ll promo work for 20240204

# ll promo work for 20240204 ## outline - the LL intro - innovative projects - frequently multimodal - writing to learn, learning to write - the LL community - faculty partners - LLUFs - MDFs - and what happens at the intersection of academic expertise and media skills - land on image of buttons - projects/tools - horizons - scicomm paper explanation - unpacking a form - paper prototyping ## minimum media - 2.5D Japanese cinema session - series of gifs and images with tools - llufs image - mdfs image - hamilton plant thing - ## notes - from english - cicero's 5 canons compared to other production schedules - from social science - the role multiple modalities play in - data gathering (interviews, etc) - analysis - argument, storytelling and outreach - peak gifs example and story - cards - multiple looping gifs - - beginnings - the physical space and studio - during covid compenstory digital things - return to campus => return to the tactile and embodied (cards, pins, buttons, magnets, projection, music, art supplies) - and when we design a workshop, it's a bit like a piece of interactive theatre (Paulus?) - case studies - silent film and 2.5D in Zahlten - Sheza and open mic w Dee One (and other deeply integrated stuff, motivating the device) - Video Games factory tour - - paper prototyping into activity - the LL overhead (or do earlier in studio chunk? - and with the studio, - extras & images - siriana on spectrogram - take this one apart into its elements? - histsci button making factory - silent film on silent film - making to learn? making and knowing? - the cameras take away a bit of the technical lift--we are starting to anticipate and experiment with ways that AI tools might do the same - ex - cutting scientific paper into its elements and visualizing each in turn as a group - - really accent fellows and students, nice montage of fellows - making training fun with the karaoke and digital/physical pumpkin carving night - foucault face tracking? - staying ahead of everything from politics and social norms to the rise of the taylor swift industrial complex - cards - have some stacks or jars - find some gifs - connor chalk video - - getting students to think in multiple modalities - learning to write and writing to learn - the table and cards as a new UI, the real world as the interface - multiple choice vs essay questions, continuous vs discontinuous and quantized - hamilton plant project? - pyramid schemes trailer? - old MCB81 projects? - truss building? - connections to academic writing and Expos - tinkering and the misuse of materials (greenscreen, for instance. the weatherman's info on the map of the world as ref) - cooking show as ref - the writing program, they say i say and abstract structures? - new literacies and social media---text produced vs other media - content vs platform - coding for beginners - tdm course footage? - we've worked with many fellows over the years, and they... - TDM: not just coming in for vocal training, but thinking in more expansive ways about how theatre might influence the space of teaching and learning - Diane Paulus & Sleep No More - the classroom as avant-garde interactive theatre, happenings - the point is that what we know to ask for isn't the thing. It's where we get started, but other things emerge. - - an honor to present, to work with these students and fac--we just don't want to let them down in this pres (is the vibe, not spoken) - deans jump in with corrections and augmentations - the size of the space in front of you (a person with an instrument, a brush and a canvas, pen and paper, cooking materials) - argument and spatial form - templates, they say i say, gpt - if you hire a junior developer or send students to LinkedIn Learning, nothing unexpected happens - teaching to learn - these forms as tools for thinking - 20 photos of one visual trope - speaking over music bed - movement, the dance of the keyboard - feeling story/argument structure (w logic loops) - internalization, can't fake - for siriana spectro - locating ideas in different vocal registers/tones - * media that shows 4-5 shot stories for * slavic 191 silent cinema * gened 1145 zahlten * * * Google slides storyboard * Put in placeholders * dd task: sandbox work * send in writing * "Give a 5-10 minute talk about our organization. Here’s an article we wrote about it." * Turbo should accept the whole thing Keep track of the link * * Ask for script, storyboard. * Try to describe where we’re at now. * We also want to give 3-5 examples of projects we did this year that aren’t in the write up. * How many slides they recommend * Activity description * Prompt part * Presenter notes part - story (condensed) from article - experiments, prototypes, tests, support - multimodal communication for teachers and scholars - - examples from past and this year (including AI) - paper prototyping, the studio, the fellows - activity - ce10 (both the hunt bot and also the prototype of the app's about us page) - silent cinema - zahlten - translation - maybe AI things this term? - AI in TDM - Pyramid Schemes or other 3d? - sci-comm assignments - disney character presenters? - - maybe tool-driven montage? - Charrisse's course? - student work - hamilton? gened 1080? - horizons - evidence-based practice of retrieval in different contexts and in different forms to deepen and extend the learner's understanding. And this, writ large, is what the institution is constantly in the process of doing. ### activity draft Activity **Individual Reflection (2 minutes):** Think about the courses that have had the biggest impact on you. On separate cards, write down the names of these courses. Try to include some unexpected or outlier courses that others might not anticipate. For each course, jot down a brief note about what specifically made it memorable (e.g., the course content, a particular assignment, the professor). **Group Discussion (8 minutes):** In your group of three (or pairs, as assigned), lay out your cards in an organized grid. Discuss any interesting patterns or unexpected courses that emerge from your collective experiences. **Micro Presentations (5 minutes):** Based on your discussion, each group member will prepare a brief presentation to share in your group. Consider what your unique educational experiences suggest about the future of higher education. What do these unexpected connections or standout courses tell us? You might want to start with something like: "Hi, I'm ______. The most unexpected thing I've done is ______, and here's why it's not actually disconnected from my life..." You could conclude with a statement like: "What this tells us about higher education is ____" or "Given these experiences, what Harvard should try to do in the Arts and Humanities/Social Sciences is _______". **Share Out (5 minutes):** We'll ask for a few volunteers to share their presentations with the whole group. ### camera and materials ### moves -