Category Archives: iconplay

Serious Comics: Becoming a Comic Maker

Luke MacDonald, York University

Learning through Digital Storytelling

In this video, Luke MacDonald explores the educational opportunities of creating serious comics and graphic texts with new media tools like ComicLife, tools that enable learners to author, generate and share visually-sophisticated graphic narratives and multimodal research documents.

Unlike many ‘safe and sane’ template-driven cartoon-making software tools around nowadays, Luke looks to new media that enable the comic-maker to break free from the ‘templates’ and deeply engage remix culture, design thinking, and aesthetic & multimodal literacies.

This video also explore serious comics as deep learning resources for ELL/L2 students, inviting students to create dual-language graphic identity texts – and to connect their inquiries and learning across cultures, languages, and shared social concerns.

Where Are You Really From? #1

Where Are You Really From? #2

 

Luke MacDonald, York University

keywords
SERIOUS COMICS
MULTIMODAL LITERACIES
REMIX CULTURE
GRAPHIC TEXTS
L2/ELL LITERACY LEARNING

Serious Comics Model: Totality for Kids (Mckenzie Wark). Launch.

Serious Comics: Cultural Identity Texts, York University Students

Where Are You Really From? #1

Where Are You Really From? #2

Related from Critical Making Module: Serious Comics: Making Cartoons with James Cicatko

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Digital Narratives & Student Publication: Case Study

Natasha Zseder, York University

 

Learning through Digital Storytelling

What might happen when students take authentic roles as authors, poets, editors, media producers, journalists, comic-makers, and researchers – and then mobilize new media to their own creative and critical purposes? What might happen when students imagine and design their own literary/media landscapes?

In this case-study video, Natasha Zseder explores the educational opportunities of building – from the ground-up – an online literary and media/arts magazine, and examines why situated, student-directed production can engage multiple and complex literacies while connecting with the politics of students’ own lived worlds.

Related: Poetronica

Natasha Zseder, York University

keywords
STUDENT PUBLICATION
PRODUCTION PEDAGOGY
IDENTITY / ROLE PLAY
SITUATED LEARNING

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The Art of Twine: Game Mechanics Woven with Twine

Elliot Pines, Digital Media Artist & Game Designer

Learning through Game Design

Elliot Pines, Digital Media Artist and Game Designer

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Learning With Games: Critical Play & Game Design

Emily Flynn-Jones, PhD, York University

Learning through Game Design

Critical Play with Dr. Emily Flynn-Jones

In this video, games researcher and media artist, Emily Flynn Jones, introduces us to the art of critical game design. In this video, we look at critical game design & the concept of ‘critical play’, explore the value of critical play in educational contexts, and demonstrate and participate in a critical game design exercise. Building upon the work of Mary Flanagan (Values at Play Model), Dr. Flynn-Jones articulates ‘critical Play’ in relation to game making forms which consciously create ‘played experiences’ that may instantiate social values or ethical positions, or interrogate ideological systems. Games created for critical play can provide safe spaces for exploring issues, connecting artistic self-expression with critical-aesthetic interventions.

Emily Flynn-Jones has a PhD in game studies. Her critical work has a feminist bent, and is concerned with gender-based equity of access to games and game making, as well as the discourses surrounding gender in gaming. She also makes ‘strange little games’ which relate to her research.

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Designing Games & Creative Coding

Jennifer Jenson, York University

Learning through Game Design

While much educational research often focuses on what people learn through playing digital games, in this video Professor Jennifer Jenson explores what and how people learn through making games.

Here, the art and practice of game design is presented as something that anyone – at any age – can engage, opening up learning vistas that integrate creative and critical processes, as well as coding literacies and computational thinking.

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Learning Through Making Games

Jennifer Jenson, York University

Learning Through Game Design

In this introduction to the module, Jennifer Jenson connects the art of game design to learning, computational thinking, and critical design and coding literacies. In social and cultural worlds increasingly shaped by digital code, learning through game unites play, pleasure and self-directed learning with coding and computational literacies. And at the day, learners have an digital game – of their own design –  to show for it.

Jennifer Jenson, York University, Faculty of Education

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Social Action: What Critical Making Looks Like

Lindy Wilkins

Content Goes Here

Related Elements

Sidebar Content

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Read/Write Culture & Wikijamming

New Media Literacies

Learning through Critical Making

In this video, we explore new learning ecologies using the lens of ‘read/write’ culture, or ‘remix’ culture, tracing these terms of engagement back to Ted Nelson and Tim Berners Lee and the politics of ‘Web 2.0’ . This video looks at how dramatically-transformed technological, social, and cultural landscapes provide opportunities for networked and collaborative forms of ‘situated learning’ today, where learner agency and use-value are central to deep learning and cultural participation. Here, technocratic curricular forms from the era of broadcast media, which still largely dominate teaching and assessment practices today, are being challenged by new modes of engagement, new actor roles and orientations to dynamic media tools, and new forms of authentic, digitally-mediated production and sharing.

Part 2 of this video is on the New Media Modules Wikimedia.

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by | July 19, 2016 · 12:55 am

Rethinking Modes, Making, and Composition

James Cicatko, Visual & Sound Artist

Learning through Critical Making

In this artist case study, James Cicatko explores practices of extended techniques: adapting tools, accepted methods, and traditional ‘modes’ and bending them to aesthetic purposes other than their established design/purpose or conventional function.

The author also explores how anyone can create and learn music through critical making and DIY compositional practices.

James Cicatko is a visual and soundwork artist located on the West Coast.

keywords
LEARNING THROUGH COMPOSITION
EXTENDED TECHNIQUES
MODDING TECHNOLOGY /MODDING MODES
REPURPOSING ARTEFACTS

Related Video: Serious Comics: Making Cartoons with James Cicatko

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Learning through Situated Production in New Media Ecologies

K. Thumlert, York University

Learning through Critical Making

In this video, we take Laura Pinto’s theorization of critical making and apply it to digital – and very social – spaces where all varieties of informal making and sharing and collaborative learning is going on. In this video presentation, we explore the following questions:

Affordances of Equality: What and how do people learn through self-directed inquiry and creative production? How do the affordances of new media support creative capacity and enable anyone perform/enact complex multimodal literacies? And what can we learn from these ‘unauthorized’ social actors who are just doing it: creating and making and sharing sophisticated cultural products? And how might these young people help us re/think literacy and learning for the 21st Century?

K. Thumlert, York University, Faculty of Education

Related Module Article
Affordances of Equality: Ranciere, Emerging Media & the New Amateur

Download Affordances of Equality

keywords

PERFORMANCE BEFORE COMPETENCE (C. CAZDEN)
SERIOUS PLAY (S. DE CASTELL & J. JENSON)
INFORMAL LEARNING
PARTICIPATORY CULTURE
CONNECTED LEARNING

Download Affordances of Equality

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