Exploring Educational Technology

Category: EDCI 336 (Page 2 of 2)

This is a category for the EdTech course. Please add this category in addition to the relevant edtech assignment category(ies).

Alien (1979)

This post contains content not suitable for children. It contains discussion about violence, gore, and death.

Movie Poster from IMDB

Alien (1979), directed by Ridley Scott and written by Dan O’Bannon, follows the crew of the commercial space tug, Nostromo, as they encounter a highly advanced and predatory Alien creature loose on their ship. Returning to Earth, the crew is in stasis: Captain Dallas (Tom Skerritt), Executive Officer Kane (John Hurt), Warrant Officer Ripley (Sigourney Weaver), Navigator Lambert (Veronica Cartwright), Science Officer Ash (Ian Holm), and two engineers, Parker (Yaphet Kotto) and Brett (Harry Dean Stanton).

Alien Sculpture via Bloody Disgusting

They are awoken from stasis early by the ship’s computer, Mother, after detecting a transmission from a nearby moon. Per company policy, they head down to investigate the distress signal despite warnings from members of the crew. After a rocky landing that damaged part of the ship, Dallas, Kane, and Lambert head out into the hostile landscape, discovering a strange crashed ship. Kane descends deeper into this ship and stumbles upon strange egg-like objects, which awakens in his presence. Then, a face-hugger emerges from the egg and attaches itself to Kane’s face. When they return to the ship, Ripley, the officer in charge, refuses to let them into the ship due to quarantine protocols, but Ash ignores her, letting them. Ripley mistrusts Ash, causing many clashes between the two. Most of the crew senses the danger that lay on this moon and so the crew repairs the ship, then takes off with Kane and his face-hugger. Ash examines this strange alien and attempts to remove it from Kane, discovering that it contains highly corrosive acid that will destroy the ship and any attempts to remove it will kill Kane.

Later, the face-hugger is found dead and Kane wakes up with some memory loss. All seems well until Kane begins to convulse and choke. A small alien life-form breaks out of his chest and flees from the crew, killing Kane instantly. Ash persuades the crew not to kill the Alien, leading to suspicions of his true motives (especially by Ripley). After ejecting Kane’s body from the airlock, the crew separates and hunts for the creature with tracking devices, electric prods, nets, and flamethrowers. Now, the Alien simply needs to pick the crew off one by one. The next victim is Brett who separates from his group to search for the ship’s cat, Jones. What he finds instead is shed skin and a huge fully developed Alien who kills him instantly, taking his body away. The crew figures out that the Alien is using the air ducts to travel, so Dallas enters the air ducts with a plan to force it into the airlock. The Alien, proving itself to be both agile, and intelligent, attacks Dallas, costing the crew its captain.

Captain Dallas played by Skerritt via HD Report

Now that Dallas is dead, Ripley is now in charge. She continues with Dallas’ plan, despite Lambert’s concerns that the Alien is picking them off one by one. Ripley interfaces with Mother, discovering Ash has new orders to bring the Alien back to Earth and the crew is expendable. She confronts him with this new revelation, and gets into a violent confrontation, leading to the astounding twist that Ash is an android. Ripley, Parker, and Lambert destroy Ash after he admits that he was assigned to ensure the Alien’s survival, then decide to self-destruct the ship and leave by escape shuttle.

As they prepare for this daring escape, Ripley finds the cat, Jones, while Parker and Lambert are violently killed by the Alien. With the self-destruct sequence initiated, Ripley finds herself blocked by the Alien, unable to enter the shuttle. She attempts to stop the self-destruct but is unsuccessful. She then returns to the shuttle with the Alien nowhere to be found. She undocks the shuttle barely escaping the explosion from the Nostromo’s destruction. Ripley puts Jones into a stasis pod but soon finds that the Alien has stowed away on this shuttle. With quick wits and slow movements, she puts on a spacesuit, and then opens the airlock, forcing the Alien out of the ship. Ripley is forced to shoot it with a grappling hook to prevent it from hanging on, and then she fires the engines up, killing the Alien instantly. She makes a final log, then puts herself into a stasis pod.

Dallas, Ash and Ripley played by Skerritt, Holm, and Weaver via HD Report

Horror Film Rating System

CategoryRating (/10)
Performance9
Special Effects9
Violence/Gore6
Score/Foley8
Scare Factor8

Performance

All of the actors in this film performed with such veracity and skill, but I feel we should not look any further than Sigourney Weaver’s performance. Her role in this film made it what it is. It definitely helps that this character was well-developed and multi-faceted. Of course, this is because the character was originally written for a man. She shows so many different emotions beautifully. She screams in anger, frustration, fear, and cries out of desperation. It is so incredibly believable and makes you root for her to win. She shows vulnerability and strength. Another actor, whose performance was even received a Saturn Award for Best Supporting Actress, was Veronica Cartwright. She showed more of the fear and vulnerability experienced in this terrifying situation. In particular, her death scene is incredibly acted. Another talented actor was Ian Holm, who played the deceitful android Ash. Finally, John Hurt, who played Kane, was also an amazing addition to the film. In particular, the scenes involving his character being attacked by the face-hugger and chest-burster. I really enjoyed the performances of this film and feel that they especially demonstrate that a smaller cast can still create an effective movie.

