Our visit to the Sim Center made me think a lot about how deliberate and intentional the design process for a learning space is. I realized this several times throughout the tour, but particularly when we encountered the multiple kinds of mannequins (and mannequin parts/limbs) or when we visited the test patient rooms. I thought about the psychology behind the testing process and the construction of the two sides- one with a tinted window for professors to watch students interact with the actors and another for the students to enter/exit from. I wish we could have sat in on a session with actual medical students to get a better idea of how this actually is aiding the students. It certainly would have enriched our experiences. All in all, it was enjoyable, and it was nice to leave Tisch for a bit!
In regards to my project- I’ve set up interviews with 4 folks so far (a mix of higher ed grads and non-higher ed grads). I’ve also decided to try incorporating Kyle’s suggestion on the IDM’s program floor at the BxMC.
So far, I’ve identified my higher ed question/problem and my target audience: How does one increase civic literacy amongst American adults?
I’m now in the process of developing a set method for researching this group and how this question impacts them. As with most research, one begins with a single question and soon begins to identify several others that must be explored before addressing the original question.
One of those questions is “what’s the distinction between civic literacy and information acquisition?” This is valuable question because it forces one to consider the ways in which the two could be considered the same thing and the challenges in distinguishing between them. My goal is not just to attain information but to retain and apply it to one’s life- to live a life where one is engaging with and actively participating in the political happenings in one’s local (and not-so-local) community. For example, how do I design for my user in a manner that will allow them to understand whether/how/why their vote impacts the results of an election? The goal is to eliminate the “whether/how/why” in their minds- to provide them with design that allows them to identify a clear answer to their inquiries.
I have to interview people and I’ve determined who I should interview. My interview pool has to consist of a group of people that reflect all the different kinds of people that have and continue to go through the process of learning things in the USA. Below is a rough brainstorm of those groups:
-Self-proclaimed informed or “woke” people (Formally educated Americans and non-formally educated Americans)
Making subjects like history and social studies more interesting and useful to middle and high school students. And to provide students with a wholesome perspective of history.
1. Frame it as a design question…
How might we deliver history and social studies material/content in a way that more effectively engages students and increases their interest, retention, and understanding of said material?
2. What’s the ultimate impact you’re trying to have?
To provide students with individual awareness of self through greater historical context into world and social history & affairs.
3. What are some possible solutions to your problem?
Building learning platforms and engaging/immersive experiences that deliver history/social studies content- via AR, VR, curated (and personally crafted) learning material
4. What are some of the constraints that you’re facing?
How would such initiatives be funded? Would schools support this?
What exactly am I measuring to ensure that the impact I’m aiming for actually is what results?
How does one ensure that the learning content is historically accurate and full? What kind of ways can we ensure that schools would approve of this?
Why do students learn “some” history and not all history? How do I prove that this is the current practice, why it’s deconstructive to students, and how do I offer a solution that would ultimately curb this?
5. Does your original question need to be tweaked?
I chose to create a lesson centered on what I know best- creating and manipulating photographic images; specifically, digital ones. I struggled with determining the best way of conveying that, since there are so many ways of creating images; there are also many steps that play into creating “effective” images. This reflection will outline those challenges, the approach I took in tackling them, and the outcome of those decisions.
The primary challenges that I identified were:
-Determining/defining what an “effective” photo is
-Communicating and explaining the elements of a photo
-Navigating editing software
-Teaching in a manner that creates a foundation (for further learning)
A lot of what makes a photo effective for me, is rooted in intuition and feeling. That’s not completely helpful if I’m trying to teach a skill.So I had to acknowledge that my primary focus had to be on the technical aspects of image editing and creating a familiarity with the software that my subject would be using. I determined that a video tutorial would be best- as its not only instructional but it would allow me to break down the process step by step while explaining how to use the software. Before beginning the editing process, I gave a brief overview of RAW vs JPEG photos and the reason/necessity for each from a photographer’s standpoint.
To start, I didn’t define for my viewer what an effective image was. I simply reviewed the 3 questions that I think about when approaching a new image. They were: 1) What’s the focal point of the image? 2) What (in regards to image information) do I have access to manipulating? & 3) Is the image edited realistically or in a manner that reflects what I intend for it to depict?
Note: The second question refers to the amount of light, megapixels, etc that are present in the image when it was captured.
Before I recorded the tutorial- I edited the image and saved it. I did this to create an example for my viewer- something to both work towards and use as a reference. I also created a “scenario” to establish a purpose or an objective of sorts; this would give the viewer a path to direct him/her on navigating the 3 questions I mentioned above. I figured that this would help him/her think about the photo elements that I would later lay out, further.
After this, I created the tutorial. I then had my subject edit the photo without any prior experience with editing or the software. I showed him the reference (“final”) photo and told him to try to match it as best as possible. He saved his edit, and I had him write/think about what was challenging. I then had him sit and watch the tutorial. After he watched it, I asked him to re-edit the photo without referencing neither his first edit or my reference version. As he did so, I asked him to speak his way through editing it and to explain what he was doing. We then put all 3 images side by side while we discussed what worked/didn’t work.
His challenges:
-Communicating what he wanted to do/ gaps in his understanding of the elements
-Finding a focal point to drive his editing process (i.e. making the photo vibrant, making the photo “pop”)
-How to manipulate the elements of the image to alter something specific without distorting something else or messing up what was previously done
He found the tutorial to be effective, and I certainly noticed a change in the quality of the image- particularly in regards to appearance of colors and image noise/grain. When we spoke, he even discussed the elements differently- referencing specific terms and displaying a clear understanding of their roles. And to me, that’s most important indicator of learning- to see a shift in his knowledge and approach to thinking about it. Next time around- I should have a quiz of some sort to solidify such a shift for my own research.
Below are the 3 images (edit 1, edit 2, and the reference version).
This Wednesday, October 5th, “Pioneer Works” in Red Hook, Brooklyn is hosting a discussion around approaches to teaching in the future. It’s from 7 – 9 pm, and it’s free! Check it out:
