RSCON5: Remix (Reform Symposium Conference)

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Make du Jour Shawnigan Lake

Remix calls for knowledge and understanding, critical, higher-order, and design thinking, a variety of tech skills, and frequently, collaboration and navigation in the greater media landscape. A remix task offers students a chance to truly transform a work and create something unique - something that will contribute to their digital presence and legacy. ***please note that videos are not enabled Feel free to join the open G+ community here: https://plus.google.com/u/0/communities/112632173247239192908

RemixED_EdTechTeam

Amy Burvall

***Please note videos will not play From cave walls to Facebook walls we have always embraced visual communication. Dual coding theory of cognition (Paivio, 1971), reiterates the importance of visual imagery in respect to our thinking processes - that in fact we need visual language in addition to verbal or text-based coding of stimuli. With the changing media landscape, our streams, memes, and zines have exploded with imagery, ushering in a need for visual literacy skills. We are quickly moving from images as decoration and augmentation to images as sole content and communication tool. We have some false beliefs about visual language - that it is equated with “art”, requiring “talent” from “creative types” - and therefore it is unfortunately often not overtly taught and practiced in schools. Technology has affected knowledge in such a way as to diminish the value of “raw” information and increase the value of sense-making, as well as chip away at attention spans, sparking a need for distillation of complex ideas. Images can essentialize the cumbersome in beautiful ways. They have a “stickiness” for the viewer and challenge the critical thinking of the creator. This hands-on session will explore the “Whys” of visual literacy and offer participants an opportunity to tinker and play with: iconography and metaphorical thinking pictograms, “Shortology”, emoji, meme stories, and gifs graphic design, graphic facilitation, infographics and sketchnotes photography, cinemagrams (moving photos) icon-based annotations and marginalia using images to leverage CVs, social media, and presentations We’ll experiment with ways to use visual language for personal knowledge management, amplification of knowledge and creative work, critical thinking, social interaction (conversation), and other forms of creative and intellectual expression.

Image is Everything: Exploring Critical Thinking Through Visual Literacies BLC15

Amy Burvall

Workshop on Visual Thinking and Visual Literacy for the Independent School Association of British Columbia (Mulgrave School, Feb, 2015). Bear in mind the videos won't play but thy are all located in our G+ community at https://plus.google.com/u/0/communities/113762614515763343967 With the changing media landscape, our streams, memes, and zines have exploded with imagery, ushering in a need for visual literacy skills. We have some false beliefs about visual language - that it is equated with “art”, requiring “talent” from “creative types” - and therefore it is unfortunately often not overtly taught and practiced in schools. Technology has affected knowledge in such a way as to diminish the value of “raw” information and increase the value of sense-making, as well as chip away at attention spans, sparking a need for distillation of complex ideas. Images can essentialize the cumbersome in beautiful ways. They have a “stickiness” for the viewer and challenge the critical thinking of the creator.

Image is Everything ISABC15

Amy Burvall

From cave walls to Facebook walls we have always embraced visual communication. Dual coding theory of cognition reiterates the importance of visual imagery in respect to our thinking processes - that in fact we need visual language in addition to verbal or text-based coding of stimuli. With the changing media landscape, our streams, memes, and zines have exploded with imagery, ushering in a need for visual literacy skills. We are quickly moving from images as decoration and augmentation to images as sole content and communication tool. We have some false beliefs about visual language - that it is equated with “art”, requiring “talent” from “creative types” - and therefore it is unfortunately often not overtly taught and practiced in schools. Technology has affected knowledge in such a way as to diminish the value of “raw” information and increase the value of sense-making, as well as chip away at attention spans, sparking a need for distillation of complex ideas. Images can essentialize the cumbersome in beautiful ways. They have a “stickiness” for the viewer and challenge the critical thinking of the creator. **Please not videos will not play but they are located in respective categories on the G+ community Workshop trailer: https://www.youtube.com/watch?v=BYNQ2hzbeQI Workshop Resources: https://plus.google.com/u/1/communities/113762614515763343967