Lambert and Ripley played by Cartwright and Weaver via Little White Lies

Special Effects

The special effects of Alien are a huge draw for this film. The design of the Alien in its three stages: face-hugger, chest-burster, and adult alien (nicknamed “the big fellow” or “the big guy” by the crew). The biomechanical nature of this alien species comes from the great mind of H.R. Giger, a Swiss artist. At the time of the project’s inception, he had released the book, ‘The Necronomicon’, which Ridley Scott took one look at and then immediately flew to Zurich to secure Giger. Both the chest-burster and Big Fellow were based on drawings within this book. As well, Giger invented the derelict extraterrestrial ship and its mummified occupant. He was so detailed and dedicated to his work, which was ultimately celebrated when he received the 1980 Academy Award for The Best Visual Effects. As an artist, he used his sculpting abilities to create the giant eggs that housed the face-hugger, using various plastics and rubber casting. As well, they used slime and real flesh-animal meat. The design of the face-hugger was based on a child’s jack-in-the-box with a spring-like tail.

Giger painting an egg via Cinephiliabeyond

As stated by Giger in an interview with David Huston, “And it has two great hands to hold the man’s head. It is a practical biological form…” “We were having troubles, so I spent most of the time working on the egg and the big alien. We got Roger Dicken to build the face-hugger and chest-burster—and he did them very well. They are taken from my paintings.” Referring to the design of the chest-buster, Giger added “I tried to do several things with the chest-burster. He started out with arms and legs, but later we made them only small. Now he’s like the long skull of the big alien—a long skull with teeth and a tail.” It made the progression to Adult Alien more cohesive as the design of the “tongue with teeth” mimics this baby alien. The design was taken directly from ‘The Necronomicon’ with some alterations to make it less phallic. The extruded skull combined with the tongue with teeth and no eyes created the sensation of this Alien creature. It is such a unique and stylistic design, especially with the fusion of both biological and mechanical parts. Giger continued in the same interview, “Then I started thinking. That long skull ought to have a function. I thought: I can make a long tongue come out. The end of the tongue even looks like the head of the chest-burster. See the muscles and tendons of the jaw? We made them out of stretched and shredded latex contraceptives.” “There was a tall black person, and we made a cast of his body to build the alien suit on. We built up details with plasticine and even some real bones—for the rib cage. And we used tubes and piping and other technical stuff. This is my way, you see: he is half organic and half technical. The alien’s biomechanical.” This was his vision and it paid off immensely, creating an alien that will never be forgotten.

Giger working on the Big Guy via Cinephiliabeyond
Ridley Scott, H.R. Giger and other crew members working on the Big Guy via Cinephiliabeyond

Violence/Gore

The violence and gore within this film are quite interesting. It starts with Kane being attacked by the face-hugger in an intrusive and violent manner. Then it escalates with the chest-burster scene that is incredibly gory and graphic. This is when things take a turn… We experience Alien jump scares for both Brett and Dallas’ deaths, but we never actually see them die. It always pans away or fades out. This leaves a lot to the audiences’ imagination. Then in the last 30 minutes of the movie, we witness Lambert and Parker’s incredibly violent on-screen deaths. Overall, the cool-down of on-screen deaths in the middle amplifies the terror the audience experiences in the last 30 minutes of the movie. I think of the other films in the Alien series, specifically Prometheus and Alien Covenant. Both included many graphic deaths from the Aliens, but they utilize CGI heavily. It definitely invokes reactions from the audience, but in a much different way to the original. I have noticed that in some horror movies they tease the audience barely showing the entity, which adds to the fear of the unknown. In some, the entity is revealed and then it loses its scare factor (e.g. Mama). I found the violence and gore in this movie quite effective and not gratuitous.

Score/Foley

The score and foley in this film are really well done. I am thankful that I am rewatching while intentionally listening and noticing the sounds of this film. I found all of the ship’s sounds to be very believable and add to the isolation and fear within the ship. More importantly, the Alien foley is perfect and terrifying all at once. The roars, snarls and raspy breathing! As well the score itself foreshadows much of what is to come, which ultimately lends itself to the scare factor of the movie. I noticed in particular the flute/wind crescendos were captivating. As well, they knew when no sound was necessary, which then made the jump scares that much more spontaneous and frightening. Finally, when Ripley kills the Alien, the music changes entirely into happy music, letting the audience know all is well. The score and foley of this film are effective and captivating.

Scare Factor

I have seen this film quite a few times and before I started watching it, I assumed that it would not be very scary. I believed that I would be unfazed. However, it definitely is a scary film because I was crunched into positions as I waited for the Alien to attack. It definitely is a subtle horror movie in that sense. It almost seems like a sci-fi action until the chest-burster scene when things ramp up. A lot of what makes this scary is the anxiety of knowing something bad will happen, but being unable to stop it or look away. As well, this intense sense of isolation that Ridley Scott developed perfectly hits us, humans, in the most primitive spot in our psyche. Giger’s designs push this film into much scarier domains as these organisms are both biological and mechanical. The sheer size of the adult alien also terrifies me, especially in the scene with Parker and Lambert. An important moment that provides contrast to the terror is the scene when Kane wakes up and everyone is happy and laughing. This is then followed by the chest-burster scene… A short-lived moment of happiness. Overall, this movie creates moments of intense scare and fear and then eases off until the next moment. This is incredibly effective and makes this such a good film! If you have some time, this video essay is very detailed and relevant.

