Language learning & digital comics
•Download as PPTX, PDF•
2 likes•2,204 views
The document discusses the use of digital comics in education. It notes that comics were first used in language learning books in the 1940s and were starting to be brought into classrooms in the 1970s as a visual and popular medium. Comics can represent complex material in a way that reduces cognitive load while portraying sophisticated concepts. The document lists benefits of using comics for assignments such as capturing gameplay, interviews, adapting stories, and more. It emphasizes that effective use of digital comics in education requires clear goals, challenging content appropriate for the audience, assessment, avoiding overload and distraction, and incorporating diverse approaches.
Report
Share
Report
Share
Recommended
20 effective ways to use digital comics in the classroom
The document discusses 20 effective ways to use digital comics in the classroom. It begins with a brief history of comics in education, noting early uses of Superman comics for language learning. It then outlines benefits of using comics like their visual nature and ability to engage low-interest students. Finally, it provides 20 specific assignment ideas for using comics in the classroom, such as creating comics for interviews, stories, current events, biographies, and more. The document promotes comics as a way to bring popular young culture into the classroom.
Comics presentation
History of language learning though comics in primary and secondary education. Tips and real examples of how to use them in the classroom. Mainly digital comics. ECIS presentation (Amsterdam, November 2013).
Comics presentation
Teach languages through online comics. A brief historyof comics in education plus some tips and ideas to use them in your classroom.
Visual Communication Presentation
This document discusses integrating comic books into academic settings to teach visual literacy and technical communication. It outlines how comic books have existed since the 1930s in various formats around the world. It also lists some key principles of technical communication that relate to comic books, such as visual design, information design, and audience appeal. Furthermore, it addresses the perceptions of comic books among academics and non-academics and how comics have been incorporated into classrooms to engage students and improve literacy.
Teaching with the power of comics small
The document discusses using comics as an educational tool for teaching various subjects. It notes that research supports comics facilitating visual learning styles and building on prior knowledge. Comics appeal to children because they are simplified and often humorous. The document provides examples of how teachers can implement comics into their curriculum, such as having students read comics aloud, create original comic characters, or illustrate scenes from books as comic adaptations. The goal is to help students learn skills like recognizing literary devices and employing different points of view.
Getting started study wk 1
This document outlines the weekly schedule and activities for a preschool classroom for the weeks of September 2-6th and September 9-13th. The schedule includes daily interest areas, large group activities like songs and discussions, read-alouds, small group times, and objectives focused on names, feelings, and rules. Family members are invited to join walks around the school and share family photos.
Using VoiceThread for digital storytelling in schools
The document summarizes the process students went through during a week-long writing camp to create digital stories using the Voice Thread platform. Students brainstormed topics, wrote rough drafts, worked in pairs to provide feedback, revised their writing, storyboarded their ideas, and practiced narrating aloud. The document provided guidance on the writing and digital storytelling process.
C:\Fakepath\The Case Of The Esl Classroom
The document discusses the challenges that ESL students face in English literature classes and proposes graphic novels as a solution. It notes that the number of ESL students is rising and that they struggle with vocabulary, imagery, idioms, dialects and cultural references in texts. It argues that graphic novels can make literature less intimidating by illustrating plots and vocabulary with pictures. The document concludes by recommending teachers ask their librarian about graphic novels, as they are available for both popular heroes and classical literature.
Recommended
20 effective ways to use digital comics in the classroom
The document discusses 20 effective ways to use digital comics in the classroom. It begins with a brief history of comics in education, noting early uses of Superman comics for language learning. It then outlines benefits of using comics like their visual nature and ability to engage low-interest students. Finally, it provides 20 specific assignment ideas for using comics in the classroom, such as creating comics for interviews, stories, current events, biographies, and more. The document promotes comics as a way to bring popular young culture into the classroom.
Comics presentation
History of language learning though comics in primary and secondary education. Tips and real examples of how to use them in the classroom. Mainly digital comics. ECIS presentation (Amsterdam, November 2013).
Comics presentation
Teach languages through online comics. A brief historyof comics in education plus some tips and ideas to use them in your classroom.
Visual Communication Presentation
This document discusses integrating comic books into academic settings to teach visual literacy and technical communication. It outlines how comic books have existed since the 1930s in various formats around the world. It also lists some key principles of technical communication that relate to comic books, such as visual design, information design, and audience appeal. Furthermore, it addresses the perceptions of comic books among academics and non-academics and how comics have been incorporated into classrooms to engage students and improve literacy.
Teaching with the power of comics small
The document discusses using comics as an educational tool for teaching various subjects. It notes that research supports comics facilitating visual learning styles and building on prior knowledge. Comics appeal to children because they are simplified and often humorous. The document provides examples of how teachers can implement comics into their curriculum, such as having students read comics aloud, create original comic characters, or illustrate scenes from books as comic adaptations. The goal is to help students learn skills like recognizing literary devices and employing different points of view.
Getting started study wk 1
This document outlines the weekly schedule and activities for a preschool classroom for the weeks of September 2-6th and September 9-13th. The schedule includes daily interest areas, large group activities like songs and discussions, read-alouds, small group times, and objectives focused on names, feelings, and rules. Family members are invited to join walks around the school and share family photos.
