Rosanna Miiller Salas

Reflections about online education…


July 2015

Week 7 Reflection

photoI was glad to have more time to focus on creating my final AB assignment regarding my focal theme. I enjoyed having time to deeply explore the assignments to find one meaningful to my interest and at the same time representing my acquired technical skills. I also invested productive time learning new tools/apps and reviewing again my reading notes and insights from our New Literacies text book, in an attempt to put together my reflections into a final reflection integrating what I learned in this course as a whole. My intention was to interact more actively with my peers but that goal wasn’t possible. This week I have many personal difficulties managing my time due to sickness and a lot of unexpected task in my work and in my personal life; therefore I am very relieved the required assignments were less this time. I am disappointed I didn’t contribute more, providing additional story critique and producing daily creations because these are my favorite components in this experience. Today I enjoyed exploring others’ contributions this week and I hope to continue expanding my digital relationship with them beyond this course.

This is the list of my contribution, I am proud of my commitment with the required assignments and I like how it turned out in the end. Since I didn’t meet my personal expectations of more active interaction I assigned myself 9.5/10.

AB Assignment.
Reading reflection.
Reading comments of Lee and Alicia reflections.

TDC Magical Lights

We are surrounded with magical lights. We just need to put attention and be lucky enough to capture them. To create TDC I used my iPhone to take pictures this week, Pixlr Express to put them together in a collage, and Flick to publish the final composition.

Magical lights

Lankshear & Knobel. Chapter 8. Final Considerations on Social Learning Trajectories

collage new literacies

I found extremely enlightened New Literacies’ last chapter. Having the opportunity to reflect about real time experiences in such a detailed review help me to understand better the whole process to develop real approaches to learning in formal settings.

I enjoyed identifying the parallelism with the Master course introduction to qualitative research with our Digital Storytelling course. The emphasis in working collaboratively described is similar to our collaborative online platform building where each participant explores their passions and interests and participates in online discussions, conversations, becoming a frequent user of social media tools to produce coherent, integrated outcomes. Our CU DS106 requires immersion and at the same time individual and group responsibility to become professional practitioners of applying new literacies in this particular area of work. We explored a variety of resources and places to extend further our knowledge and in this process we include other internal and external participants in this collective learning.

As described in the authors’ experiences the majority of us never have a similar integrative online experience but we find ways to produce meaningful media in an exponential process that combines theory and practice. Canvas Leaning Management System became a reference place where mainly we obtained the push component represented by the syllabus, lectures, book reference, and central announcements. The core of the course was focused in pull practices where we are requested to create media and participate in a daily basis in an immersive and quick approach with a deep commitment to like the participants. We didn’t have time to get stuck in our concerns. I think our course addressed the goal to build enthusiasm following Gee and Hayes (2010) practices to developing passion, we had the opportunity to spend time working in interest-driven projects where we became engaged with specific topics related with our personal interest. I think the time spent working toward our focal themes was extremely valuable since was the pull component of our learning process.

The learning approach for both courses was similar. Participants are required to orient themselves but also to learn to trust other members as part of the collective learning process. For example, our instructor specifically indicated to ask peers for course logistic questions providing opportunities to engage in a collaborative learning experience and recognizing other participants’ expertise, the knowledge was shared and built in a community of learners.

Lankshear and Knobel (2011) mentioned their commitment with Gee’s (2004) conception of learning acquisition “learning best takes place when it is a highly motivated engagement with social practices that people value” Our digital storytelling course was developed in conjunction with DS106 as an immersive affinity course experience. We participated in a variety of digital social platforms to extend our social practice developing our digital identity. Finally we were continuing to produce digital material and expressing our ideas in a dynamic and iterative participatory cultural practices. To illustrate this idea I want to refer to an educational project called InWorks. It is a CUDenver initiative where technological and social learning are converging in a collaborative approach aligned with the philosophy of “Learn with purpose” to provide innovative solutions to community problems. It is a great educational project that can be an example of social learning practices applied in the real world.

I believe in the importance of integrative cross-disciplinary practices were students can take on different identities in real context. When designing learning experiences it is important to consider key conditions for learning, competent dimensions, and learning practices. My big practical question at the end is, “How we can effectively promote the significance of social learning to massively incorporate situated learning experiences in schools? Is general implementation a real possibility or is it just an educational ideal?”


