What's the Deal with Being Human – the Rock Video

Design Documentation for
What's the Deal with Being Human – the Rock Vi...
What's the Deal with Being Human – the Rock Video
personality types (a la Briggs-Meyers) are, for the most part, still in ...
What's the Deal with Being Human – the Rock Video
entirely clear; therefore, the exact extent to which higher level though...
What's the Deal with Being Human – the Rock Video
hurdle. They seem to 'forage' rather than learn in a linear fashion, and...
What's the Deal with Being Human – the Rock Video
maturing. They need to be taught how to understand what it means to be h...
What's the Deal with Being Human – the Rock Video
mindfulness to change attitude and effect outcome while hopefully, devel...
What's the Deal with Being Human – the Rock Video
Paul Gee

The Stakeholder
I see two Stakeholders in this scenario: the s...
What's the Deal with Being Human – the Rock Video

Anecdotes: The most important point is that more work needs to put into...
What's the Deal with Being Human – the Rock Video
video clips to emphasize the dynamic range of a human. One is a tracking...
What's the Deal with Being Human – the Rock Video
video clips to emphasize the dynamic range of a human. One is a tracking...
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  1. 1. What's the Deal with Being Human – the Rock Video Design Documentation for What's the Deal with Being Human – the Rock Video. ILT 6710 Chris Thomas 29 November 2009 Introduction This presentation, 'What's the Deal with Being Human- the Rock Video' is an element in online course in Foundational Cognitive Skills for Teenagers. The goal of this course is to teach students ages 13-17 methodologies for consciously taking control of one’s own learning and life experience. This first step, the development of increased self-awareness and self-empowerment, is critical to increased cognition. In subsequent presentations, students will examine their own skills and learning interests, analyzing and assessing those areas that may need development and/or those that show the most potential for success. The audience The audience for the presentation is adolescents, both middle school and high school students. This is currently aimed at those students in the Boulder Valley School District, a generally homogenous group. There are, however, large socio-economic disparities that have an effect on self-esteem. There is also a substantial Hispanic population and the goal would be to develop this same sort of program in Spanish, with culturally-appropriate visual adjustments. Personality Implications Extroverted/Intuiters/Feelers/Perceivers. Teenagers are predominantly still generalists because of their lack of both life and academic experience, but they are also still at the “ME” stage of development, meaning that they are very involved in self-discovery. They're working on assembling the over all ‘Big Picture.’ Their
  2. 2. What's the Deal with Being Human – the Rock Video personality types (a la Briggs-Meyers) are, for the most part, still in the formative stages, with notable exceptions. They are, at this point in their lives, taking most of their identity cues from their adolescent culture which is a catalyst for struggle between the as yet ambiguous ‘self’ and old and new influences from family and the exterior world. Any instructional programs will be more successful if presented within their ‘teen’ context utilizing music, visuals, games and any other cultural elements to keep their attention. Any activity that was too transparent could derail the process. The entertainment value has to appear to be higher than the informational value. Of all the versions of this material, I think that this comes closets to doing that. Presentation Implications. Teaching adolescents is a slippery slope compared to teaching corporate adults; one miss-step and you may loose your audience for good, whereas, most adult audiences will give you another chance. The trick with teens is to keep them entertained. They probably won't be interested in a hand-out prior to the presentation, but they may well be interested in accessing the presentation on their own again. The key is to present a reason to be interested upfront. This could take the form of a strong emotional hook, something funny or irreverent, coupled with strong culturallyappropriate color, design and music. Our stakeholder is our student. In this course and with this initial presentation, they are being challenged and, in fact, given permission to think about themselves and discover new perspectives about themselves. This course allows them to understand that their lives really are all about them and that they can have some control. Teenage Cognitive Skills. Cognitive science tells us that the teenage frontal lobe is not fully developed, and won't be, for another five to ten years. And, there are new surges of affiliative hormones that cause issues with peer interaction. It is not