Using VoiceThread for digital storytelling in schools
The document summarizes the process students went through during a week-long writing camp to create digital stories using the Voice Thread platform. Students brainstormed topics, wrote rough drafts, worked in pairs to provide feedback, revised their writing, storyboarded their ideas, and practiced narrating aloud. The document provided guidance on the writing and digital storytelling process.
C:\Fakepath\The Case Of The Esl Classroom
The document discusses the challenges that ESL students face in English literature classes and proposes graphic novels as a solution. It notes that the number of ESL students is rising and that they struggle with vocabulary, imagery, idioms, dialects and cultural references in texts. It argues that graphic novels can make literature less intimidating by illustrating plots and vocabulary with pictures. The document concludes by recommending teachers ask their librarian about graphic novels, as they are available for both popular heroes and classical literature.
C:\Fakepath\The Case Of The Esl Classroom
This document discusses challenges that immigrant and ESL students face when learning literature in a new culture and language. It notes that these students experience "culture shock" as they try to fit into a new culture while maintaining their own identity. Understanding literature can be difficult due to unfamiliar vocabulary, idioms, dialects, and cultural references. The document recommends using graphic novels to make literature less intimidating by illustrating plots and characters, and helping students learn vocabulary visually. Graphic novels of both popular and classical stories can be particularly helpful for ESL students.
Graphic Library invasion
An introduction to graphic novels and the library. The presentation covers the history of graphic novels, manga, and anime, collection development, challenges, and programming.
Comics in education
The document discusses using comics to support language learning through the MakeBeliefsComix website. It provides ideas for collaborative comic activities including having students cut up and rearrange comic panels, create their own comics around images or feelings words, and act out comic stories. The document advises teachers to challenge students to create a daily comic and shares that the website offers over 350 lesson plans and apps to integrate comics into any classroom.
Notes from the 3rd text response
This document provides resources for using multicultural fairy tales and folktales, including lists of tales for grades 3-6. It also recommends Scholastic News and Time for Kids as good sources for diversity articles and short texts suitable for English language learners and struggling readers. Informational books from Scholastic with vivid photographs are suggested. Ideas are shared about using comics and graphic novels to introduce genres. Wordless picture books are proposed as a way to include reading strategies without text for ELL students. Ways a teacher welcomed a new Cuban student are outlined, such as labeling classroom items in Spanish and English and initiating family communication.
September weeke 2
This document provides a weekly schedule for a study of learning at the beginning of the school year. It includes the following focus questions, activities, and objectives for each day:
Monday through Wednesday focus on what to do if students get sad or scared at school. Thursday and Friday focus on what the rules are. Activities include games, songs, discussions, read-alouds and introducing interest areas. Objectives focus on developing language and literacy skills, motor skills, peer interaction, and family partnerships.
Year 7 English
The Year 7 English curriculum covers a range of topics throughout the year including modern novels, poetry from around the world, Shakespeare, Gothic fiction, and Greek myths. In the autumn term, students will read Trash by Andy Mulligan. In the spring term, they will study poems celebrating cultural identity and Shakespeare's dramatic devices using A Midsummer Night's Dream. The summer term covers Gothic literature and Greek myths. Students are encouraged to read fiction and non-fiction daily, complete Accelerated Reader quizzes, write creatively, and attend English clubs to improve literacy skills. Parents can support their child by reading together, helping with spelling and grammar, and visiting libraries and theaters.
Filipino Books and Textbooks - Phoenix Publishing House
Phoenix Publishing provides textbooks, magazine to guide the future generations of teachers and students in achieving their goals for a transformed society.
21 ways to use makebeliefscomix
The document provides 21 ways that teachers can use the website MakeBeliefsComix.com in the classroom. Some ideas include having students create comic strips to introduce themselves, summarize stories or lessons, practice language skills, and express their thoughts on various topics. Teachers can also use comic strips to assess student knowledge, create storyboards, and encourage creative writing. The website allows students to work individually or collaboratively to design comic characters and tell visual stories.
Black poetry 2
This document summarizes a poetry project at a high school in Greece where students studied poems from the Black poetry tradition. The project aimed to develop students' communication skills and multicultural awareness. Students analyzed poems by Maya Angelou, James Weldon Johnson, and others. They discussed themes of equality, heritage, and struggle. Students then wrote their own poems on related topics that were displayed. The project was deemed successful as it met goals of broadening students' worldviews and strengthening critical thinking through exploring Black poetry.
Graphic novel
This document discusses graphic novels and how they differ from comic books. It provides information on:
- The evolution of graphic novels from comic books, with Will Eisner credited as publishing the first graphic novel in 1978.
- Key differences between graphic novels and comic books, such as graphic novels telling a complete story over multiple volumes while comic books release ongoing stories monthly.
- Elements and conventions of graphic novels like panels, transitions, perspective, narrative, and the use of both words and pictures to tell the story.
- How the Pulitzer Prize-winning graphic novel Maus uses captions, word balloons, emphasized text, art style and shadows to convey setting, character emotions and experiences, and mood.
What Fun! Comics for Learning
This document provides ideas for using comics and graphic novels to support learning. Some of the ideas presented include using comics as reading material, having students create dialogues between characters, summarizing readings as comics, teaching vocabulary through comics, introducing lessons or rules visually through comics, and having students create comics to explore research or social issues. The document also lists several comic creation tools and apps that can be used, such as Comic Life, Toondoo, and Chogger. It aims to showcase how the comic format can engage students and teach a variety of subjects in a fun, visual way.
