Dyad 54

Joanne Zienty and Evan Torner

THE PURPOSE OF OUR INQUIRY:

While we worked on separate projects, ultimately we are both focused on creating an independent learner "choose your own adventure" type of experience using digital media. How can we craft this inquiry experience to make it authentic, significant, and relevant for the learner?

LESSON SUMMARY:

Joanne: The learning experience provides a brief overview of dystopian literature as a hook, which could be used in either an anytime or real time situation. This is currently in the form of an Adobe Spark video. However, I could adapt into a longer iMovie or expand/incorporate into a live presentation. Then, the learner is directed to a Sutori interactive timeline, where he or she can explore dystopian fiction through an historical lens.

Evan: I wanted to escort the students through a virtual "set" so they can see the variety of types of work and thinking about digital media available.

TEACHING GOALS:

Joanne: My teaching goals include incorporating elements of Personal Digital Inquiry into this experience. Currently, I see aspects of Wonder & Discover, and Analyze & Reflect in the learner experience. I think I can also incorporate Collaborate & Discuss through the interactive Sutori timeline because it will allow me to add elements that would promote that type of interaction between learners/users. I have also tried to use the SIDL Anytime/Realtime Framework to structure the project. The introductory video hopes to inspire and hook learners to wonder about dytopian lit in a historical context and can be viewed any time. The interactive timeline is another anytime learning feature for engaging learners to read, explore, analyze, and comment as they move throughout history.

Evan: Students can play the game anytime, and record their responses in a separate Google form to then discuss in a realtime context.

LEARNING OUTCOMES:

Joanne: Learners will discover how to engage with an interactive media and will gain an understanding of dystopian literature within a historical context, looking at events that surrounded and/or sparked the creation and consumption of these works of fiction.

Evan: Students get to "try on" different media personas, and the questions the students are posed stand as fundamental to any act of media creation or inquiry.

TEXTS/TOOLS/TECHNOLOGIES AND RATIONALE:

Joanne: I chose to use Adobe Spark and Sutori for a couple of reasons. First, I had never used either of these digital tools/technologies and I wanted to get outside my comfort zone and learn something new. Second, I love the interactive nature of Sutori and that I can embed all different kinds of media into it, as well as comment boxes and quizzes. I think that a learner of any age would enjoy using it both for creation and for exploration. The fact that it's free and had a timeline template also played a factor. I used Adobe Spark instead of my go-to iMovie or Google Slides because, again, I wanted to try something new. I was a little frustrated with the limited nature of the tool; however, for use with younger students, this might actually be a BENEFIT!

Evan: I selected Twine because this seemed like a good opportunity to re-visit it after several years. An interactive storytelling premise helps further engage the students in the space of, well, digital storytelling.

Digital Product 2:

Joanne's Learning Artifact: Joanne's Sutori Timeline for Historical Perspective on Dystopian Lit

Partner 2 Learning Artifact: