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Visualizing American Literature with Pinterest
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Visualizing American Literature with Pinterest

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Presentation given at Emerging Learning Design Conference on June 7, 2013 at Montclair State University

Presentation given at Emerging Learning Design Conference on June 7, 2013 at Montclair State University

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  • Pinterest project requirementsSemester-long project, boards based on early 19th century American Literature themesMinimum of 10 pins, majority originalText descriptions were encouragedPin something every weekReview classmates’ boards weeklySome pins had to be related to authors/textsIn-class defense explaining/showing how pins reflect theme
  • New project requirementsThree week time frameMinimum of 20 pinsIdentify a theme either from instructor list or design one of their ownImages with captions, text, URLs, and videosSelf-assessment

Visualizing American Literature with Pinterest Presentation Transcript

  • 1. VisualizingAmerican Literaturewith PinterestEmerging Learning Design ConferenceMontclair State UniversityMary Balkun, Professor, English Department ChairpersonMary Zedeck, Instructional DesignerSeton Hall University
  • 2. Background and PurposeO Class presentationsO Second LifeO PinterestO Content connections
  • 3. Pinterest and Course SupportO Professors, Peers, & PinterestO Class trainingO Pinstamatic
  • 4. Fall 2012O Major American RomanticsO Pinterest project requirementsO ExamplesO http://pinterest.com/engl3320/O EducationO RaceO Politics/Jacksonian America
  • 5. What Worked, What Didn’tO Student feedback from Fall 2012O Changes for Spring 2013 project“The creative freedom in the PinterestProject has personally helped me look atmy topic from different media, andstretched my knowledge to blanket possibleideas, influences, and sub-topics.”“I enjoyed the Pinterest Project. I think itwas fun to be able to do something otherthan the common classroom activities. It ismodern and new and I think with the recentexpansion of Pinterest, more students willwant to get involved and be willing to dothis project.”“I think topics should maybe be a littleeasier to find images and articles for. Ithink it was kind of hard given the timeperiod to find things related to the topic.Also, a shorter time span would probably bebetter just to keep people focused andmore involved.”
  • 6. Spring 2013O Representations of the Body in Early AmericaO Difference between coursesO ExamplesO http://pinterest.com/mcbalkun/O The Body and ColorO Death and the BodyO Body as IllusionO The Body in MotionO Student feedbackO ReflectionO Project evaluation
  • 7. Student ReflectionSpring 2013“After looking at my other classmates’Pinterest boards, I can really see how manydifferent views there are on the body. Oncewe put something on our body, such as atattoo or piercing, it changes the way peoplelook at us.… The way we change our bodies and evenhow we move them can allow others to seeus differently.”“When selecting which images to pin, I usedthose where the body was well hidden withinsomething; where I had to not only look at thepicture, but stare at it, and to stare at it longenough that it suddenly seemed to speak. …Irealized how much the body is an illusion - abare form painted on with the refracted bits ofinformation given by others. I see body now in allI do.”“When first seeing a person with vitiligo, one might thinkthat the skin is flawed, but in reality most of us have thesetypes of imperfections on our skin that is just considered“normal”. I wanted to show my revelation by findingpictures of people with stretch marks and freckles; thereality of these marks being a change in color thataccented the natural skin tone. Whereas presently peoplefeel bare if they do not have a tattoo or tons of makeup,there is still that satisfaction in seeing the reality of a cleancanvas with age marks that can define a person more thana tattoo.”
  • 8. Project EvaluationQuantitative - Spring 2013Evaluation Question % Strongly Agree + AgreeThe project provided me with alternative perspectiveson the literature we read83%This project helped me think about the period westudied in a different way75%I preferred this project to a traditional classroompresentation100%This project gave me a new set of tools/skills that Icould apply in the future71%I found Pinterest easy to use 100%This project did not provide any educational value inthis course0%
  • 9. Project EvaluationQualitative - Spring 2013“I did mine on a time period that was not reallydiscussed much in the class but I liked thatbecause it differed from the material we learnedabout in class and let me see how it compared tothe time periods we learned about and howmany of the same things that were talked aboutback then pertaining to the body are stilldiscussed now.”“This project allowed me to think about the bodyin a way that I never have before, which allowedme to engage in the class in a different way. Iprefer this project to traditional presentations, asI am very shy and do not like to speak in front ofa classroom of people. This project allowed meto be creative without having to feel shy orsecond guess myself because I did not want tobe embarrassed.”“The only thing I would suggest is having theclass present their pinterest project. Why theychose their topic, what they expected to find,what they did not expect to find, and maybe writea short essay on another student’s pinterestproject.”“The Pinterest project was a nice way toincorporate a creative aspect to the course. Itallowed students to express themselves in anon-traditional manner. The project was botheducational and fun which is a rarecombination in University learning.”
  • 10. Next StepsO Fall 2013 – Senior SeminarO Boards based on textsO Student-led discussionO Peer reviewO Continued assessment and analysisO Publish
  • 11. Questions?mary.balkun@shu.edumary.zedeck@shu.edu