Language Through Stories
This document discusses using stories to teach language skills in large classes with limited resources. It recommends collecting different types of stories, as well as pictures and objects. Stories can be used to teach speaking skills through activities like storytelling with objects or pictures. Listening skills can be developed by having the teacher tell simple stories accompanied by pictures or objects. Stories help make language learning fun while also transmitting cultural knowledge and traditions from one generation to the next.
December week 3 preschool
This document provides the weekly schedule for a preschool classroom for the week of December 15-19. The schedule focuses on holiday traditions of Christmas and Hanukkah. Each day includes activities in different interest areas like art, dramatic play, shared discussions and read-alouds related to the holidays. The schedule also notes a Santa visit on Tuesday and special events like a Polar Express day and a visit to the library.
Historical development of education
In ancient Egypt, education was typically informal, with boys learning trades from their fathers and girls learning domestic skills from their mothers. Some boys from wealthy families did attend school to learn reading, writing, and mathematics from strict teachers. In ancient Greece and Rome, education was available mainly to boys from upper-class families, focusing on subjects like reading, writing, mathematics, poetry, music, athletics, and oratory. Through the Middle Ages and 16th-17th centuries, education expanded gradually, with the establishment of grammar schools and universities, though discipline remained severe. The 19th century brought major improvements to education availability and methods.
Reading class (2)
This 45-minute lesson plan aims to have pre-intermediate students write their own short story using their imagination. The lesson begins with showing pictures from familiar stories for students to guess. Then the teacher introduces the story of Puss in Boots, where a miller leaves his youngest son only a cat. Students are asked about the main idea and characters of Puss in Boots. They discuss how Puss in Boots lies and why. Students then fill out a worksheet describing pictures from the story. Finally, students are asked to write their own short story, and the teacher assesses if students can create an original story using their imagination.
Community Helper Slides
This 3-week kindergarten lesson plan focuses on introducing students to various community helpers. It begins with reading a book about a boy who observes different workers in his neighborhood. Students will then visit the local library and police station to learn more hands-on. The lesson highlights the role of police in keeping communities safe and secure. Students will role play as police officers and create props. They will understand that police help count on for safety. The lesson concludes with students planning a thank you party for community helpers to appreciate their contributions.
Unit 5
The document outlines a learning module that focuses on using different genres of children's literature to address challenges children may face. Students will create video presentations and digital photo stories showcasing various genres of literature. They will also research bibliotherapeutic books and select titles from a library catalogue to add to a class wiki based on their therapeutic value in addressing issues like death, divorce, or violence. The module will incorporate various activities centered around reading, discussing, and presenting children's books.
The IB Library - Dual Translation with Sherrill Cannon's My Fingerpaint Maste...
Year 3 students at the Swiss International School in Brasilia participated in an art and creative writing project based on the book "My Fingerpaint Masterpiece" by Sherrill Cannon. The students created their own fingerpaintings, including hidden objects as in the story. They then tried to identify the hidden objects in each other's paintings before the artist revealed them. Finally, the students wrote stories based on the objects in their paintings. Next week, the students will translate the text into Portuguese and have a dual-language email exchange with the author.
Power point presentation of the fable
This document outlines lesson plans for a project on Aesop's fable "The Fox and the Dog" with a class of pupils. The project is divided into 3 sessions of 45 minutes each, covering pre-reading activities, a reading activity with follow-up speaking exercises, and post-reading activities including a listening activity. The lessons include vocabulary exercises, discussions, role playing activities, and creative assignments such as making posters.
Visuallearners
This document provides a teacher's suggestions for using technology to support student writing projects. It includes ideas such as having students write comic strips to retell stories or describe concepts, creating book trailers or digital stories, taking photos to illustrate reports, and using online tools for drawing, poetry, and collaborative work. A list of specific educational websites is also provided that students can use for comics, writing, video, animation, art, photo editing, online collaboration and games. The teacher encourages using technology to engage students in creative writing, multimedia projects, and working together from different locations.
Language learning and digital comics
Victor González discusses using online comics in the classroom. Comics can represent complex material in a way that reduces cognitive load while portraying sophisticated concepts. Some benefits of using comics in education include converting stories, poems, interviews or current events into comic form. González provides 20 ideas for student comic projects, such as creating comics from class lessons, biographies, instructions or discoveries. When using online comics, teachers should set clear learning goals, challenge students without overloading them cognitively, and ensure high quality content and effective assessment. Comics can bring youth culture into the classroom in an engaging way.
20 effective ways to use digital comics in the classroom
Digital comics are a great way to practise language learning in the classroom. Presentation given at AGIS 2013 in Hanover.
More Related Content
What's hot
C:\Fakepath\The Case Of The Esl Classroom
This document discusses challenges that immigrant and ESL students face when learning literature in a new culture and language. It notes that these students experience "culture shock" as they try to fit into a new culture while maintaining their own identity. Understanding literature can be difficult due to unfamiliar vocabulary, idioms, dialects, and cultural references. The document recommends using graphic novels to make literature less intimidating by illustrating plots and characters, and helping students learn vocabulary visually. Graphic novels of both popular and classical stories can be particularly helpful for ESL students.
Graphic Library invasion
An introduction to graphic novels and the library. The presentation covers the history of graphic novels, manga, and anime, collection development, challenges, and programming.