Lankshear, C. & Knobel, M. (2011). New Literacies: Everyday Practices and Social Learning. New York: Open University Press.

O’Brian, A., Alfano, C., Magnusson, E. (2007) Improving cross-cultural communication through collaborative technologies [Online]

AB Broken English Mashup

This final week I chose to create a kinetic typographic adding images to a beautiful poem written and performed by Rupi Kaur. I think it is an inspirational piece for immigrant families to celebrate their heritage and to feel proud of who they are and value the efforts, love, and sacrifices required when integrating into another country’s culture, language, and traditions. On a personal side I experienced mixed feelings when I watched the original video. This story shows the difficulty of being a child of immigrants but also identifies the deep worries of immigrant parents afraid of being rejected by your own family due to their native country’s accent.

To create this assignment I get inspired for the direction for the Kinetic Typography assignment. I decided to modified the directions focusing in highlighted using animation text only for the words or ideas more relevant for me instead the complete poem. I enjoyed this project even it was extremely time consuming. I tried to use Adobe After Effects but after while I decided to try a more familiar procedure for me drawing images, capture them, adding to my computer library and creating a video using iMovie. I published my project on YouTube.

This is the original video.

Reflection Week 6


Every week I prepared a schedule to get everything ready before the weekend. Every week I fail to achieve that goal. This time I just began to make peace with my timing. I need quiet time to read, to translate my concepts in Spanish into English, I have to reflect and relate new concepts and ideas with my previous ones. I lost my balance during this process. I need time to explore, combine, fail, and organize ideas and resources, I need to change and edit what I will post, and finally I need to recover my energy and get ready again before another challenging week… I just assume that this is my productive and effective way and every intent to force myself to change eventually will find my nature.

I found very interesting videos and stories regarding my interest. I experienced the pleasure to remember part of my past fan culture with traditional manga shows through mashup posters I discovered in DeviantArt I thought in using it as a story critique but when I was sharing the idea with a friend she sent me the amazing job of Zach King and I thought his work will be more meaningful for the class. I also explored many ideas for my personal assignment but I must select the most simple and clear ideas to meet time requirements. I also read many times the New Literacies chapter to connect the content with my personal beliefs since I have a conflict between my passion and faith in the incorporation of new technologies in educational field with my traditional approach to many subjects. This has become a constant reflection and an everyday flexible thinking practice; frequently I felt frustration and overwhelmed but at the end of each week I feel satisfaction with the new step forward in the never ending learning process I am committed with.

Below are listed the links to my participation during this week:

Story Critique.

Personal theme Assignment.

Reading response.

First TDC and Second TDC.

I commented on Lee and La Dawna stories critiques.

I shared my opinion on Alicia and Kirk reading responses.

TDC Shadows / Sombras

TDC Shadowcaster. I think the most perfect shadows are made in Colorado. I believe it is for the clear air, the altitude and the bright sun. I have been having fun for a while capturing shadows, so I put together a recent picture from yesterday with others I took during these last months.

Shadows / Sombras

Week 6 Critique. Zach King Remixing Practices

Week 6 Critique. Zach King Remixing Practices

I recently watched some amazing videos produced by Zack King. I think he is an excellent example of successful remixing practices. Each video created by him shows a deep knowledge of technology and high levels of creativity. I chose to post a mashup of his work of six-second videos digitally edited to provide an illusion he is making a magic trick.

The use of social media to share, create, innovate, and teach has a great value in social learning environments. Additionally he is a positive role model representing how the young generation coming from a cultural family can achieve success.

I will be referring specifically to mashing up web applications I identify in his site Zach King Vine

1. Having access to how-to guides: In his website he offers training and tips about using editing software (mainly Final Cut Pro). Each tutorial is well explained and professionally created.

2. Understanding the difference between desktop/webtop and apps based mashups.

3. Have access to server space for hosting the mashup application, and knowing how to load it to the server and make it available to others.

Each short video have a specific narration about digital tricks. He developed a personality and character as MagicKing, also he is very creative and engaging. Zach King is a representative of how passion and persistence can bring success to creating on digital platforms.