  3. 3. What's the Deal with Being Human – the Rock Video entirely clear; therefore, the exact extent to which higher level thought processes can be stimulated. The concept of internal vs. external locus of control is perhaps one of the first, most pivotal steps in maturation and cognitive development. This first piece is directed at starting to analyze personal responsibility and the excitement of having the freedom to create one's future. Below, the From-To, Think-Do Matrix, defines the first babysteps at this discovery process. From-to /Think-Do Matrix This video version starts to address some of these areas. This presentation is foundational, therefore, further progressive levels aren't discussed here. In the “Think” category, the goal is to progress from Feeling invisible, unimportant to feeling a greater sense of self, of identity. Middle and high school students often feel unempowered, victimized by an impersonal system, and confused and frustrated. The goal is to help them gain an understanding of how one can begin to take control and begin to address the responsibility one has in creating one’s life. Hopefully, it will take them from being self-conscious and self-judging to appreciating themselves, their own thoughts and interests more. Under the “Do” category, the journey from passivity, non-participatory behavior to beginning to show an interest in some subject matter, in self expression, in thinking more about oneself and creating a life that includes education as a goal, or includes dreams and the thought that they can create a plan for achieving them, is the empowerment we're hoping to develop. Audience Problem Adolescents are difficult to engage and keep interested. This is a young, teen-aged audience. Finding ways of capturing and sustaining their attention is the first learning
  4. 4. What's the Deal with Being Human – the Rock Video hurdle. They seem to 'forage' rather than learn in a linear fashion, and they require that the information be straight forward and clear. They don't have time for undue searching. They require programs with a high entertainment factor. They also have state-of-theart visual sensibilities. Instructional programs need to be presented within their ‘teen’ context utilizing music, visuals, games and any other cultural elements to keep their attention. Any activity that was too transparent could derail the process. The entertainment value has to appear to be higher than the informational value. Additionally; the concept of completion is an issue with kids. A great deal of getting them to stay the course has to do with the entertainment value, but much of it also has to come from a compelling topic. Most kids will find “ME” to be as compelling a topic as comes along, but to pull them through information that may cause them to become a little uncomfortable may be a challenge. The solution is to design internal occurrences that re-hook the student throughout the piece. In the scope of a full course, activities can certainly help move the student through to the end. Spectrum of Solution Contributions The problem is that none of us are ever taught how to be adults. Teenagers feel like they’re playing a game where the rules keep changing and nobody is telling them. It’s confusing, frustrating, dis-empowering and alienating. No one has ever been taught how to be an adult; how to understand life from a non-childish perspective; how to understand one’s own thoughts and feelings; how to think about how one learns or even what one likes to learn. No one was ever taught how to think about their thinking, the reasons they think the way they do or how to change their thinking to achieve a goal. Today’s students no longer have the time to fumble around trying to figure out how to grow up. There’s too much to learn and competition is too intense. We have to quit wasting their time and teach them cognitive skills that will aid them in learning, growing and
  5. 5. What's the Deal with Being Human – the Rock Video maturing. They need to be taught how to understand what it means to be human, how extraordinary their innate abilities are, how exciting, their individuality, how to appreciate their talents and interests and how to explore and direct their learning paths. They need to understand that decisions are just choices and that they can evaluate the consequences and responsibilities of each of those choices in making their decisions. They need to be taught how to use their minds and have confidence in their own thoughts. Because this course is about human growth, there is no final solution. The interim solution is to help the student understand and appreciate the qualities and attributes of the human brain/mind, the physical body and the possibilities they present. The student should learn methods of observing his own mind, appreciating his own feelings, determining his interests and establishing his focus. The ongoing gauge of success, therefore; is the student's ability to extrapolate his learning/analysis process into other areas of endeavor. Additionally, and perhaps of greater importance, is the creative application of these abilities to observe, analyze, develop solutions and set goals; that is, realizing that these simple processes are foundational. And, of course, most important of all—when to throw them all out and launch into a more instinctive approach. Solution Evaluation A culturally-relevant presentation like the Rock Video enhances the personalization of the program. Since the assessment criteria is individualized, I have adapted the options to reflect levels of evaluation. Accomplishment 1 Discovering the expansive qualities of human physiology Accomplishment 2 Understanding how the mind/brain and the observer effect. Accomplishment 3 Utilizing mindfulness to change attitude and effect outcome Accomplishment 4 Developing an understanding of compassion and human perspective The video focuses on discovering the expansive qualities of human physiology , understanding how the mind/brain works and what the observer effect tells us. We utilizing