Comics in education
The document discusses using comics to support language learning through the MakeBeliefsComix website. It provides ideas for collaborative comic activities including having students cut up and rearrange comic panels, create their own comics around images or feelings words, and act out comic stories. The document advises teachers to challenge students to create a daily comic and shares that the website offers over 350 lesson plans and apps to integrate comics into any classroom.
Notes from the 3rd text response
This document provides resources for using multicultural fairy tales and folktales, including lists of tales for grades 3-6. It also recommends Scholastic News and Time for Kids as good sources for diversity articles and short texts suitable for English language learners and struggling readers. Informational books from Scholastic with vivid photographs are suggested. Ideas are shared about using comics and graphic novels to introduce genres. Wordless picture books are proposed as a way to include reading strategies without text for ELL students. Ways a teacher welcomed a new Cuban student are outlined, such as labeling classroom items in Spanish and English and initiating family communication.
September weeke 2
This document provides a weekly schedule for a study of learning at the beginning of the school year. It includes the following focus questions, activities, and objectives for each day:
Monday through Wednesday focus on what to do if students get sad or scared at school. Thursday and Friday focus on what the rules are. Activities include games, songs, discussions, read-alouds and introducing interest areas. Objectives focus on developing language and literacy skills, motor skills, peer interaction, and family partnerships.
Year 7 English
The Year 7 English curriculum covers a range of topics throughout the year including modern novels, poetry from around the world, Shakespeare, Gothic fiction, and Greek myths. In the autumn term, students will read Trash by Andy Mulligan. In the spring term, they will study poems celebrating cultural identity and Shakespeare's dramatic devices using A Midsummer Night's Dream. The summer term covers Gothic literature and Greek myths. Students are encouraged to read fiction and non-fiction daily, complete Accelerated Reader quizzes, write creatively, and attend English clubs to improve literacy skills. Parents can support their child by reading together, helping with spelling and grammar, and visiting libraries and theaters.
Filipino Books and Textbooks - Phoenix Publishing House
Phoenix Publishing provides textbooks, magazine to guide the future generations of teachers and students in achieving their goals for a transformed society.
21 ways to use makebeliefscomix
The document provides 21 ways that teachers can use the website MakeBeliefsComix.com in the classroom. Some ideas include having students create comic strips to introduce themselves, summarize stories or lessons, practice language skills, and express their thoughts on various topics. Teachers can also use comic strips to assess student knowledge, create storyboards, and encourage creative writing. The website allows students to work individually or collaboratively to design comic characters and tell visual stories.
Black poetry 2
This document summarizes a poetry project at a high school in Greece where students studied poems from the Black poetry tradition. The project aimed to develop students' communication skills and multicultural awareness. Students analyzed poems by Maya Angelou, James Weldon Johnson, and others. They discussed themes of equality, heritage, and struggle. Students then wrote their own poems on related topics that were displayed. The project was deemed successful as it met goals of broadening students' worldviews and strengthening critical thinking through exploring Black poetry.
Graphic novel
This document discusses graphic novels and how they differ from comic books. It provides information on:
- The evolution of graphic novels from comic books, with Will Eisner credited as publishing the first graphic novel in 1978.
- Key differences between graphic novels and comic books, such as graphic novels telling a complete story over multiple volumes while comic books release ongoing stories monthly.
- Elements and conventions of graphic novels like panels, transitions, perspective, narrative, and the use of both words and pictures to tell the story.
- How the Pulitzer Prize-winning graphic novel Maus uses captions, word balloons, emphasized text, art style and shadows to convey setting, character emotions and experiences, and mood.
What Fun! Comics for Learning
This document provides ideas for using comics and graphic novels to support learning. Some of the ideas presented include using comics as reading material, having students create dialogues between characters, summarizing readings as comics, teaching vocabulary through comics, introducing lessons or rules visually through comics, and having students create comics to explore research or social issues. The document also lists several comic creation tools and apps that can be used, such as Comic Life, Toondoo, and Chogger. It aims to showcase how the comic format can engage students and teach a variety of subjects in a fun, visual way.
Language Through Stories
This document discusses using stories to teach language skills in large classes with limited resources. It recommends collecting different types of stories, as well as pictures and objects. Stories can be used to teach speaking skills through activities like storytelling with objects or pictures. Listening skills can be developed by having the teacher tell simple stories accompanied by pictures or objects. Stories help make language learning fun while also transmitting cultural knowledge and traditions from one generation to the next.
December week 3 preschool
This document provides the weekly schedule for a preschool classroom for the week of December 15-19. The schedule focuses on holiday traditions of Christmas and Hanukkah. Each day includes activities in different interest areas like art, dramatic play, shared discussions and read-alouds related to the holidays. The schedule also notes a Santa visit on Tuesday and special events like a Polar Express day and a visit to the library.
Historical development of education
In ancient Egypt, education was typically informal, with boys learning trades from their fathers and girls learning domestic skills from their mothers. Some boys from wealthy families did attend school to learn reading, writing, and mathematics from strict teachers. In ancient Greece and Rome, education was available mainly to boys from upper-class families, focusing on subjects like reading, writing, mathematics, poetry, music, athletics, and oratory. Through the Middle Ages and 16th-17th centuries, education expanded gradually, with the establishment of grammar schools and universities, though discipline remained severe. The 19th century brought major improvements to education availability and methods.
