Syllabus description of final project (40%):
For this final project, the primary goal is to creatively and critically experiment with multliteracies and new media in a project that is educationally focused and/or based on a group-directed inquiry topic that is significant and that matters to you. The media project should connect with inquiry, or a subject of interest or critical concern today (in or outside of schools) and result in a media product of some kind (e.g., multimedia iBook, a digital game, digital app, multimodal visual graphic narrative, documentary film, (e)zine, digital mapping project, etc.). Examples will be provided early in the course.
The aim of the project is not only to promote fluency with new media and new literacies, but to situate you in the roles of creative/critical makers, and to explore/consider how people learn through self-directed inquiry and creative production using new media. By ‘doing’ these creative challenges and enacting related media competences, you will emerge with a more nuanced grasp of how to theorize, apply and extend new media literacies in your own practice and lives.
This is a self/group-directed media project. You will select the topics/issues of inquiry, modes of inquiry and research, and the media tools of creation and publication. Do something that has value to you, that is meaningful to you (or to your community), or make something you always wanted to make (e.g. a digital game, documentary film, multimodal digital book, etc.).
Marking Scheme for Final Project (40%):
Final Project Breakdown
The final project does not require a reflection component as the proposal provides a frame for me to understand your approach, and the work-in-progress presentation provides me insight into your creative process. As a result, the final project is marked on content alone. Adapted from the syllabus, this is how I will be grading your final group projects. It is necessarily an open and flexible marking scheme to make space for the range of different projects being done in the class.
General Effectiveness of Content (10%): Does the project function as you had intended it (as outlined in your proposal), or has it shifted and changed in a way that makes sense? For example, if you proposed a documentary on the impact of class sizes which would involve interviews and background information with a conclusion on the subject, does the documentary you created actually explore this issue effectively? Does it offer the viewer new insight? Is the medium appropriate to the goals of the project? If you chose to use a different medium in the end than what you proposed, did that help you more effectively address your inquiry question/the issue you are exploring?
Engagement with multiliteracies (5%): Does your project take into consideration multiple ways of presenting and working through information and ideas? Multimodality fits into this, in addition to other course themes (participatory culture, new literacies, knowledge as a verb vs. a noun, etc.). Following the example from above, if you were creating a documentary on class sizes: How does getting out into the world and engaging in first-hand ‘research’ help illuminate your topic? Does your video take advantages of the literacy affordances of film and editing (including not only visuals, but also subtitles or captions where necessary, music, etc.) to contribute to the overall effectiveness of the project? If you are doing a website-based platform, how are you integrating multiple senses and ways of learning into the resource you are creating, and different ways for users to engage in literacy practices?
Engagement with new media (5%): Your project must involve some kind of engagement with new media and digital technology, and it should be clear why the mode you are choosing is the best (or at least, a good) fit for the project. Keeping with our example, if the focus of the documentary project is on gathering first-hand accounts regarding how class size shapes the experiences of a range of folks, integrating video would be a great choice. This point is essentially deterring groups from sticking with traditional media modes (such as written text alone).
Clear Approach via Inquiry (10%): The project should have relevance beyond the scope of the class, and should position the group as creators seeking out answers to a question of personal importance, or should facilitate the exploration of an issue that clearly matters to the group in some way. This involves utilizing production pedagogies to engage in authentic learning, with students (in this instance, you) as creators. A group would lose marks here if the project ends up being a flat, “this issue matters to education because the curriculum says this issue matters.” I should be able to tell from the content of the project that you are engaging in authentic inquiry, seeking out answers to questions you don’t know the answers to ahead of time (OR creating something that really identifies and addresses a clear need in a unique, dynamic way that might involve your learning new skills/techniques in some capacity). Further, these projects should have some life after the course (or, at the very least, a hypothetical life) as your group builds in what your project offers as a tool of or for learning.
Attention to Detail and Care in Execution (10%): How thoughtful and polished is your final product? If you are creating a website that will function as a resource in a certain area, and there is still template content within the website, this would fall under this part of the marking scheme. If you are creating a video that has no editing done to it, this would appear incomplete within the context of an assignment worth 40%. Show care in your work, and this part of the project shouldn’t be a problem.
Of course, with openness to encompass a wide range of projects comes a bit of ambiguity, so please use me as a resource in addition to the ‘work-in-progress’ presentation, which is an opportunity for your peers to give you feedback to improve upon your project.
Final Group Project Proposal (5%) – Due October 24
A brief proposal of your final group project (max 3 people per group). In the proposal you must address the following things:
1) Identify the creative challenge you will engage: what will you make and do? What inquiry questions or issues or creative goals are you addressing through this project (with a brief rationale connecting with course themes)
2) What media will you will use to produce your project (what are you going to create? What media tools will you use or integrate? What modes of inquiry (resources? interviews? etc.)?
3) Production Plan: Brief sketch or script indicating how you will get this project done (brief group action-plan, next steps, individual contributions to the project, a work schedule/timeline for completion).
The proposal can be done in any format your group wants to use (slides, video, written proposal, etc.) as long as it includes the above information.
The due date for the proposal is October 24th to allow you time to engage with a range of new media tools and digital technologies. However, your group can complete and submit the proposal earlier. Please email me with your completed proposal when it is complete. Examples will be provided early on in the course.
‘Works in Progress’ Group Presentation (5%) – Presentations on December 2
In your groups, you will present snapshots or samples of your Multiliteracies Project and tell the story of project. Think of this as a tour of your media project-to show your peers what questions/research topics you engaged, what you learned, and what you designed and created. You will briefly reflect upon what and how you learned through this process and briefly connect that experience to course themes, theories, and readings.
The purpose of this presentation is to share your work and get constructive feedback from peers to improve/modify the project. You are presenting a ‘work-in-progress,’ and feedback from your audience and course director can be used to improve or revise your project.
Each group presentation should only be 5 minutes (10 minutes maximum).
View Marking Scheme Here: 3610 Presentations marking scheme
Examples have been provided below regarding some of the options you might consider for your final project. That being said – these examples are not exhaustive. This is meant to be inquiry- and student-based (with you here being the student/maker/producer), so please feel encouraged to pursue your own ideas as they relate to course concepts and creative/critical making! See also the PowerPoint presentations for class 3 and 4 for details on the final project/examples.
Next Generation Textbook
