/or real-time digital teaching practices will you aim to accomplish in this lesson/project/work?

Goal of using digital tools and platforms to engage with peers in class with the aim of completing this assignment.

LEARNING OUTCOMES: What will learners be expected to know, understand, and be able to do during and after they engage with the sequence of tasks in this lesson/project/work?

For students to be able to understand and be critical about the current digital media environment and how it has evolved historically.

TEXTS/TOOLS/TECHNOLOGIES AND RATIONALE: Identify the digital texts, tools and/or technologies that will be used in this lesson. Explain why you have selected these digital resources for this lesson.

MK: Readings (primary, secondary); film; historical/contemporary sources online, databases, archival collections; Zoom, MS Sway Adobe Spark, Flipgrid, Screencastomatic, GoogleTourGuide, Thinglink

TL: Readings, Wayback machine, Social Media Content Analysis, Tineye Photo, Online News Headlines/Archives, Flipgrid, Google Docs, Sites, Thinglink, Zoom. IU Observatory of Social Media, Alliance for Securing Democracy

Commencing with a content-foundation in the historical focus of Civil Rights drawn from readings and digital resources, students frame an inquiry question in PPT or Sway or Spark presenting present-day relevance and meaning. They then gather supporting evidence from historical scholarship, disussed in Spark video, Flipgrid or Screencastomatic. From there, Thinglink and GoogleTourGuide allow them to us,and design a team presentation in one of these selected platforms, and interactively explore meaning and significance in today's context.

Students will take an existing news media issue/controversy and analyze its digital footprint - source, dissemination, commentary, reaction, accuracy, effects, and historical antecedents - Tineye to look up the original image, Wayback machine to archive changing media headlines, Social media analysis through hashtags, and Google docs and sites to organize materials. Presentations could be made interactive through Spark/Sites/Flipgrid

This Inquiry Plan Template documents our planning and learning this week.

[You may decide to outline key elements of your work below, or you can simply delete the next text box and point readers directly to your inquiry plan. Once your homeroom leader knows how you will work with your partner, they can help create separate inquiry plan templates for each person if needed.]

Digital Product 2:

Students will work in thinglink.com to build understanding of the 1963 March on Washington via web-sourced content and context.

Learning Artifact: https://www.thinglink.com/scene/1342940292398972930?editor-closed

Digital Product 3:

This is an artifact using the Wayback Machine to compare two newspaper headlines from the same outlet over many years and the front page coverage of the same political issue (Clinton and Trump Impeachment)

Learning Artifact: https://cdn.knightlab.com/libs/juxtapose/latest/embed/index.html?uid=8c0e649e-cd1c-11ea-bf88-a15b6c7adf9a

Digital Product 4:

This is an artifact created using GoogleTour of a 360 map of the Stonewall Jackson Monument in Richmond Virginia, overlaid with images of the removal of the statue in 2020

Learning artifact: https://poly.google.com/u/0/view/7CWFS6dk8Oi

Digital Product 5:

This is a presentation created by Microsoft Sway that embeds videos of Black Lives Matter speeches

Learning Artifact: https://sway.office.com/NSnTbmeDgJ4CBraG?ref=Link

Toward the end of the week, you'll insert a video here that introduces your work (and your compelling inquiry question) to others and summarizes your collaborative reflection of your learning this week. On Friday, you can move this section toward the beginning of your dyad page.