Reading class (2)
This 45-minute lesson plan aims to have pre-intermediate students write their own short story using their imagination. The lesson begins with showing pictures from familiar stories for students to guess. Then the teacher introduces the story of Puss in Boots, where a miller leaves his youngest son only a cat. Students are asked about the main idea and characters of Puss in Boots. They discuss how Puss in Boots lies and why. Students then fill out a worksheet describing pictures from the story. Finally, students are asked to write their own short story, and the teacher assesses if students can create an original story using their imagination.
Community Helper Slides
This 3-week kindergarten lesson plan focuses on introducing students to various community helpers. It begins with reading a book about a boy who observes different workers in his neighborhood. Students will then visit the local library and police station to learn more hands-on. The lesson highlights the role of police in keeping communities safe and secure. Students will role play as police officers and create props. They will understand that police help count on for safety. The lesson concludes with students planning a thank you party for community helpers to appreciate their contributions.
Unit 5
The document outlines a learning module that focuses on using different genres of children's literature to address challenges children may face. Students will create video presentations and digital photo stories showcasing various genres of literature. They will also research bibliotherapeutic books and select titles from a library catalogue to add to a class wiki based on their therapeutic value in addressing issues like death, divorce, or violence. The module will incorporate various activities centered around reading, discussing, and presenting children's books.
The IB Library - Dual Translation with Sherrill Cannon's My Fingerpaint Maste...
Year 3 students at the Swiss International School in Brasilia participated in an art and creative writing project based on the book "My Fingerpaint Masterpiece" by Sherrill Cannon. The students created their own fingerpaintings, including hidden objects as in the story. They then tried to identify the hidden objects in each other's paintings before the artist revealed them. Finally, the students wrote stories based on the objects in their paintings. Next week, the students will translate the text into Portuguese and have a dual-language email exchange with the author.
Power point presentation of the fable
This document outlines lesson plans for a project on Aesop's fable "The Fox and the Dog" with a class of pupils. The project is divided into 3 sessions of 45 minutes each, covering pre-reading activities, a reading activity with follow-up speaking exercises, and post-reading activities including a listening activity. The lessons include vocabulary exercises, discussions, role playing activities, and creative assignments such as making posters.
Visuallearners
This document provides a teacher's suggestions for using technology to support student writing projects. It includes ideas such as having students write comic strips to retell stories or describe concepts, creating book trailers or digital stories, taking photos to illustrate reports, and using online tools for drawing, poetry, and collaborative work. A list of specific educational websites is also provided that students can use for comics, writing, video, animation, art, photo editing, online collaboration and games. The teacher encourages using technology to engage students in creative writing, multimedia projects, and working together from different locations.
What's hot (20)
Filipino Books and Textbooks - Phoenix Publishing House
Filipino Books and Textbooks - Phoenix Publishing House
The IB Library - Dual Translation with Sherrill Cannon's My Fingerpaint Maste...
The IB Library - Dual Translation with Sherrill Cannon's My Fingerpaint Maste...
Similar to Language learning & digital comics
Language learning and digital comics
Victor González discusses using online comics in the classroom. Comics can represent complex material in a way that reduces cognitive load while portraying sophisticated concepts. Some benefits of using comics in education include converting stories, poems, interviews or current events into comic form. González provides 20 ideas for student comic projects, such as creating comics from class lessons, biographies, instructions or discoveries. When using online comics, teachers should set clear learning goals, challenge students without overloading them cognitively, and ensure high quality content and effective assessment. Comics can bring youth culture into the classroom in an engaging way.
20 effective ways to use digital comics in the classroom
Digital comics are a great way to practise language learning in the classroom. Presentation given at AGIS 2013 in Hanover.
Comicspp
The document discusses the value of using graphic novels and comics in the classroom. It argues that comics can motivate students and address different learning styles through their combination of words and images. Some benefits highlighted include helping reluctant readers, supporting ESL students, and acting as a stepping stone to more advanced texts. Examples are given of comics that could be used in various subject areas like science, history, and current events. The document encourages teachers across disciplines to consider how comics may benefit their students.
21st-coven.pptx
The document discusses various 21st century literary genres including:
- Digi-fiction which combines book, movie/video, and internet website.
- Text-talk novels which tell stories through dialogue simulating social media.
- Chick literature which addresses issues of modern womanhood humorously.
- Flash fiction which are extremely brief stories ranging from a word to 1,000 words.
- Creative non-fiction which uses literary techniques to create factual narratives.
The document provides examples and characteristics of these emerging 21st century literary genres.
21st Century Literature (Week 2)ppt.pptx
The document discusses various 21st century literary genres and compares them to more traditional genres. It begins with an introduction to 21st century literature and the characteristics of a 21st century reader. It then defines several new genres that have emerged, including illustrated novels, digi-fiction, graphic novels, manga, doodle fiction, text-talk novels, flash fiction, creative non-fiction, science fiction, blogs, and hyper poetry. Key elements, structures and examples of each genre are provided. Finally, it asks students to compare and contrast doodle fiction, manga, and graphic novels using a graphic organizer.
