Rosanna Miiller Salas

Reflections about online education…



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.

TDC Circus / Circo

Today I made an hyperbolic tiling. This is the assignment details link TDC Assignment 

This is the original picture


Week 5. Reflection

photoI had an intensive week. I didn’t participate as frequently as I intended but I think my contributions and learning were meaningful. This week reading brings a sense of interdependence between my personal productions and participation in generation of collaborative thinking. I was able to connect readings, assignments, and critique into a cohesive whole regarding my theme of interest. I was pleased to have found great material in something intriguing for me such as machinima video production development with the purpose to generate cultural integration. This was a wonderful finding for me! I was able to associate productions I explored and the article I referred to in my reading reflection.
Last week I expressed my concerns of remixing practices that seem too focused in learn technical skills and critique thinking practices, but I was wondering if all this accessibility of tools and resources attempts to encourage originality. After this week’s exploration I feel more optimistic, I learned ways to specialize incorporating collaborative knowledge and context as a promissory approach to encourage creativity applying remixing practices. It is so much to learn and explore from others’ experience and I am glad I am having the opportunity to share knowledge and experiences in this accelerating but interesting process.

These are the links regarding my productions and contribution this days.

First TDC and Second TDC assignments.
Mashup assigment
Story critique.
Lankshead and Knobel reflection.
I Commented on Mike and Erin engaging reading reflections.
I Commented on Mitchell and Alicia interesting story critiques.

I evaluate myself 9.5/10. My main goal next week is to continue connecting my productions and posts with promoting positive identity in immigrant students, my focus theme.

Lankshear and Knobel. Fifth Chapter. Collaborative Practices.

collage new literacies

The proliferation of collaborative practices is having an important impact in educational and working environments. The chapter focuses in exploring blogs and wikis as participatory and collaborative literacy practices.

I found interesting the evolution of blogging practices which are increasing due to the accessibility of easy-to-use publishing tools and hosting services. In terms of encouraging students’ participation and engaging in these types of blogging practices I think it is very important Technorati’s 2010 survey findings about the impact of mobile devices and shorter posts encouraging participation and providing dynamism to the exchange communication. We certainly can relate to our ds106 experience where microblogging and short posts are proving to be meaningful and engaging for our community. As Lankshear and Knobel mentioned, blogs are a flexible medium and a result of practices that are constantly evolving.

One idea that resonated with me was when the authors pointed out the little research focused on the readers’ impact despite the interactive nature of blog as a medium. In my opinion this is an important variable due to all the different interactions and activities occurring when developing a blog, and even more relevant when writing and reading multiblogger blogs. In massive collaborative experiences both participants and participation implies interactions and actions were readers and writers interact in a complex level of active contribution.

Lankshear and Knobel referred to the potential that wikis have in education to promoting massive collaborative educational projects. They mentioned that “wikis are widely identified as collaborative software” (p. 161) I found very enlightening the explanation of Wikipedia as participatory culture space were the community of authors play different roles and get involved in the creation process as a community-system where the interactions are addressed as a system perspective. This is an advance level of participation and I personally think it will be a great addition to include more serious practices in pedagogical practices. The experience of Bruckman (2005) to progressively transforming participation in collaborative projects can be an inspirational start point for other educational projects to understand and interact actively in collaborative projects.

In terms of collaboration work I experienced as a student and as a teacher the difficulties to work collaboratively. In most of the experiences I remember the teams divided work into specific tasks and then everyone worked individually and added their contributions to a whole, but the real collaborative work was absent. the final result was a compilation of individual ideas and tasks but not a group perspective product. To provide training and opportunities to exchange ideas, modify a common work, and create a team voice is in my opinion very important. In an interesting cross-cultural research O’Brien, Alfano, and Magnusson (2007) found that using digital technologies increase intercultural competencies. They concluded that using communication technologies improve social relations and can positively influence human attitudes and behaviors.

“Our project discovered that when students and teachers learn best practices for using information and communication technologies, they gain knowledge not simply in modes for digital discourse but the development of tools to build relationships, cross-culturally situated knowledge, and new media writing products that in turn advance research and learning in the field.” (O’Brien, Alfano, and Magnusson, 2007 )

Blogs, Wikis, and collaborative literacy practices provided important opportunities to engage students in one of the most complex educational goals: working collaboratively. Knowledge building in participatory cultures requires developing a sense of group work, and identify as an active part of a system where each member contribution is important and is building a whole perspective. That is very difficult and requires practice, flexibility and responsibility but the benefits are priceless.References

    • 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

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