Follow these steps:
Choose one of the items below. Insert your cursor below the item, and then write about the projects in this class in terms of that item for four minutes.
Choose another of the items, and then write freely about the projects in this class in terms of that item for four minutes.
Choose a third item from the list. Without discussing directly the projects, write freely about the activities and processes experienced in this class in terms of that item for five minutes.
- Creativity
- Problem Solving
- Critical Thinking
Critical thinking was applied throughout the course. Through class discussions based on the assigned readings, I had to use critical thinking to discuss the readings and how they applied to what was being taught in class. Also, in class there were many instances of analyzing examples of projects and discussing the strengths and weaknesses of the projects and how to improve upon those weaknesses. There were times in class when we would speak with a partner about our projects and providing feedback on how to improve upon them. When we did exploration projects on learning how to use the new programs, this utilized critical thinking by being able to understand how to navigate each of the programs with limited experience and trying to develop new skills by learning how to use these new programs introduced in this course.
- Leadership
- Communication
- Collaboration
This class did not have many group projects. However, the podcast project involved collaborating with other peers in my class to produce a polished podcast talking about an issue on the internet. As a group, we had to decide which of the topics that we brainstormed would be the best to discuss for the podcast. Then, we had to work as a group to brainstorm what subtopics we would discuss in the podcast. All of the group members brought up interesting points to include for the podcast. We had to then practice the podcast to ensure that it would run smoothly. As the group was working on the podcast, we had to listen to everyone's ideas to make sure everyone was on the same page and to ensure all of the group members felt that their voices and ideas were being valued.
- Information
- Risk taking
This class involved a lot of risk taking. Before taking this course, I was not familiar with many of the programs. When creating the memes and GIFs, I had to do risk taking throughout. I had to make a succinct argument using each of these forms. I was not sure if people would understand my arguments and the contexts I used to illustrate my arguments. Also, I had to use Photoshop for each of these assignments which I have never done before this class. I thought Photoshop would be impossible to master before undertaking the task of using Photoshop. I had to put myself out there and try to experiment with the complexities of Photoshop such as adding a shadow in the picture, creating the different layers of a meme, and adding various colors to the images.
- Adaptability
- Curiosity
- Reflection
- Motivation
Finally, choose one item from the list below. Write freely about the projects in this class in terms of that item for five minutes.
- Logic versus emotions
- Role of visual, sonic, and textual media
Before this class, I usually constructed arguments by writing them down with words. However, this class has shown me that arguments can be delivere successfully in other forms that do not involve only words written down. For instance, the audio essay creates sonic qualities that deepen the meaning of the essay instead of only using your eyes to read about an argument. The audio essay provides an experience that allows the listen to experience the argument with the sounds in the background, the voice of the speaker, etc. that woul not be possible by only reading written words. Also, the memes and GIFS create succint arguments that still have deep messages but are easier to convey with this format. Lastly, the app argument project allows an individual to have an interactive experience. This interactive experience connects the person more with the argument by having the person actually focus more compared to reading written words.
- Networks and social exchange