  6. 6. What's the Deal with Being Human – the Rock Video mindfulness to change attitude and effect outcome while hopefully, developing an understanding of compassion and human perspective. Growth in these areas might present as: Increased Self expression: Class participation. Non-academic. Activity participation. Community Participation/activism. Coaching younger students in self expression. Learning growth: Understanding Learning style. Developing Methods for supporting learning style. Extrapolating methods for other life purposes. Adjusting and re-evaluating learning behavior. Developing Interests and goals: Discovering one’s interests. Developing goal structures. Accomplishing and/or adjusting goalsSetting mastery goals. Increased Creativity: Exploring creative interests. Determining the elements necessary for creative activity. Practicing and refining creative elements. Extrapolating creative steps in another academic endeavor. New Found Academic success: Applying learning style information to academics. Evaluating what worked and what didn’t- making adjustments. Determining learning path to graduation. Graduating or advancing successfully. List of Evidence 1. Brain/sensory system data: Evolve Your Brain, Joe Dispenza 2. Creativity: How to Think Like Leonardo Di Vinci, Michael J. Gelb 3. Conceptualization: Relativity Visualized, Lewis Carroll Epstein 4. Psychology/Spirit: How to See Yourself as You Really Are, His Holiness the Dalai Lama 5. Consciousness/matter: The Biology of Belief, Bruce H. Lipton, Ph.D. 6. Perception and thinking: Visual Thinking, Rudolph Arnheim 7. Social and learning values, What video Games Can Teach Us About Literacy, James
  7. 7. What's the Deal with Being Human – the Rock Video Paul Gee The Stakeholder I see two Stakeholders in this scenario: the student, as indicated above, and society in general. The student has the most to gain from this presentation and this course. It could easily change the way he/she perceives their lives. Giving them tools with which to examine their challenges and make determinations, could relieve them of levels of stress that have debilitated students for eons. Not only might they find learning to be more enjoyable (since they will be doing it non-stop), but it may well make their personal lives and their relationships less difficult. Changing the paradigm, the lens through which millions of kids see themselves and our society, could have an unprecedented effect on both the local community and the global society. That said, the implementation of this kind of program could be problematic simply because it diverges from current thinking in the public school system. Also, this presentation is only a tiny part of a learning system that needs to focus on individualized learning opportunities and personal development rather than one-size-fits-all education. In truth, there is a wealth of research information that supports such an approach to cognitive development and its integration into a media-rich learning environment. All it would take would be some committed, well-financed group to develop the entire curriculum and offer it as an alternative public approach; much like Waldorf, only for free. Design Attributes The re-design of this program as a rock video had several design ramifications.
  8. 8. What's the Deal with Being Human – the Rock Video Anecdotes: The most important point is that more work needs to put into teaching people how to identify their strengths and weaknesses, their interests, their dreams and use the whole complex of information about themselves to make academic choices and to grow personally. The idea of greater training in this area and its affect on cognitive development came to me when my husband and I were talking about a friend who seemed to go through an inordinate amount of boyfriends. My husband said, 'It's a shame, her boypicker's broken.' I thought, hmmm...wouldn't it be nice if we actually had automatic sensors for these sorts of things, but since we don't, we should be able to figure out a way for us to have more information about who we are and what we need. Sequencing: In truth, I've had a hard time with sequencing with this topic right from the very beginning. The story in this chapter is about discovering that we are not our bodies or our minds; that we are something that is in control of both. This might fit into Booker's 'Rebirth Plot',(Abela, 2008, p70), but without the dark spell part. That helped me to define the sequence from the physical to the more etheric. Hopefully, the tension happens in looking for the resolution of 'what' we are; setting up the questions, then wanting the answer. (Abela 2008, p. 77). Graphics: The Rock Video version revise specifically tried to