21ST-LIT-MODULE-2.pptx
This document provides information about 21st century literary genres. It begins by defining 21st century literature and the characteristics of a 21st century reader. It then discusses several original literary genres and provides a puzzle for the reader to identify them. The rest of the document defines and provides examples of various 21st century literary genres, including illustrated novels, digi-fiction, graphic novels, manga, doodle fiction, text-talk novels, chick lit, flash fiction, creative non-fiction, and science fiction. The document aims to help readers classify new literary works into these modern genres.
Graphic novels presentation
Graphic novels can be used in curriculums to teach complex topics like history and social issues. They develop visual literacy and reading skills. Educators should select age-appropriate graphic novels relevant to their subject and grade level, and promote the graphic novel collection to encourage reluctant readers.
Use of comics and gn in the lib and class
2010 Missouri Association of School Librarians presentation on using comics and graphic novels in the classroom and library.
Comics in Education
The document discusses the use of comics and webcomic creation tools in education. It provides definitions of comics and their history. It explores the strengths of using comics for learning and discusses digital comics and webcomics. The document demonstrates several tools for creating educational comic books and comic strips online, comparing their features. It proposes topics for discussion about the future of webcomics and their creation tools.
Using comics and graphic novels to support higher level thinking
This document provides an overview of how comics and graphic novels can be used to support higher level thinking skills. It discusses how comics have won prestigious literary awards and should be viewed as a medium rather than a genre. Key concepts from understanding comics such as panels, gutters, and reading order are explained. The document outlines how comics can help develop vocabulary, support inferencing, and be used for analysis, evaluation, and creative expression activities. A variety of teaching resources and over 100 book titles that could be used are also listed.
670464319-q2-Module-5-21st-Century-Literature.pptx
The document discusses 21st century literary genres. It begins by stating the learning objectives, which are to differentiate 21st century genres from original genres, cite their elements and structures, and appreciate each genre's unique features. It then provides descriptions of several 21st century genres like illustrated novels, digi-fiction, graphic novels, manga, doodle fiction, text-talk novels, chick lit, flash fiction, creative non-fiction, science fiction, blogs, and hyper poetry. The document includes examples, definitions, and assessments to test comprehension.
LESSON-3-21st-century (1).pptx
This document discusses 21st century literary genres and compares them to earlier genres. It defines 21st century literature as new works created in the last decade that often break traditional rules and are written for a digital audience. Various genres are defined, including graphic novels that tell stories through comic formats, manga as a Japanese comic style, and digi-fiction that combines books, videos, and websites to tell a story across multiple media. The document provides examples and characteristics of different genres to differentiate 21st century styles from original genres.
lesson-3-21st-century1-220819072259-b675d3a9.pdf
This document discusses 21st century literary genres and compares them to earlier genres. It defines objectives to differentiate 21st century genres from original genres, enumerate elements/structures/traditions of each genre, and appreciate unique genre features. Specific genres discussed include digi-fiction, which combines books, movies/videos and websites; blogs; graphic novels; manga; illustrated novels; and text-talk novels involving SMS conversations. The document provides definitions and examples of each discussed genre.
Week 3 ppt.pptx
This document discusses 21st century literature and various modern literary genres. It begins with an introduction to 21st century literature and the characteristics of a 21st century reader. The document then defines and provides examples of several new literary genres that have emerged in the 21st century, including digi-fiction, doodle fiction, graphic novels, manga, chick lit, science fiction, blogs, and hyper poetry. It concludes with an assessment to test the reader's understanding of these new literary genres.
Fantasy Genre Study: Fables
This document summarizes a fantasy genre study on fables conducted with students. It included three lessons: 1) identifying characteristics of fables, 2) learning about story mapping elements using an interactive read-aloud of a fable, and 3) applying story mapping by reading and presenting their own fables. Students were assessed based on their participation, completed story maps, and puppet presentations of an original fable applying the same moral. The study addressed reading comprehension and fiction elements standards.
Graphic Novels[1]
Graphic novels have evolved over time from early American comics in the late 19th century to full length graphic novels in the 1990s. They can assist struggling readers and visual learners by connecting images and text. Graphic novels develop language arts skills and encourage unmotivated readers while conveying educational messages. They also increase comfort with visual media and help interpret sequential art. Popular appeals include action, powerful images, important themes, and variety. Graphic novels can encourage creativity and interest gifted students. However, some have expressed concerns over inappropriate content and portraying negative messages. The document provides examples of graphic novels suitable for schools and ones featuring strong female role models. It also lists resources for reviews and lesson plans using graphic novels.
21st - Coventional and 21st Century Genres [Autosaved].pptx
21ST CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
- 21st Literary Genre. It also includes conventional genres such as Poetry, Drama, Fiction, and Non-Fiction. A series of Genres are used in the 21st Century era to accommodate the readers' attention. It is a genre of speculative fiction dealing with imaginative concepts such as futuristic science and technology, space travel, time travel, faster than light travel, a parallel universe and extra-terrestrial life.
2. A literary genre which combines three media: book, movie/video and internet website. New literary work created last decade
written by contemporary authors that deals with current themes/issues and reflects a technological culture
often breaks traditional writing rule
Hagar qim wicked comics presentation
A Wicked Comics Presentation about Comics, Comics in Education delivered by Samantha Abela for the Hagar Qim open day 29th June 2012
Graphic Novels
Graphic novels differ from comic books in that they are longer narrative works bound like books rather than monthly serialized issues. While comics were originally for entertainment, graphic novels address more serious topics for adult audiences. A key early graphic novel was 1978's 'A Contract with God' which helped establish the format as a serious literary medium, like 1986's 'Maus' which won a Pulitzer Prize.
