In this chapter, I present a few different ideas for lesson planning. Additionally, I’ve been using this section to tinker around with H5P content, so that instructions and notes are a little more dynamic in their appearance than my typical typed, numerical list. An example of H5P content is this true/false quiz:

Here’s another fun H5P example, a slide deck with four gorgeous Pexel and Unsplash images; if you hover your cursor over each image, you’ll see my pithy comments:

As a result of constant tinkering, the design and content of this chapter is constantly changing shape.

 Active Podcasting

During the second podcasting session Elliott taught and I observed, a barrage ideas came to mind, mostly focused on ways to make the session a little more active. While I discuss these ideas briefly in the previous chapter’s class write-up, in numerical form, these pedagogical ideas for a beginning session on podcasting could go something like this:

Creative Copyrighting

Oooh copyright: an utterly difficult, super important, yet occasionally dull topic for undergraduates (and, of course, graduates, faculty, staff, etc). But, the more we know, particularly when creating podcasts and digital narratives, the better equipped we are for our projects’ futures. Elliott’s copyright discussion is solid. Using a Powerpoint presentation, he very clearly shows students why they can’t just “cite” music and images and assume that all is well in the world. He impresses upon learners the realities of using others’ creative works, talks about Creative Commons licensing, and uses this information to shift to the copyright-free image and music sites we’ve used throughout the quarter. I’ve thought about a few other ways  we can potentially keep students engaged during these discussions.

Images and Diversity Representation

1. Spend 5 minutes defining “diversity” and asking students for definitions of the term. Then, introduce students to Pexels.com and Unsplash. Ask students to then spend 10 minutes searching these two sites for images of people eating, working, and partying. Then ask them to write down 3 patterns they see across these various images, prompting them to discuss  diversity in one of the 3 patterns.

2. After introducing students to Pexels.com and Unsplash, introduce them to Broadly’s Gender Spectrum Collection and nappy.co. Briefly discuss the history of the term “nappy,” emphasizing its use in pasts and presents as a derogatory, racist term that has more recently gained reclamation consideration (see, for instance, Allure and NPR). Briefly discuss the term “gender spectrum” (the Gender Spectrum sitemay be of assistance). Ask students to do the following with these sites in pairs or small groups: read over their statements of purpose, find their image use policy, search the same topics as they searched in Pexels and Unsplash, and consider 3 patterns they see. Ask groups to share their findings with the class.

3. Given students 5-10 minutes to look at their digital narrative scripts and consider image use. After reading Broadly’s Gender Spectrum Collection and nappy.co’s statements of purpose, what are some of the reasons why they should use diverse images in their projects? Where can they use these images in their script? How can they use these images in ways that promote diversity, equity, and inclusion and/or help their intended audience think through this trio of concepts?