[R]evolutionizing Our Approach to Visual Communication

[R]evolutionizing Our Approach to Visual CommunicationRenee HobbsHarrington School of Communication and MediaUniversity of Rhode Island

Eastern Communication AssociationBaltimore MD March 31, 2016

learning outside the walled garden

www.digitalauthorship.org

Activating Visual Communication Competencies through Online LearningAll teacher & student work is public, except assessment and evaluationBlog as e-PortfolioSharing Content on Twitter with Hashtags LEAP: Creating Media to Demonstrate LearningReflective Multimedia EssaysFinal Paper/Project includes a screencast IGNITE presentation

Dialogue as Mediated Performance

www.flipgrid.com

Activating Visual Communication Competencies through Online LearningAll teacher & student work is public, except assessment and evaluationBlog as e-PortfolioSharing Content on Twitter with Hashtags LEAP: Creating Media to Demonstrate LearningReflective Multimedia EssaysFinal Paper/Project includes a screencast IGNITE presentation

Create-to-Learn Pedagogy

Create-to-Learn

Create-to-Learn

WORKED EXAMPLE: Visualizing ScholarshipFOCUS ON the Audience Problem: What makes a youth-produced video watchable or unwatchable? In what contexts do people become the audience for digital media produced by children and youth?

After reading the two articles, compare and contrast the two articles by creating a visual diagram or representation of some sort, including at least 2 relevant direct quotations from the works to capture key points of consensus and differences between these authors. Post your diagram to your blog and tweet a link using the #EDC 534 hashtag.

Halverson, E. R., Gibbons, D., Copeland, S., Andrews, A., Llorens, B. H., & Bass, M. B. (2012). What makes a youth-produced film good? The youth audience perspective.Learning, Media and Technology, 39(3), 386403.

Levine, Peter. (2008). A public voice for youth: The audience problem in digital media and civic education. In L. Bennett (Ed.), Civic life online: Learning how digital media can engage youth (pp. 119 138). John D. & Catherine T. MacArthur Foundation, MIT Press.

How does the public nature of the learning experience affect the quality of student work?What is the learning progression in creating visual communication with easy-to-use digital tools?How do templates support, shape or restrict creativity?How does the cognitive load of using a new digital tool influence the creative production process? How does it affect the acquisition of content knowledge? Does the create-to-learn pedagogy advance students visual design competencies even when formal instruction in visual composition is not emphasized? Research Questions for Create-to-Learn Pedagogy

Activating Visual Communication Competencies through Online Learning

Online learning outside the walled garden can advance visual communication competencies while building content knowledge through the process of creating to learn.

www.mediaeducationlab.com

Renee HobbsHarrington School of Communication and MediaUniversity of Rhode Island EMAIL hobbs@uri.eduTwitter: @reneehobbs