Some articles to read if you are interested in learning more…

Why Alien’s gender politics run a lot deeper than Ellen Ripley by Thomas Hobbs

H.R. GIGER: BEHIND THE ALIEN FORMS by David Huston

[Visions of Horror] H.R. Giger’s ‘Necronomicon’ / Ridley Scott’s ‘Alien’ by Lonnie Nadler

The making of Alien’s chestburster scene from The Guardian

Face-Hugger Tattoo by Sydney Warnes

Educators and Technology

The SAMR model, developed by Ruben Puentedura in 2010, is used as a tool to think about technology integration and the best uses of EdTech. As an educator, it is valuable to look at how you are using technology in your classroom and how it affects learning.

SAMR model, illustrated by Sylvia Duckworth

The model has a hierarchy of tech uses in online learning, which increases in sophistication and added benefits: Substitution, Augmentation, Modification, Redefinition. The first two tiers enhance learning, while the final two tiers transform learning. It is important to think of it more like a spectrum in which each tier has a time and place. Rather we want to choose which tier based on what we want to achieve and the type of learning that will be elicited. If it is possible to reach redefinition, then that is a huge step for students to take ownership of their learning and technology use.

“Substitution” occurs when the tech acts as a direct tool substitute, with no functional change. An example of this would be students going from pen and paper to word processing. There are no added features, just a similar function. “Augmentation” occurs when tech acts as a direct tool substitute, with functional improvement. In this case, having students use a word processor with spell check and other tech tools would be considered augmentation as there is substitution but with improvement. “Modification” occurs when tech allows for significant task redesign. This means that there is considerable change in the use of technology. An example would be students using Google docs for writing which allows them to share their documents with each other and provide feedback within the Google doc. Now, the students are able to also interact with each others’ writing. Finally, “redefinition” occurs when tech allows for the creation of new tasks, previously inconceivable. A great example would be a project that involves students filming, and editing a video of themselves relating to the topic. This is such an immersive and engaging task that transforms the learning process.

The SAMR theory of technology adoption pushes educators to question and reflect on their uses of technology. I feel that at times we can be lazy and simply use substitution. So, this model forces us to think about how to create more rich tech learning opportunities. If you would like to learn more, this article was helpful.

Photo by Microsoft 365 on Unsplash

Another important model to consider as an educator that uses technology is the SECTIONS model, developed by Tony Bates and Gary Poole. This model provides a set of criteria and questions that help guide educators on what types of technology and media to use that best suit their students and the taught concepts. SECTIONS stands for: Students, Ease of Use, Costs, Teaching Functions, Interaction, Organizational Issues, Networking, Security and Privacy.

 Sheila Jagannathan, World Bank, 2020

“Students” pushes educators to consider their students during the selection process of media and technologies. In particular, there are three issues to consider: student demographics, access to technology, and student learning styles. You wouldn’t ask kindergartners to use advanced technology, right? As educators, we must always look to our students to personalize their education in the most effective ways. For “Ease of Use”, educators must think about the technical skill that either is already known or must be taught. It would be a waste of time to choose a technology that students spend the entire class attempting to figure out how to use. An easy-to-use, quick and reliable technology or media is the best choice to enhance learning. This is mostly thought of for subjects not related to technology. It is important that educators consider their class’ digital literacy when choosing technology or media.

“Costs” relate to all of the expenses encountered such as money and time. It is important to think about how much the technology will cost to design, deliver, and maintain. As well, educators must think about their students and the scalability of the technology. “Teaching Functions” consists of exploring the educational affordances of the technologies and media. It is valuable to look at the learning outcomes, concepts, and think about how the use of this particular technology will enhance learning rather than detract. Anyone can use technology, but will it be the most effective for students’ learning?

“Interaction” looks at how the media or technologies create opportunities for students to be fully engaged and active in their learning. There are three types of interactivity that need to be promoted: between learner and learning materials, between learner and teacher, and between learners. There are interactive characteristics of media and technologies: inherent interactivity, designed interactivity, and user-generated interactivity. As educators, thinking about the interactivity of the technology being used is critical for creating a valuable learning experience for students. “Organizational issues” focus on issues surrounding the institutions of learning. In particular, it looks at the way the institution structures teaching activities, the instructional and technology services already in place, and the support provided by the institution.

“Networking” relates to how students can engage in discussion and relationship building with relevant people in the subject field and community. This is especially important in university environments as these students generally intend on continuing in the field of study. It allows for students to pursue their interests and find like-minded people and subject specialists. “Security and Privacy” relates to the need and right for privacy and security. Basically, teachers and students need to be able to freely express opinions, explore technology, specifically the Internet, in safe ways, and be protected from online harassment and bullying. In particular, the collection of personal data for commercial companies and target marketing should not happen in a learning environment and people deserve their privacy to be respected. Part of this involves teachers promoting safe technology habits for students. Institutions also need to strictly control the privacy and security of their technologies.

This model is super thorough and encourages educators to really think and reflect on their selection of technologies. By considering each of these facets of the SECTIONS model, you will be confident in your pedagogical choices related to the learning objectives.

