ENGL1101 Sections G3 and L, Fall 2013, Project 2 Narrative Videos Based on John Medina’s Brain Rules

I revised my “Maximizing the Brain” Project 2 Assignment for my current ENGL1101 students at Georgia Tech. It is currently in its third iteration, and I have ideas for its fourth iteration with more radical changes.

In the meantime, my current students have delivered their unique takes on their chosen chapters from John Medina’s Brain Rules. I have included their YouTube-based videos below.

For each project, a team of 4-5 students collaboratively wrote an outline, a script, a revised script (after receiving feedback from another team whose members collaboratively wrote their suggestions/questions). Then, they all contributed to drawing a storyboard for shooting and editing the video, which was also revised with feedback from another team. Finally, they shot and edited their video using equipment from the Georgia Tech Library’s Gadgets Desk (run by Justin Ellis) and software on their computers or in the Library’s Multimedia Studio. Individually, each student completes the project by writing a reflection essay explaining the rhetorical decisions made during each phase of the project.

These are my students’ videos that teach us how to maximize our brain’s potential through lessons learned in Medina’s Brain Rules.

Section G3

Team 1: Survival

Team 2: Sleep

Team 3: Exercise

Team 4: Gender

Team 5: Sensory Integration

Section L

Team 1: Sleep

Team 2: Exploration

Team 3: Attention

Team 4: Gender

Team 5: Exercise

Multimodal Project – Competitive Team Blogging

I turned in my teaching project and final exam to Brian on Thursday for the Teaching College Writing class that I’ve been immersed in for the past four weeks.  I think I came up with a cool idea for low load college writing teachers to use in the classroom.  It’s a semester-long blogging project for his or her students to use for all of their writing exercises.  The way it works is that the class is divided into groups (either at random or by major or interests), and each group is responsible for developing and maintaining a blog based around a theme unique to that group.  Also, all major assignments will be posted to the blog, and the teacher responds in comments to those assignments.  If you’re using portfolios, each student’s final post will include links to all their revised work, which in turn will link back to earlier drafts that the teacher has commented on.  Now, the competitive aspect of team blogging is intended to encourage students to “ache with caring” (Mem Fox).  Each week, each group must give a five minute presentation on blog performance metrics (# posts, views, most popular posts, incoming links, etc).  The group with the most traffic and cross linking will win (keychains, t-shirts, etc).  To read more about my idea, download a pdf of my project–complete with methodology, handouts, and a screen capture walkthrough of setting up blogs on WordPress.com–here.