Stand Alone Presentation
In order to effectively teach reading and writing, a teacher must have student engagement. Too many students are not engaged during literacy instruction and therefore are only skimming the surface, and not experimenting with various reading strategies. I would like to change the way teachers look at literacy instruction, especially for boys. Using this presentation, I want to inform teachers and parents that comic books and graphic novels are not just dumbed-down, disposable literature. Graphic novels possess a great deal of academic integrity and often engage the imagination more using panel to panel inferencing.
Similar to Language learning & digital comics (20)
20 effective ways to use digital comics in the classroom
20 effective ways to use digital comics in the classroom
Using comics and graphic novels to support higher level thinking
Using comics and graphic novels to support higher level thinking
670464319-q2-Module-5-21st-Century-Literature.pptx
670464319-q2-Module-5-21st-Century-Literature.pptx
21st - Coventional and 21st Century Genres [Autosaved].pptx
21st - Coventional and 21st Century Genres [Autosaved].pptx
More from Víctor González
How Digital Media has Changed Learning and Teaching Modern Languages. The lin...
The document discusses how digital media has changed modern language teaching and learning. It provides 10 tips for incorporating digital tools into the language classroom, including structuring the curriculum around learning goals, promoting the 4 language skills, assessing regularly, and going beyond the classroom through digital comics, films, and podcasts. Examples are given of how Adobe Express can be used for student projects involving creativity, like making comics. The presentation encourages teachers to embrace technology but also continue hands-on learning and activate students' prior knowledge and experiences.
Boosting Writing Skills Through Digital Media
Boosting Writing Skills Through Digital Media. Introductory presentation at AGIS 2017. Hanover, Germany.
Conference 2016-presenters
This document introduces four members of the Foreign Languages Special Interest Group for the ECIS 2016 conference. It provides brief biographies for each member, including their name, role, qualifications, languages spoken, and in some cases additional details like websites or areas of teaching. Each biography is 1-2 sentences and includes the member's name, role, and some qualifications or areas of teaching.
Digital generators in language learning
Digital generators are websites and apps that can be used to create content for language learning lessons. When using digital generators, teachers should visualize learning goals, clearly define their target audience, and design effective assessments to avoid cognitive overload or digital distractions. The document proposes a sample class structure incorporating digital projects - with one period used to present a digital project, and another for students to work on their own projects. Overall, digital generators provide an opportunity to incorporate youth culture into language education.
No matter the language, any teacher in finalcopy
This document provides guidance on preparing students for Section B of the IB Language B exam. It notes challenges like general statements, unfamiliarity with argumentative texts, word limits, and maintaining concentration. It recommends dedicating time to Section B, analyzing the statement, choosing a focus, and teaching students to structure their response with an introduction, thesis, facts for and against, and conclusion. Sample timing and frameworks are provided to help students organize their ideas.
Ecis interest groupforeignlanguages
This document provides resources for those interested in learning and teaching foreign languages. It includes:
1) Websites with teaching materials for various foreign languages from the EU and other sources.
2) Articles on topics like the importance of learning foreign languages and engaging language students.
3) Resources specific to languages like German, Spanish, French, Italian and others.
4) Information on professional development events for language teachers in Europe.
Foreign Languages Interest Group Members
Foreign Languages Interest Group Members. Andrea Wagner, Victor González, Linda Lanis, Delinka Fabiny
certificate
Victor Gonzalez contacted the company on August 11th, 2015 regarding an issue. His email address is vikgo66@googlemail.com. The brief message did not provide any other context or details about the nature of his correspondence.
E safety2015
John David Swyden contacted two underage sisters, ages 12 and 14, through Facebook and met with them separately. A Facebook page against the Revolutionary Armed Forces of Colombia gained one million likes and inspired street protests of 10 million people in Colombia and 2 million worldwide. Facebook aims to build infrastructure for people's online and offline lives. Some reasons people overshare on Facebook include boosting self-esteem, impression management, and how it influences self-perception. However, others see Facebook as creating a world of exhibitionism.
Alumniportal_gamification
Digitalization and Education:"Today, the scope of tools and applications used for learning includes smartphones and computer games and many learning environment have opened up, offering free of charge courses and allowing for more interaction - online and offline - among the participants. In our next webinar on “Learning today: mobile, virtual, interactive” on December 10th at 4 pm UTC +1, we want to explore how Digitization has shaped education over the years. We want to take a look at different types and fields of learning that have been transformed by new digital opportunities and how the prospect of a “ubiquitous classroom” might change current views on education.¨ (Alumni Portal Deutschland)
Ecis 2014
This document discusses strategies for teachers and students in the 21st century classroom. It suggests that teachers serve as a resource, facilitator, and assessor rather than solely controlling the class. Students are encouraged to be independent learners who construct their own knowledge and share it with others. The document also provides examples of digital comics and video projects that can be used to support language learning when combined with technology.
Pre conference 2014-presenters
The document introduces 4 members of the ECIS Foreign Languages Committee for 2014:
Andrea Wagner from the International School of Dusseldorf who teaches German, English, and Spanish and has several master's degrees in language-related fields.
Víctor González from the International School of Bremen who teaches Spanish and has degrees in English, media, and e-learning.