For further information, I would highly recommend reading chapter 8 of Teaching in a Digital Age by A.W. Bates (2015).

Photo by Lesia and Serhii Artymovych on Unsplash

Sketchnoting is a type of note-taking that involves more visual types of notes, especially drawing in sketch form. It is less intensive than word-for-word note-taking and has positive effects on memory retention. By combining both words and visuals, sketchnoting activates multiple parts of your brain that would normally be dormant. In a way, it allows you to customize your note-taking process and gives students an opportunity to take notes in a doodle fashion. As well, I think of students with learning differences, such as ADHD, who would greatly benefit from this strategy.

Thinking about this strategy for younger students, I think it can really benefit their learning as it provides them with a medium for note-taking without the stress of writing out words. It would be suitable for students in grade 3 or up in my opinion. Of course, educators must choose good concepts for this strategy. An example would be in ELA for students to create a sketchnote related to the elements of stories. If you wish to read more about sketchnoting, I found this article helpful.

Infographics are great tools for educators and students to convey information. “An infographic is a form of visual communication means to capture attention and enhance comprehension.”-Josh Ritchie. For an assessment tool, students could create their own infographics. Educators can use it to help students with difficult topics.

Example of Infographic

The Thing (1982)

This post contains content not suitable for children. It contains discussion about violence, gore, and death. It includes clips with profanity and dogs being killed.

Photo Courtesy of Father Son Holy Gore

Directed by John Carpenter, The Thing (1982) follows a research team in Antarctica as they attempt to survive against a shape-shifting alien that consumes entire organisms into its form taking on their physical appearance. It was based on the novella, Who Goes There? by John W. Campbell Jr. The research team consists of the helicopter pilot, R. J. MacReady, played by Kurt Russell; the station physician Dr. Copper, played by Richard Dysart; senior biologist, Blair, played by Wilford Brimley; assistant biologist, Fuchs, portrayed by Joel Polis; geologist, Vance Norris, played by Charles Hallahan; meteorologist, George Bennings, portrayed by Peter Maloney; radio operator, Windows, played by Thomas Waites; mechanic, Childs, played by Keith David; assistant mechanic, Palmer, portrayed by David Clennon; dog handler, Clark, played by Richard Masure; and the cook, Nauls, portrayed by T.K. Carter.

The film starts with a Norwegian helicopter pursuing a sled dog. The pilot and helicopter blow up accidentally, leaving behind the sled dog at the US Outpost. Disturbed by these events, MacReady and Dr. Copper investigate the Norwegian base and recover charred malformed humanoid remains. The sled dog is put in the kennel with the other dogs and the Thing properly introduces itself by transforming and consuming the sled dogs. This begins the fight against the Thing! The team discovers a buried alien spacecraft that Norris theorizes has been buried for at least 100,000 years.

As they encounter the Thing in different forms, the team discovers that it assimilates with a person, ultimately becoming that person in Thing form. This is when things take a turn. Now, anyone in the crew could be a Thing and so suspicious run rampant. One by one, members of the crew fall prey to the Thing. We see almost every character meet their end by their deadly encounter with the Thing. There is the iconic defibrillator scene in which Copper attempts to defibrillate Thing-Norris, but instead, Norris’ chest becomes a giant mouth that bites off Copper’s arms. This scene demonstrates the impeccable practical effects this movie employs thanks to Rob Bottin.

The crew realizes the dangers to humanity if this organism escapes, so Blair kills all of the sled dogs and destroys their helicopter and radio. With all of the unrelenting paranoia, no one can trust anyone and tensions run very high. One by one, they drop like flies. MacReady figures out that each Thing is independent and devises a test using blood samples and a hot wire, which reveals Palmer to be a Thing. Each Thing can only be destroyed using fire, leading to a lot of charred remains.

Once the Thing is effectively assimilated, the only way for survival is to destroy the power generator and go back into deep freeze until humans come and unearth the deadly remains just as the Norwegians did. The last of the research team attempts to use explosives to destroy the base, fighting against Blair-Thing. Finally, only two remain, MacReady and Childs. They share a bottle of scotch as they wait to freeze to death. Leaving some major questions: what will happen when the recovery team comes in the spring? Is Childs actually a Thing? Is MacReady? Are they both or one of them? It is this ambiguity and the practical effects that have made this film such a cult classic.

Horror Film Rating System

CategoryRating (/10)
Performance8
Special Effects9
Violence/Gore8
Score/Foley8
Scare Factor9

Performance

Kurt Russell as MacReady. Photo Courtesy of Roger Ebert.

The performances in this film truly enhance the mood of the film, especially the paranoia the crew demonstrates for each other. Kurt Russell leads this film with his dashing good looks and dramatic performance. He gives quite a few speeches and is the one to conduct the blood test. I really enjoyed the scenes where every character was arguing with each other, adding to the paranoia and mistrust. Each actor fully commits to their role whether it is as their character or their Thing-Character.

Special Effects

The special effects in this film are incredible, especially for its time. I would argue that even today these effects hold up quite well. Rob Bottin is the main reason this movie is so memorable and a cult classic. This was his star-making role as special effects artist that fans will always love and remember. Apparently, he worked on this movie 7 days a week, slept in the studio, and was briefly hospitalized due to exhaustion. He is a dedicated artist that helped to create a film that has become a cult favourite due to the believable special effects. If you are interested in learning more about how they did the practical effects, this article is fascinating.

