Assignment 3.1:use case senarios of my interactive visual essay
Write down several use case senarios of my interactive visual essay - here the narrative descriptions are about contexts of use.
A presentation given ‘face to face’ to educational practitioners (teachers, educational software designers, and researchers) interested in the design of texts for technology-mediated learning with screen based new technologies (Interactive whiteboards, computers, hand held devices etc).
The essay will explore the ways in which three semiotic elements of a text can be designed in alternative ways to investigate a scientific concept (e.g. cells or particles) for key stage 3 students in secondary school: ‘multimodality’ – in other words image, writing and other modes, pace, and interactivity.
The ‘audience’ will be able to interact with the essay by coming up and ‘turning up’ or ‘turning down’ the multimodality, the pace, or the interactivity of the text on screen. Their interactions will show how the use of specific modes fill in particular aspects of the concept, and how the relationship of modes on screen can enhance or confuse the design of knowledge, and position students differently to the production of knowledge.
The number of modes, the degree of interactivity, the speed/pace desired by different members of the audience will vary depending on the audience that they imagine for the text – which will make the point that there is not one ideal text, but that texts like technologies are always shaped by their intended use.
The aim being that the audience will be encouraged to think about the relationship between technology and pedagogy in an interactive and immediate manner.
After ‘playing’ with the text design potentials in this way the interactive essay will incorporate the comments and thoughts of the audience into a conclusion (via the post-it XML thing?). This interactive character will serve to foreground the potential of electronic (computer based or is digital the right word?) texts to re make the idea of author, to open up potentials for multi-authored and fluid texts.
A presentation online – linked to my ioe and lkl webpages and this blog – which will be read by people interested in my work I guess.
The essay will be as described above. (It might also provide an audio commentary.) The person reading the essay will look at the 3 main dimensions of multimodality, pace, and interactivity and make selctions from a continuum of each and then view (or simultaneously view) the way in which their selection shapes the text design.
Actually I am thinking here that the essay could almost be abstract – where as I was thinking that it would be focused on a science curriculum concept like cells – what if actually the essay was abstract shapes, modes, words, sounds, and the pace increased their speed, and the interactivity shaped what the person reading it could do with it? That might work – that might be a way of making a very general theoretical point about modes of representation - but not sure – yishay what do you think? I might also plan in different routes etc to show distance from node as a semiotic resource.
Anyway, regardless of what I decide re the content of the essay the form is such that the person ‘reading’ it will be positioned both as reader and maker.
The essay will be able to be expanded and added to, so that a reader can work up ideas about how the resources of image and other modes might be combined and then play with them in some kind of ‘design ideas sandbox’ and then kind of ‘post’ them – stitch them onto the essay in some way.
When the reader has finished playing around with the design they will be able to comment on the process as well. Perhaps I will have some prompt questions around the relationship between mode and meaning/learning and so on.
Use case senario 1: face to face presentation
A presentation given ‘face to face’ to educational practitioners (teachers, educational software designers, and researchers) interested in the design of texts for technology-mediated learning with screen based new technologies (Interactive whiteboards, computers, hand held devices etc).
The essay will explore the ways in which three semiotic elements of a text can be designed in alternative ways to investigate a scientific concept (e.g. cells or particles) for key stage 3 students in secondary school: ‘multimodality’ – in other words image, writing and other modes, pace, and interactivity.
The ‘audience’ will be able to interact with the essay by coming up and ‘turning up’ or ‘turning down’ the multimodality, the pace, or the interactivity of the text on screen. Their interactions will show how the use of specific modes fill in particular aspects of the concept, and how the relationship of modes on screen can enhance or confuse the design of knowledge, and position students differently to the production of knowledge.
The number of modes, the degree of interactivity, the speed/pace desired by different members of the audience will vary depending on the audience that they imagine for the text – which will make the point that there is not one ideal text, but that texts like technologies are always shaped by their intended use.
The aim being that the audience will be encouraged to think about the relationship between technology and pedagogy in an interactive and immediate manner.
After ‘playing’ with the text design potentials in this way the interactive essay will incorporate the comments and thoughts of the audience into a conclusion (via the post-it XML thing?). This interactive character will serve to foreground the potential of electronic (computer based or is digital the right word?) texts to re make the idea of author, to open up potentials for multi-authored and fluid texts.
Use case senario 2: online essay
A presentation online – linked to my ioe and lkl webpages and this blog – which will be read by people interested in my work I guess.
The essay will be as described above. (It might also provide an audio commentary.) The person reading the essay will look at the 3 main dimensions of multimodality, pace, and interactivity and make selctions from a continuum of each and then view (or simultaneously view) the way in which their selection shapes the text design.
Actually I am thinking here that the essay could almost be abstract – where as I was thinking that it would be focused on a science curriculum concept like cells – what if actually the essay was abstract shapes, modes, words, sounds, and the pace increased their speed, and the interactivity shaped what the person reading it could do with it? That might work – that might be a way of making a very general theoretical point about modes of representation - but not sure – yishay what do you think? I might also plan in different routes etc to show distance from node as a semiotic resource.
Anyway, regardless of what I decide re the content of the essay the form is such that the person ‘reading’ it will be positioned both as reader and maker.
The essay will be able to be expanded and added to, so that a reader can work up ideas about how the resources of image and other modes might be combined and then play with them in some kind of ‘design ideas sandbox’ and then kind of ‘post’ them – stitch them onto the essay in some way.
When the reader has finished playing around with the design they will be able to comment on the process as well. Perhaps I will have some prompt questions around the relationship between mode and meaning/learning and so on.
posted by carey at 10:10 AM
1 Comments:
Try being more narrative. Use verbs, in present tense. "The presenter does X and the audience does Y by S or T".
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