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Comics

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  • As people come have a timed slide show running of the different comics….
  • Starter to Presentation: Teacher-created cartoons – what do the participants “see” in this cartoon? Title: Gap in Generations
  • Starter to Presentation: Teacher-created cartoons – what do the participants “see” in this cartoon?
  • Starter to Presentation: Teacher-created cartoons – what do the participants “see” in this cartoon? Title: An Analogy
  • For teachers Form of expression for teachers so that they honestly share their frustrations but don’t “sound” like to their colleagues/admin/supervisors that they are complaining or unwilling…their honesty can shine through their use of visuals not just verbal and text.
  • For teachers Form of expression for teachers so that they honestly share their frustrations but don’t “sound” like to their colleagues/admin/supervisors that they are complaining or unwilling…their honesty can shine through their use of visuals not just verbal and text.
  • 16 years of sit – lecture format Now need to engage , use multiple perspectives, differentiate, be creative…
  • I split into two slides…
  • I created icons for these and then hyperlinked them. Are we sharing PowerPoint on Ning? We could also share page at end with hyperlinks written out. I added Voki (combines comic (avatar creation) with audio).
  • I think we need to create our forum on Ning…I was going to put a link to it here, but I didn’t see it. I am registered for the PETE & C Ning but haven’t done this part yet – can do later when I get home and put link here.
  • I created icons for these and then hyperlinked them. We are sharing PowerPoint on Ning? We could also share page at end with hyperlinks written out.

Transcript

  • 1. Comic Creation Beth Rajan Sockman PH.D.
  • 2. Goal – It’s a Deal 21 st Century Learn Technology Think Deeply about Content Engaging! 3 for 1
  • 3. What Do You See?
  • 4. What Do You See?
  • 5. Why Comics Creation?
    • Builds Visual Literacy (important for digital age)
    • Sustains interaction with content
    • Enhances motivation
    • Has potential for dual controversy
    • Values multiple perspectives
    • Appeals to males
  • 6. What Do You See?
  • 7. Why Comics Creation? - Inquire
    • Allows learners to reflect on material and to create deeper meaning - VISUALLY
  • 8. Why Comics Creation? – Safer
    • Creates a forum to voice concerns (questioning)
    • Allows honest observations (frustrations, fears) that may be difficult to verbalized
    • Safer - non-threatening environment that allows for expression, questioning
    What do I really think?
  • 9. Comic Pedagogy (Decker, 2007)
    • Sustains the a question until the learning has a place of understanding
    • Attends to complexity and discourages the search for the simple
    • Embraces a “punch line”, the counter-intuitive option
  • 10. 21 st Century Learning
    • Counter intuitive for most!
  • 11. Structure with Comics
    • Choose a comic making tool available in your school (firewalls, flash, embedding?)
    • Partner on Content
    • Start with single panel prompt
    • Introduce a “in-service issue”
    • Then try a multiple panel
  • 12. Try Single Panel - Enjoy Them & Share!
    • Make one comic that addresses an issue
    • “ How do think about technology?”
  • 13. Comic Builders
  • 14. Use to Introduce Content
    • 21 st Century skill – Video, reading or presentation
    • Give ideas on how to create a comic and an example
    • http ://mcom510.wikispaces.com/Why+Technology%3F
    • Write an explanation underneath comic
  • 15. Extension
    • Discuss on discussion board
    • Ask if the teachers found it valuable and why
    • Lead into ways that teachers could use it in their classroom.
  • 16. References
    • Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.
    • Decker, E. (2007). Q. What's funny about teaching? A.Not Enough!: Arguing for a comic pedagogy. Educational Insights, 11(3).
    • Lamb, A., & Johnson, L. (2009). Graphic novels, digital comics, and technology-enhanced learning: Part 2. Teacher Librarian, 37(1).
    • Mezirow, J. (1990). How critical reflection triggers transformative learning. In J. Mezirow & A. B. Knox (Eds.), Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning (pp. 1-20). San Francisco, CA: Jossey Bass Inc.
    • Muller, M., Ozcan, E., & Seizov, O. (2009). Dangerous depictions: A visual case study of contemporary cartoon controversies. Popular Communication(7), 1.
    • Peery, A. B. (2004). Deep change: professional development from the inside out. Lanham, MD: Scarecrow Education.
    • Reigeluth, C. M. (1999). Instructional-design theories and models (Vol. 2). Mahwah, NJ: Lawrence Erlbaum Associates.
    • Seglem, R., & Witte, S. (2009). You gotta see it to believe it: Teaching visual literacy in the English classroom. Journal of Adolescent & Adult Literacy, 53(3), 216-226.
    • Smetana, L., Odelson, D., Burns, H., & Grisham, D. L. (2009). Using graphic novels in the high school classroom: Engaging Deaf students with a new genre. Journal of Adolescent & Adult Literacy, 53(3), 228-240.
    • Sockman,B. R., & Sharma, P. (2008). Struggling toward a transformative model of instruction: It's not so easy! Teaching and Teacher Education 24(4), 1070-1082.
  • 17. Comic Builders
    • Bitstrips: www.bitstrips.com
    • Pixton: www.pixton.com
    • Comic Life: www.comiclife.com
    • Zwinky: www.zwinky.com
    • Voki: www.voki.com
    • Younger
      • Disney Comic Creator - http://www.nfx.com/dcc.html
      • Build Your own comic - http://www.childrensmuseum.org/special_exhibits/comics/games.html
      • Read Write Think Cartoon Creator - http://www.readwritethink.org/files/resources/interactives/comic/