In a TV Tropes article, the author stated, “The visceral depictions of the anatomically creative forms the lifeform adopts when attacking or threatened were milestone achievements in both Special Effects rigging and creature design thanks to a fusion of masterful puppetry, makeup, and advanced FX rigging, bolstered by new green-screen effects like high-end claymation, matte painting, and early CGI. By using each for the tasks it did best, and combining several approaches in a single shot to create seamless composite effects, Carpenter left surprisingly little room for Narm to set in, and created one of the first cinematic environments to believably pull off Daylight Horror sequences.” In the video below, a comparison is made between The Thing (1982) and The Thing (2011). The main issue with the 2011 film is the over-reliance of CGI that leads to a decline in quality and believability as the movie ages and CGI technology improves. Where the 1982 film excels, the 2011 film falls flat and unbelievable. The saddest part of all? The 2011 film had originally used as many practical effects as possible, but then the production companies insisted on going over everything with CGI instead. Feel free to watch the video below for examples of the effects in both movies.

Violence/Gore

The Thing is a fantastic example of a creature feature in which the creature is alien in origin. This article goes into more depth about creature features you are interested in. There is no shortage of violence and gore in this movie as the Things kill, absorb and then are ultimately burned by the survivors. Once the Thing-Dog transforms and attacks the dogs, the real gore of the movie begins and then it escalates as the Thing continues to take over different organisms and the crew continues to use a flamethrower to destroy them. This leads to graphic scenes, such as the defibrillator scene, and the Bennings failed assimilation scene. Basically, the entire movie goes from one gory scene to the next. The one thing I will say is that although the practical effects are brilliant they do have a look of something not quite human, but something else. However, the creatures are still terrifying and disgusting, such as the weird spider-like head.

This image has an empty alt attribute; its file name is the-thing-1982-1080p-mkv_snapshot_00-33-19_2011-06-10_20-29-06-1024x435.jpeg
Photo Courtesy of Father Son Holy Gore

Score/Foley

The score and foley in this film also help to create the atmosphere and mood. As the paranoia among the crew escalates, so does the score with high-pitched sounds and escalating music. As well, the foley is fantastic, especially in the Thing scenes as there is plenty of squelching, cracking, slithering and other yucky sounds. Another aspect of the foley that I found to add to the film was the very loud dog howling, which sent my dog into defender mode! Finally, the score helps to foreshadow what is to come, especially with the Thing-Dog and its malevolent intentions. I really found that score and foley elevated the film making it a lot scarier.

Scare Factor

This was my first time watching this movie and I have to say I was quite impressed with the scares in this film. At points, I was frozen in place with my hands over my mouth. What makes this film so scary is the idea of not knowing who is human and who is Thing. As well, the setting of the film also adds to the scare factor. It is a desolate, excluded location (very similar to The Shining!) in which the crew spreads out, leaving lots of places to hide or to get attacked. The isolation and paranoia together create tension and fear for the viewer. Another technique used involves jump scares as lights turn on and off, which is a typical trope in the horror genre, but I would argue this is one of the earlier versions. It is infrequent enough that this still ends up being an effective technique unlike modern horror films that solely rely on jump scares (e.g. Paranormal Activity, The Conjuring series, Insidious sequels, Drag Me To Hell). A final aspect of this movie that adds to the scare factor is the ambiguity of the ending, leading to the viewers questioning what will happen next…

I would greatly recommend this movie as it is a cult classic that definitely had me on my toes the whole time. Thanks for reading!

Creative Commons, Digital Footprints, and Video Editing

Photo by Marvin Meyer on Unsplash

Creative Commons is a nonprofit organization that allows for the sharing and reuse of creative works around the world. Creative Commons licensed materials are for use under generous, standardized terms. Using Creative Commons licensed materials will be super beneficial for teachers as they do not need to spend money to create or allow students to create learning materials. As a teacher, I can use different CC-licensed media to embellish how I teach. It could be through the creation of a video or the use of images.

The CC licenses are clear on how users can use their work. For example, the audio track I used in the ballerina video cannot be used on Youtube. This is because Youtube tries to monetize all content and when publishing on Youtube, the video must be under CC-BY (or the Youtube licence), which then renders the use of music under other CC-licenses useless/illegal. I find this very interesting and an important note for me to be very careful about how I publish media and that I need to read very carefully. I made a conscious choice to post my ballerina video directly through my WordPress blog.

Photo by Sara Kurfeß on Unsplash

A digital footprint is the trail of data an Internet user leaves. It is also called a digital shadow or an electronic footprint. This trail can include websites, emails sent, and information submitted online, such as in forms. This digital footprint occurs for all users even if they are not actively aware they are creating one. It is important to be aware that these footprints are relatively permanent. For children, this is an important concept for parents and teachers to convey. I cannot help but think about our younger generation’s internet use and how at times it can be quite impulsive and have long-term effects they do not understand. Some of this is from my own experience… I wish I had been taught about digital footprints much earlier in my life, so I could be even more careful. If you want to read more about digital footprints and how to protect yourself, this article is super helpful.