Chapter 7. Pedagogical Implications

collage new literacies

This week’s chapter explored social learning, ‘push’ and ‘pull’ paradigms, and building platform for social learning. I will focus on two points relevant for me in this chapter: First the proposal to shift push paradigm toward pull paradigm. Second the relevance of passion as a success factor in social learning.
I found at the same time interesting and intriguing the shifting paradigm from push practices to pull practices. I tend to be cautious to extremely different approaches where the benefit of the new focus are exalted over previous learning theories. Since I found the importance to incorporate programs focusing on emerging learning demands logical as a effective approach to “achieving innovation, sustainability, and success at both institutional/organizational and personal levels” (Hagel et al. 2010 cited in Lankshear and Knobel, 2011 p. 226) I have personal hesitations toward shifting totally away from the previous planning approach (or push model as the authors mentioned). I believe in the importance of large-scale planing and programming development. I think both models can work together providing adequate solutions to the various curriculum developing demands and flow in constant adaptations of constraints and resources each educational designer will face during the educational process.

Rather than confronting both approaches in mutual excluding practices, I think it would be more beneficial to learn in practice how to identify which components of both are key to support building collective knowledge, innovation, and productiveness, which are in my understanding the ultimate goal of social learning. I agree with the statement proposed to be discussed that it will always be necessary for some push involvement in education. I visualize push and pull models as an iterative process where the last level of pull achieved is the advanced outcome desired.

The authors pointed out how passion is the driving force to success in social learning. During a previous experience exploring affinity space I concluded that participants’ passions about specific topics is the most important element to establish solid online presence and be a successful contributor in online groups. I was missing another element of success: persistence. Lankshear and Knobel explained how the ability to innovate presupposes mastery within an area of domain, in practice this implies dedicating time to practicing, learning, exploring, applying, experimenting and so on to become an expert. The authors summarize the successful social learning experience in this idea: “… mastery presupposes ‘persistence’. Persistence, in turn, requires passion”. (Lankshear and Knobel, 2011, p. 224) What can be the real implications for education? How can we help students to identify their passion? How to encourage persistence in the current social learning where the tendency is to change and innovate constantly?

I think Gee and Hayes theory of the trajectory of passion is a brilliant explanation of how passion can really drive to success. Regarding my interest in developing positive identity in immigrant students I can visualize important applications encouraging collaborative communities in developing community projects. As O’Brien, Alfano, and Magnusson found in their research of Improving Cross-Cultural Communication Through Collaborative technologies the importance of shared passion, incorporation affinities, and persistence becomes evident in developing intercultural communication and digital pedagogy. They pointed out “Our research shows that three factors need to be met in the establishment of an effective protocol for digitally mediated cross-cultural collaboration and consequent intercultural understanding: dedication of
focus to the task at hand; simulated proximity to the communicators; and close transparency of medium.” In my opinion these findings are a solid start point to build multicultural platforms for social learning.


Lankshear, C. & Knobel, M. (2011). New Literacies: Everyday Practices and Social Learning. New York: Open University Press.
O’Brian, A., Alfano, C., Magnusson, E. (2007) Improving cross-cultural communication through collaborative technologies [Online]

Click to access OBrienPersuasiveTech.pdf

Week 6. DS106 Assignment

I choose to create an interactive motivational poster using piktochart. Each round flag is linked with stories of successful people born in that country. I include a picture of the poster linked to the interactive poster, I can not add the interactive poster directly in my blog due to incompatibilities between WordPress and Piktochart.What will be your story? 

Click on the picture to review the interactive poster.

I reviewed several entries about successful latinos stories. I selected a variety of people whom excel in different areas such as technological development, art, entertainment or healthcare. My intention was to provide examples of latinos whom are working hard to make our world better.

I believe becoming familiar with these stories has the potential to inspire students to find their way to contribute positively for social change and at the same time it is a strategy to learn about cultural heritage. The majority are entries from wikipedia showing how the stories have been built through a collaborative process and also providing additional resources to explore further. I hope the final question “What will be your story” serves as an initial reflection about whar latino students can achieve during their lives.

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