The Pitch & The Pace

The Pitch & The Pace

If we intend to teach with multimodal projects we need to also create multimodal projects – so here we are.

I am terrible at design. The worst.

I am also really uncoordinated and this is one of the things about me that made me a runner. It’s a sport that usually requires minimal coordination, minimal multitasking.

Meanwhile, I love music, podcasts, sound-based communication of knowledge and emotion.

This is what I came up with:

“Call for Pacers

I’m making a podcast about the non-traditional ways we learn and teach concepts and critical thinking. And running. Over the years as I’ve ran with friends, I realized that I’ve learned a lot about life. Running helps me sort through my life, de-stress, process college courses, and let the thought-reel run its course, while I run my course. And when I run with my GPS watch and heart-rate monitor I get all this data, I compose (sort of write), record and create something as I run.

So I want to interview you on my podcast about either:

Concepts you’ve learned through running or while running that applied other places

or

What do you think of your GPS watches as a composition? How does looking at the data tell a story as well as how long, far, and fast you went? When and why do you run without it? (or do you?)

Or both!

I have a special microphone to wear and record the interview as we go for a run together, but a traditional sit-down interview is also possible. Contact me for more info.”

Example 1 Screenshot 2015-11-09 13.14.36 Screenshot 2015-11-09 13.15.15I want to explore running as a way of knowing and I like the versatility for the audience in podcasts and podcasts is one of the ways I learn new things, particularly things outside of my field. A lot of podcasts have websites with visuals of some kind available – sometimes it’s mostly a home for the mp3, sometimes it’s complimentary to go with, sometimes it’s merely a transcript of the words being heard. All this is to say, they are always multimodal.

Runterviews Modes and Structure

 

I will interview other runners to see how and when and if they’ve had experiences of knowing and something a bit less academic-y: the GPS watch as a composition and in general, scrutinizing its role in runner’s life. I have already completed one run-terview.

 

 

Sample soundbite – this is a recording of a recording so the quality is not representative of what the end product will sound like.

I ask, “how many years have you been running?”

 

I’m going to have a section examining my process all along the way. I’ve already recorded some on process.

As I discovered on my process recording run on Wednesday, November 4th, it’s empowering to think about my running as a way of knowing – Freire’s concept of the Word, versus the World.

*I’m bad at math. I’ve been running for 18 years, not 12.

I think that exploring multimodality and my own way of knowing would help me to successfully implement multimodality for my students and to be a better teacher.

I’m also working on putting together the idea and/or story, of how running is the thing that is most present in my life that was also a part of my life when I was younger, and a devout Mormon. Writing, running, and music are the things that carried over to my post-mormon era. If this doesn’t come together in time for the final project it’s still working toward my dissertation in some fashion.

I plan to have complimentary visuals to go along with my podcast that is also spatially oriented. If you are familiar with Linda Russo’s work you will recognize parts of the structure: mapped, hyperlinked paragraph

 

Reading Response 9

Technology has become a necessary literacy for success in higher education – a functional literacy. Functional literacy doesn’t have to mean, shouldn’t mean it’s not scholarly. In fact critical literacy very much applies to technology and Selber breaks down the ways and relationships students have with technology. For me it is not unlike studying language via linguistics to unravel the language and power relationship. Or, when working-class background academics argue for the knowledge and cultural values gained from this background. Critical literacy then potentially implements knowledges like this in the classroom for use and for analysis.

Selber’s chapter three is a detailed look at critical literacy as applied to computers, technology use. I particularly liked the critically literate student in the parameters of institutional forces from Table 3.1: “A critically literate student understands the institutional forces that shape computer use” (96). In my English 101 class students have different preferences for their composing tools. Some buy into the older generations critique of technology as bad: we can’t spell, write full sentences, and therefore can’t think critically. Selber brings the critical thought to the tools we must use for at least part of the composing process, as well as thinking about the tools we might, or potentially must use for multimodal composing and assignments. Without using critical literacy toward technology as Selber does, I think we’ll have a difficult time successfully assigning technology laden multimodal projects.