First #DS106 assignment in a long while thanks to Alan.
This project was inspired by a Sklar brothers bit that I heard on the VA Beach AM comedy channel the other day. An edited and condensed version of track 16 is here. Now on to the assignment . . . Take any video.The worse the video, the easier this is. Look for something with virtually no action. If it’s exciting, you’ll never keep up. Add your voice over as if you were a local TV news anchor attempting to provide color commentary without stating anything as a fact or with certainty. Add all the hedge words and banalities that exemplify this kind of coverage. If you’re looking for the DS106 tag/aggregation for the assignment go here (AudioAssignments, AudioAssignments1085). The basic idea is this is almost the opposite of what we want students to do with writing. We want them to be specific, to eliminate hedge words, to make a strong argument, and to take a specific stance. In a class, I might flip it both ways. Have one understated version with no definite statements and then do another version which overstates things (like this Daily Show clip description which I may dig up the video for at some point). Or you could simply give them the option to either understate or overstate the commentary. This is a quick and dirty […]
The Knight Rider gif has nothing to do with this post but it might make you feel better. If you’re here from #ds106, that image is for you, the post is likely to be depressing although it does at least reference Gardner’s digital facelift talk. What passes for deep thoughts on this blog Here’s my fairly simple idea. School systems are paying corporations/speakers/consultants millions in the hope of finding short term, instantaneous solutions – essentially elements of the digital faceliftAlthough this includes reading programs, magical consultants and all kinds of non-digital “solutions.”. That money should go toward improving teachers, building internal capacity, and creating teacher evangelists for concepts and tools. Instead we keep trying to buy shortcuts. We end up with tools/programs teachers don’t want and which many teachers don’t use. We end up paying companies to develop the expertise of their employees while our own employees lack funding for professional development. What if we stopped paying for cheap, easy fixes? Take Discovery Learning’s 150,000 “learning objects” for instance. Most teachers only use a tiny, tiny fraction of those videos. What if we just paid people to find videos on the web and tag them in a way that makes them accessible? If that fails, what if we paid teachers to make the videos that were needed? I know the […]