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In this workshop we explored the essence of creativity and how to cultivate a creative creative climate in the classroom. We explored low barrier entry ways to get students thinking and working more creatively on a daily basis, using both digital and analog tools and strategies. ***please note the videos embedded are not enabled Feel free to join the open G+ community here: https://plus.google.com/u/0/communities/101416752034019971438

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This keynote, first offered at Sc Midlands (South Carolina) is all about provocation over pontification. I pose questions to help us rethink education and "edtech". Keep in mind that many anecdotes were shared as the "meat" behind these queries. Most come from my public thinking on my blog: amysmooc.wordpress.com *note there are a few slides with videos ...they should play (though I did not show the entirety of the Student Voices Clip (only 2 min of the 25)

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Twice now, I have been invited to speak with students in the Packaging Design curriculum in Virginia Tech's College of Natural Resources and the Environment. These are non-graphic design students who focus mainly on materials, and I was asked to give them an overview of design basics and some of the tools. I also included some general notes on creativity, observation, and resources, AND some in-class exercises to stimulate creativity adapted from Edward de Bono. I often include images of the Great Pacific Trash Gyres in my presentations in order to place the need for good design —from concept to execution in all phases of a product's life— foremost in student minds.

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Building Learning Communities: Cultivating #newliteracies

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(please note that since this was a keynote exported to a pdf, the embedded videos will not play) Mozilla’s Doug Belshaw says that the “heart” of “digital literacies” is the Remix. Kirby Ferguson eloquently encouraged us in his TED talk to “Embrace the Remix”, because, as his enlightening documentary series reminds us, “everything is a remix”. Newspaper blackout artist and award-winning author Austin Kleon’s advice to budding creatives is to “Steal Like an Artist”, because “you are a mashup of what you let into your life”. Our students are engrossed in remix culture - they are the appropriation and recontextualization generation. Remix calls for knowledge and understanding, critical, higher-order, and design thinking, a variety of tech skills, and, frequently, collaboration and navigation in the greater media landscape. Most importantly a remix task offers students a chance to truly transform a work and create something unique - something that will contribute to their digital presence and legacy. This session is part pedagogical/philosophical and part participatory. Attendees will leave with a “goodie-bag” of resources and ideas as well as have the opportunity to develop, practice, and share several types of remix projects.

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NOTE: The videos in this presentation have not been enabled to play “The tag is the soul of the Internet”, says Derrick de Kerckhove in The Augmented Mind. How can educators exploit the use of tagging content in a variety of mediums in order to help students practice these new literacies and understand the workings of the Web? In this session we’ll look at both practical and creative (or “meta”) tagging and explore ways to organize a course in Twitter, G+, Storify, Instagram, and Wordpress blogs. We’ll explore playful uses of tags to recontextualize, add commentary, or create art, poetry, and literature. The hashtag is a powerful device of the organization of knowledge, but it can be maximized for critical and divergent thinking. *this is a presentation with hands-on activities. Please bring a mobile device and, if you wish, a laptop.

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How can we model and help our students develop skills in the new literacies of the digital world? In this workshop we explored the so-called "new" or "emerging" literacies - things like the nuances of hashtags and how to use them for creative production, video blogging as an effective alternative to the written essay, microcontent, and visual thinking and media. ***please note that the VIDEOS will not play in this version See some of the vlogging videos in this community: https://plus.google.com/u/0/communities/115585487553081978789

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Note that this is the abridged version (15 minutes) presented at BLC15; I have an hour version with almost 100 more hand-drawn slides. While everyone is both a work of art and an artist, not everyone thinks like one. What can the ways in which famous artists lived their lives,as well as their creative processes, teach us? In this 15 minute keynote presented at Alan November's Building Learning Communities 2015, Amy Burvall shares poignant takeaways from the lives of Da Vinci and Michelangelo, the Impressionists, Toulouse- Lautrec, Picasso, and Warhol. Through anecdotes, quotes, and metaphorical imagery, these apologues serve as digestible life lessons educators and leaders can embrace in their own intellectual and creative lives and share with students.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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