For our students, I think it is incredibly important to establish the concept of digital footprints early on when they are introduced to the Internet, especially social media. A possible idea would be to send a newsletter home for students and their families. Another important way to help students manage their digital footprint is to hold discussions about digital footprints, online privacy, safety, bullying and consent.

This idea of digital footprints and internet safety and security became far too real for me this week as my Instagram account was hacked by a Bitcoin scammer in Nigeria. When I Googled myself, my Instagram was the second hit, which really frustrated me as it was held hostage at the time! I am back in my account and have made sure it is very secure. It definitely opened my eyes to how easy it is to get hacked and I will definitely share this knowledge with my students. Otherwise, Googling myself was fairly boring. It mostly showed me that I need to actually log in to my LinkedIn account and actually add useful information.

After the Zoom session with Jesse Miller, I feel that I will definitely change how I view social media. I even had a moment recently where I thought to myself, “I need to post in a smart way.” I ultimately changed the language in my post and then later my partner suggested I use a certain word, to which I responded with “I am trying to have a positive, clean presentation on my social media.” It certainly is important as a teacher with students on social media looking for their teachers. I am certainly keeping my Facebook and Instagram accounts private from now on.

During this week’s class, we worked on video editing techniques, such as slow-motion, time-lapse, and green screen. I created a slow-motion video using a video by Anastasia Shuraeva from Pexels and music by Walt Thisney.

Video creation is a unique learning resource and activity that can help learners become engaged in their learning. It definitely has a time and a place in learning. It is best introduced to students in grades four and up in my opinion as they will have basic computer skills. A brilliant idea for an ELA activity is for students to create videos based on literature circle books or to create plays or reader’s theatre in video formats. Video creation can be used in any subject or across multiple subjects. It is always important to consider curricular competencies and learning objectives. As well, it is important for students to have provided consent for filming. For my faithful readers, what do you think of video creation in the classroom and its possible benefits and drawbacks?

Photo by Compare Fibre on Unsplash

The Shining (1980)

This post contains content not suitable for children. It contains discussion about domestic abuse, alcoholism, death, and gore.

Photo by Fern M. Lomibao on Unsplash

Directed by Stanley Kubrick, The Shinning (1980) starred Jack Nicholson, Shelley Duvalle, and Danny Lloyd. It was based on the book of the same name by Stephen King. It followed a family as they take up residence in an empty isolated hotel for the winter. Soon, the hotel starts to show its sinister purpose as it influences the father into becoming a family annihilator, just like the previous winter caretaker, who murdered his two daughters, and wife, and then shot himself. The father, Jack Torrance, played by Jack Nicholson, is an absolute piece of work. Three years prior, Jack came home drunk and dislocated his son, Danny’s shoulder. Now, he is sober and his wife, Wendy, won’t forget this. Wendy, played by Shelley Duvalle, is a sweet doting mother, who cannot do anything right in Jack’s eyes. Meanwhile, their son grapples with his special psychic abilities, which show him the evil within the hotel. As the hotel corrupts Jack, Wendy and Danny must use their tenacity and intelligence to escape Jack and the hotel.

This horror film has become a fan and critic favourite and always ended up within the Top 5 of most of the best horror movies lists I came across. For me, it took several watches to finally understand the hype. My most recent viewing definitely opened my eyes even more. I imagine when you are critically analyzing you pick up on more details. In terms of the list of elements every horror film needs, I would argue that The Shining is an outlier as it does not fit into the campy horror movie genre. It does have an atmosphere, some elements of surprise, memorable murder weapons and a memorable score. As far as the other, I feel that although it lacks stereotypical elements of horror movies, it delivers with its incredible technical skill.

Horror Film Rating System

CategoryRating ( /10)
Performance9
Special Effects 6
Violence/Gore5
Score/Foley9
Scare Factor8

In terms of the performance, the actors were incredible. Jack Nicholson plays this part very well with his facial expressions, intonations, and eyes. One scene included below, has become infamous and all because of Nicholson’s portrayal of the mad man, Jack Torrance. The iconic “Here’s Johnny” scene also displays Shelley Duvall’s acting job. She spent most of the movie playing a distraught mother who mostly screamed and cried. It is an incredible performance that really holds the entire movie. It has come to light that Stanley Kubrick and Jack Nicholson may not have treated Duvall very well. In particular, Kubrick’s famously exhaustive filming process must have worn Duvall out from endless days of crying and screaming. The staircase scene, included below, was shot 127 times. Ultimately, it paid off but at what cost? A woman’s mental health?

Anjelica Huston was dating Nicholson at the time and they lived together in London. She says, “I got the feeling, certainly through what Jack was saying at the time, that Shelley was having a hard time just dealing with the emotional content of the piece. And they didn’t seem to be all that sympathetic. It seemed to be a little bit like the boys were ganging up. That might have been completely my misread on the situation, but I just felt it. And when I saw her during those days, she seemed generally a bit tortured, shook up. I don’t think anyone was being particularly careful of her.” However, she cannot ignore the majesty of the final product. “She actually carried the movie on her back if you look at it,” Huston says. “Jack wavers between sort of comedic and terrifying, and Kubrick was Kubrick at his most mysterious, interesting and powerful. But it must have been something for her to be in the middle of that mix. And she took it on. She was, I think, incredibly brave.” For a more detailed read about Duvall, I would recommend this article.

