My horror night or just…too much of horror Netflix
Up until now I still wonder what happened that night. One thing for sure, I am so relieved that we are all in distant learning so I don't have to stay late at Uni, especially the class 5-8pm during winter time…
To my best memory, …
Please download the PowerPoint from the link for better interaction, sound effect and GIF.
In 2018, Netflix released the first interactive episode and film ever Black Mirror: Bandersnatch where adult viewers can interact and influence the ending of the movie. Of course behind this immersive movie, a team of technical specialists, for the first time, customised the episode to each viewer's path story. To me, it is brilliant way to involve audience into the movie instead of letting them sit comfortably on the couch and possibly fall asleep.
PowerPoint and SAMR model
If someone mentions about PowerPoint, you probably think of long boring talk riddled with all texts on the slides. Power Point has been around long enough for you to assume it to substitute pen and paper no matter how flashy it appears. However, a few simple features can raise the game up, from substitute to modify the task using multimodal tools.
Academically, multimodality and SAMR model has long been applied together to strategise classroom activities for both students with and without special needs (*). Despite academics favouring higher levels of SAMR model, such as using VR in the classroom to redefine the History or Geography lessons, it is more important to use the right strategy/ level of SAMR for the activity.
Though this PowerPoint is far less technological (than the Netflix episode, of course) , this is the first step to help me have a different look about the lesson plan used in the classroom. The viewers in this case, my students, get to walk the walk, hear the sounds, see the shadows. In a way, it is about creating multimodal products connecting with the contents in the classroom (*). This will be a great tool for my language classroom in the future.
(*)References
Thompson, M 2008, ‘Multimodal Teaching and Learning: Creating Spaces for Content Teachers’, Journal of Adolescent & Adult Literacy, vol. 52, no. 2, pp. 144–153.
Oakley, G, Howitt, C, Garwood, R & Durack, A-R 2013, ‘Becoming Multimodal Authors: Pre-Service Teachers’ Interventions to Support Young Children with Autism’, Australasian Journal of Early Childhood, vol. 38, SAGE Publications Ltd, no. 3, pp. 86–96.