Linda Lanis from the International School of Florence who coordinates Italian and chairs the languages department, with degrees in Italian and teaching Italian as a foreign language.
Delinka Fabiny from the American International School of Budapest who teaches French and has a master's degree in modern languages from the University of Brussels.
Florence workshop
This document discusses the evolving roles of teachers and students in the 21st century classroom. It suggests that teachers should serve as a resource and facilitator rather than solely controlling the class. The document also advocates that students should be independent learners who construct their own knowledge and are innovative and creative. Additionally, it provides examples of digital comics and video projects that can be used in the language classroom to engage students in multimedia environments that promote curiosity, creativity, and innovation.
Presentación sobre méxico
Este documento presenta una breve introducción a México, incluyendo su flora, fauna y algunos de sus pueblos indígenas más importantes como los nahuas, mayas, zapotecos y aztecas. También resume la rica gastronomía mexicana con ejemplos de platillos típicos de estados como Aguascalientes, Baja California, Campeche y Coahuila. Finalmente, menciona aspectos de la política mexicana actual y comparte imágenes que representan la identidad mexicana.
Laie hamelin doc_presentation
Hamelin International Laie School workshop presentation for IB teachers.
Net generation Language Learning
This document discusses emerging technologies and their application in education for the Net Generation in the 21st century. It covers 10 key topics: 1) Cloud computing for data storage and collaboration, 2) The flipped classroom approach, 3) BYOD policies, 4) The educational power of apps, 5) Using tablets in education, 6) Gamification to engage students, 7) Learning analytics to optimize learning, 8) Personal learning environments tailored to students, 9) Augmented reality for immersive learning experiences, and 10) Moving towards a model of total learning with new technologies integrated throughout the educational experience.
Cyberpedagogies
The document discusses the evolution of teaching styles from teacher-centered to student-centered instruction. It notes that historically, teachers were the sole source of knowledge and authority in the classroom through memorization and drills. However, 21st century students need to be independent, flexible, creative, and able to construct their own learning. The document advocates for teamwork, fostering creativity through technology, guiding students through constructivism, enhancing learning with multimedia projects, accommodating different intelligences, embracing errors, and developing empathy in the classroom.
The Power of Apps in Language Learning
The Power of Apps in Language Learning. AGIS presentation at the Radisson Hotel in Hanover (01/02/14)
Laguage b
The document outlines the assessment components for Language B students at both Standard Level and Higher Level, as well as for students taking Language Ab Initio. There are four main assessment tasks: Paper 1, Paper 2, the Written Assignment, and the Individual Oral. Paper 1 and 2 consist of multiple choice and short answer questions based on core and optional themes. The Written Assignment involves analyzing sources on a chosen topic. The Individual Oral examines students' presentation and discussion skills through analyzing visual stimuli and their Written Assignment topic. Requirements vary between levels in terms of time limits, question types, and source analysis.
Imyc may 2013
The document outlines steps for resolving a conflict through role playing and communication. Participants are asked to choose a format like a comic, presentation, or movie to role play a dispute. They then find common ground by discussing how they have de-escalated conflicts in the past, what they learned about each other, and how good communication and win-win solutions help resolve issues. The resolution process involves communicating, negotiating, mediating, arbitrating, and legislating if needed.
More from Víctor González (20)
How Digital Media has Changed Learning and Teaching Modern Languages. The lin...
How Digital Media has Changed Learning and Teaching Modern Languages. The lin...
Recently uploaded
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Recently uploaded (20)
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Language learning & digital comics
- 1. Language Learning & Digital Comics Victor González M.A in e-learning and Education AGIS 2015
- 3. DC Comics: Robert Thorndike and Harold Dones created a language training book that used the comic Superman.
- 4. First academic journal articles about education and comics
- 11. They had to be politically correct
- 12. Horror, zombie, terror were banned
- 17. 1970s: teachers dared to bring comics into the classrooms
- 19. Maus: First comic book to win the Pulitzer prize
- 23. Graduate programs in comics
- 24. Promoting comics in education
- 38. In comics, complex material is represented in ways that reduce the cognitive demand of reading dense text while sophisticated concepts are portrayed.
- 39. How can we use online comics in the classroom?
- 40. Benefits of using comics in education 1. Sreen capture of your games and create a comic research assignment. 2. Write an interview. 3. Convert a story novel or poem. 4. Write an original story. 5. A current affairs item. 6. Reflection tool: excursion or class lesson. 7. About me. 8. Revision. Using vocabulary learned. 9. Bring song lyrics or poems to life. 10. Historical event-timeline. 11. Biographies. 12. A travel guide. 13. Tell weather stories.
- 41. 14. Make an instruction manual. 15. Show an invention and how it has affected people. 16. Change an endling to a story. 17. Write about a discovery. 18. Share the cultural background of your family. 19. Make me laugh... 20. Make me feel...
- 42. Clear learning goals Challenge the learner Clearly defined idea of the target audience Effective assessment tools Avoid cognitive overload Avoid digital distractions Quality of content Including a varety of learning approaches
- 43. Clearly defined idea of the target audience Effective assessment tools Avoid cognitive overload Avoid digital distractions Quality of content Including a varety of learning approaches
- 44. An opportunity to bring young culture into the classroom
- 47. www.exuc.org Victor González M.A in e-learning and Education AGIS 2015