Stephen King’s opinion on the film is also critical of Kubrick’s direction. He stated in an interview, “The book is hot, and the movie is cold; the book ends in fire and the movie in ice. In the book, there’s an actual arc where you see this guy, Jack Torrance, trying to be good, and little by little he moves over to this place where he’s crazy. And as far as I was concerned, when I saw the movie, Jack was crazy from the first scene. I had to keep my mouth shut at the time. It was a screening, and Nicholson was there. But I’m thinking to myself the minute he’s on the screen, ‘Oh, I know this guy. I’ve seen him in five motorcycle movies, where Jack Nicholson played the same part.’ And it’s so misogynistic. I mean, Wendy Torrance is just presented as this sort of screaming dishrag. But that’s just me, that’s the way I am.” I find two parts of this quote especially telling, “screaming dishrag,” and “misogynistic.” It is clear that Kubrick exacted his white male gaze onto the story of The Shining. However, nobody can deny that this is a phenomenal film with its own diehard fans.

In terms of special effects, there was not very much involved. The main special effect scene was the aerial shot of the hedge maze. To create this scene, they took a smaller inner section of the maze and put it beside an apartment complex. Then, the crew would hang off the edge to get the perfect shot. Next, they spliced and superimposed with a shot of the hedge maze model making the scene quite iconic. You can read more here.

Photo from Cinemablend.

The violence and gore in this film are frightening and disturbing. There is one murder in the movie when Jack uses a fire axe to kill Dick Hallorann, the head chef at the Overlook Hotel, who was brought there by Danny’s psychic abilities. There is a striking scene where blood cascades out of the elevators. Finally, the yuckiest part in my opinion was the lady from Room 237 and her disgusting rotting skin.

This film has an incredibly powerful score and foley, which consists almost entirely of very high-pitched sounds that were ominous, grating, and alert the viewer of future danger they can do nothing to stop. It sets the mood of the film from the very opening shots. Then, as the tension slowly builds, the score and foley continue to arouse the viewer’s fear and foreboding. The combination of stunning visuals with the ominous score creates a powerhouse of a film.

This film is a slow burn in terms of scare factor. From fairly early on, we figure out that going to the hotel will lead to something bad through Danny’s visions. We are helpless. All we can do is sit and wait. The house doesn’t fully show its true nature until the final act of the film when Wendy is running around the house looking for Danny. A part of the film that is especially creepy and frightening is Room 237. The score really brings the scare factor up and establishes the Shining as one of the scariest movies.

I recommend this movie for anyone who loves the supernatural and slow-burning scares. I could talk much more about this movie, but I will leave it at that. Thanks for reading!

From The Skeleton Dance (1929). Gif by GypsyAstronaut

Multimedia Learning, H5P, and Screenscasting

Photo by Corinne Kutz on Unsplash

Multimedia Learning Theory, which falls under the theory of Cognitivism, consists of three assumptions. The first states that humans possess dual channels, namely audio and visual, for information processing. This is known as the multimedia principle, which states that learners may learn better with both words and pictures, rather than just words. The next assumption is that each channel has a limited capacity for information processing. Human’s working memory can only handle 7 units (+/-2) at any given time. The final assumption maintains that humans learn through an active processing of filtering, selecting, organizing and integrating these new models with existing knowledge. All of this plays into how teachers instruct with multimedia, especially presentations. Richard Mayer originally developed Multimedia Learning Theory and posited 12 principles, which include: Coherence, Signaling, Redundancy, Spatial Contiguity, Temporal Contiguity, Segmenting, Pre-Training, Modality, Multimedia, Personalization, Voice, and Image.

Multimedia Learning Theory should be considered when teachers create instructional videos and tutorials so as to provide an effective learning tools. The Modality Principle suggests that if there are on-screen images, the instructor utilizes narration instead of text as it overwhelms the visual channel. Think: words and pictures, instead of words and text. The Redunduncy Principle suggests that instructors should include pictures and spoken word, rather than pictures, text and spoken word. This also can overwhelm the cognitive load, impeding learning. Finally, the Coherence Principle suggests that instructors design multimedia presentations with the least amount of extraneous information, such as information that will not be assessed. It is important to think about how we convey information to our students.

Overall, I find this theory to be quite illuminating as it makes me think about how to present information to students. Thinking back on past lectures, I have to say that I tend to become overwhelmed by my cognitive load. As someone with a sensory processing disorder, I do not learn very well from auditory teaching as it takes me too long to process while the instructors speak too quickly without break. An interesting idea would be to go to the next slide, pause to give people time to read the slide and then continue instructing orally. I do think it is dependent on the students in the class.

boy in black crew neck shirt
Photo by Thomas Park on Unsplash

H5P is an interactive HTML-5 video content type that allows users to add multiple choice questions, fill in the blanks, pop-up text, and other interactions to create engaging learning content. For middle school, this is a great tool to create content for students to interact with and learn from. As a way to make sure students attend to the information in the video, I would add different question types. The great part is that you can make it pause the video when an interaction pops up. A possible assignment that would make use of video editing would be either in Science or Social Studies. An example of a BC Grade 7 Social Studies assignment would be to make a short video about anthropological origins of humans. I really enjoy the idea of the students filming themselves acting it out. I do not believe that it would be as useful for younger grades, especially the primary grades. A pop-up text would be fun and interactive, but may be more distracting than informative.