utilize full frame images rather than always having a matched background. I like full screen images whenever possible and I will find my 'white space' in them. (Duarte, 2008, p.106). The color palette is still primarily centered around blue. Blue can be a sort of ephemeral color and the use of the blue star field gave this a more 'out there' effect. I kept it dark enough that there was enough contrast so that all my visuals and text would pop. (Duarte, 2008, p.132). I deliberately used dynamic and/or humorous video clips to enhance relevance to youthful culture. The point was to leverage openness to the material. Vernallis has a great deal to say about this. I was tempted to do music-video editing, but I knew that the resting length on screen had to be long enough to read the screen. Normally, I find that at least 7 seconds is required to enable reading. The music supported the experience; that is, the words bring out certain aspects of the song. (Vernallis, 2004, p. 27) I was fortunate enough to locate several good sources of
  9. 9. What's the Deal with Being Human – the Rock Video video clips to emphasize the dynamic range of a human. One is a tracking shot of a skateboarder overlaid with text about what's going on in the body as it moves. It adds excitement and motion into 3D space. This is a huge topic and I have to cite entire chapters of Vernallis that inspired me; specifically, however, Chapter 6. (Vernallis, 2004, p.107-136) It was this footage that convinced me that this piece for active adolescents had to contain motion footage. (Vernallis, 2004, p. 32-33) Text: In the Rock video, I use scrolling text occasionally to not only add dimension but to present an outside, authoritative voice. Mostly, I place text where it most relates to the image, whenever possible. (Abela, 2008, p. 133) I like a round, chiseled font that has enough serif to be easily read, but is still contemporary-looking. (Abela, 2008, p. 102). I also often start slides with a sentence at the top left to introduce the page and let the eye flow through the visual and to the rest of the explaining text. (Abela, 2008, p. 134). Layout: Since each page it's own chunk of information, I designed each page individually, to stand on its own. Abela talks about reinforcing the information, and I think that makes more sense than carrying through a stiff format. (Abela, 2008, p. 108). I tried to keep the visual elements down to one per page. This piece is for teenagers, it must be simple and eye-catching, so I tried to keep it simple and spacey. I think Garr Reynold's opinion of communicating with large images made an impression on me. (Duarte, 2008, p. 108.) Measurement: In an instructional situation, discussions and/or follow-up activities will let a teacher know if the piece has made its point. Peer review results: The peer results for the Rock Video liked the introductory cut of the soccer players. One liked the music for the audience, but the other didn't like the lyrics. As a result, I went in and edited the verses out. There are still lyrics that support the visuals and the underlying concept of the video. ###
  10. 10. What's the Deal with Being Human – the Rock Video video clips to emphasize the dynamic range of a human. One is a tracking shot of a skateboarder overlaid with text about what's going on in the body as it moves. It adds excitement and motion into 3D space. This is a huge topic and I have to cite entire chapters of Vernallis that inspired me; specifically, however, Chapter 6. (Vernallis, 2004, p.107-136) It was this footage that convinced me that this piece for active adolescents had to contain motion footage. (Vernallis, 2004, p. 32-33) Text: In the Rock video, I use scrolling text occasionally to not only add dimension but to present an outside, authoritative voice. Mostly, I place text where it most relates to the image, whenever possible. (Abela, 2008, p. 133) I like a round, chiseled font that has enough serif to be easily read, but is still contemporary-looking. (Abela, 2008, p. 102). I also often start slides with a sentence at the top left to introduce the page and let the eye flow through the visual and to the rest of the explaining text. (Abela, 2008, p. 134). Layout: Since each page it's own chunk of information, I designed each page individually, to stand on its own. Abela talks about reinforcing the information, and I think that makes more sense than carrying through a stiff format. (Abela, 2008, p. 108). I tried to keep the visual elements down to one per page. This piece is for teenagers, it must be simple and eye-catching, so I tried to keep it simple and spacey. I think Garr Reynold's opinion of communicating with large images made an impression on me. (Duarte, 2008, p. 108.) Measurement: In an instructional situation, discussions and/or follow-up activities will let a teacher know if the piece has made its point. Peer review results: The peer results for the Rock Video liked the introductory cut of the soccer players. One liked the music for the audience, but the other didn't like the lyrics. As a result, I went in and edited the verses out. There are still lyrics that support the visuals and the underlying concept of the video. ###

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