BC SPCA is a great resource when looking to add a new pet to your family. Here is a short tutorial on how to find specific types of adoptable animals, such as guinea pigs. To create this video, I utilized H5P and screencasting.

References:

A Horrific Inquiry

Photo by Enrique Guzmán Egas

My free inquiry project is an examination of the horror movie genre. I deeply enjoy horror movies and have always been fascinated by true crime and other dark topics. There is something compelling about watching villains stalk their victims or supernatural entities lay waste to a city. The feeling of fear is tantalizing, but what makes it even better?? When the movie finishes and you come back to regular, boring and safe life. You are able to experience the fear safely from your couch. In terms of violence and gore, it has become the forefront of the film industry. Our society relishes in death and injury. However, a component of horror films that I admit can be satisfying is when the evil character or the annoying character meets their fateful demise. An even more satisfying aspect of these films is when the hero survives and destroys the villain, e.g. Ripley in Alien. Overall, I love the thrill and fear horror movies bring and cannot wait to examine the best horror films.

Photo by Fandango

Some questions I will ponder: Why are people drawn to the horror genre? What makes a good horror film? What are the best horror movies and why?

My current list of movies has been influenced by Youtube videos and Top Horror Movie lists such as GamesRadar, Rolling Stone, and TimeOut.

Here it is:

  • The Exorcist (1973)
  • The Shinning (1980)
  • Psycho (1960)
  • Texas Chainsaw Massacre (1974)
  • Halloween (1978)
  • The Thing (1982)
  • Alien (1979)
  • Rosemary’s Baby (1968)
  • Scream (1996)

I will be examining these movies using a system designed by myself with categories such as performance, special effects, violence/gore, scare factor, and score/foley. As well, I will delve into themes, imagery, and tropes that frequent these horror flicks and critique these films from a 21st-century perspective. Finally, I will compare these movies to the following list from AMC theatres.

10 Elements Every Horror Film Needs

  1. A memorable, but frightening menace
  2. Clear rules to live by
  3. Plenty of characters that could disappear at any moment
  4. The element of surprise
  5. Atmosphere, atmosphere, atmosphere
  6. A backstory that’s key to the monster/villain’s purpose
  7. The trademark murder weapon
  8. Proper theme music
  9. A showdown for the ages
  10. The possibility for sequel

With all that said, let’s grab some popcorn, a warm blanket and begin! The first movie I will watch is The Shinning.

Photo by Patrick Tomasso

Reimagining Education and Personal Learning Networks

As educators, we need to view education as dynamic and constantly evolving. Education needs to be reimagined as society itself changes. Our schools are not in a vacuum, but rather are affected by society, including the technological advances. As new technologies are developed, we must adapt them for educational purposes where applicable. As well, we must reimagine what we are bringing into education. A more holistic approach may include bringing multiple perspectives and diversities. Of course, it is easy enough to say what we need to do, but change can be challenging and face criticism. This may come from parents, administration or opinionated citizens. People react in fear to change because it is different and new. To enact change, educators need to work together and communicate openly and freely, while using robust evidence.

From my personal education experiences, I feel excited about the idea of a reimagined education. I think back on many moments during my schooling where the education system failed me and I see how it can and has changed for the better. At the root of all of this are the children, our students, who must always be put first. Even with my excitement, I definitely have concerns, especially at the post-secondary level. These institutions run as businesses at this point and it does not seem probable that they would enact change unless it leads to monetary gain. Part of this issue is that the secondary system feeds into the post-secondary system, which means that change must include all levels. I am thinking in particular of SATs and other standardized entrance exams, which do not promote communities of learners.

I pose this question to my readers: How do you think we can reimagine education?

Photo by Clark Tibbs

What is a Personal Learning Network?

Personal Learning Networks (PLNs) are systems of connections in which learning and interactions occur. “Your PLN is where you gather, collect, communicate, create and also share knowledge and experience with a group of connected people, anywhere at any time.” –Karla Gutierrez. Often, these networks are developed through social media, such as Facebook, Twitter, LinkedIn, and other platforms. It is a way to reach a range of people from diverse backgrounds and partake in professional development.

Potential Benefits of Developing a Robust PLN:

  • Access to many information sources and pathways
  • A network for professional development that caters to your specific needs that is always available
  • Access to up-to-date information in your field from experts
  • A continuous stream of learning, resources and ways of thinking
  • Ability to seek advice and answers in a speedy manner
  • PLNs increase your reach across the world due to technology.
  • Allow you to attend events virtually
  • Provide opportunities to expand your thinking through active discussion
  • Access to expert advice on demand

First Blog Post

  • Setting up this blog was not as challenging as I expected.
  • The biggest issue was waiting for the website to be set up.
  • I am excited to use this blog as a catalogue of my learning, teaching resources, and whatever else I discover.
  • At this point, I am interested in teaching primary grades. An idea to make this more accessible to the students would be to create the blog together and have each student add their own posts. I think it can be possible to engage in this type of technology even in the primary years.
  • This course reminds me of past computer science courses I have taken.
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