Time transcripts of Q3-for-CandC-Online [00:00:00:00] Interviewer: What have you learned from being the student at DMAC [00:00:04:01] instead of the teacher? Eddie Singleton: Well, that is a very interesting [00:00:08:02] question.... Erin Cahilll: It was good, and it will also help me I think to [00:00:12:03] ...in teaching my students this fall, to be able to put myself [00:00:16:04] much more easily in their shoes and say, "OK, this is where I was at a few months ago" [00:00:20:04] "This is where they're going to be. I can relate to them," 'cause this will be first time teaching this fall. [00:00:24:06] and I'm really excited, and I'd love to be able to incorporate some of the technologies [00:00:28:07] and things that we're using, so...Yeah. So, I'm hoping that [00:00:32:08] my experience here will really be a good foundation for this fall. [00:00:36:09] Kaitlin Clinnin: Well, yeah, it's definitely been interesting being a student because I've [00:00:40:10] I teach this stuff to my students as well, and [00:00:44:11] I guess I haven't really felt as much like a student in this space as [00:00:48:19] a, maybe more of an advanced student, who can help out other people [00:00:52:20] The first day I spent a lot of time with one of the other participants going through Audacity [00:00:56:20] and really working with her. So I guess I feel kind of like this hybrid [00:01:00:22] student and teacher. Sara Cooper: I have really enjoyed [00:01:04:22] it. For me, because I love to write and I love to compose [00:01:08:23] I think just having new tools at hand has just completely opened up [00:01:12:24] my mind to what's possible with Composition. So, I think [00:01:16:24] the biggest challenge has been coming up against my ability levels over and over [00:01:20:25] and over again, there are all these things that I really want to be able to [00:01:24:27] do that I can't really manage because I have, you know, the skill level of [00:01:28:29] like a second-grader (laughs) and yet, I'm imaginging [00:01:33:01] what.... You know, conceptually I'm thinking about these really big concepts. [00:01:37:02] Danielle Williams: The importance of...well, maybe not even the importance, just the necessity [00:01:41:04] of having to choose a topic. I usually tell my students, I'm like, "It's going to be fine. You know, you'll come [00:01:45:04] across in a moment... Stop stressing out so much" and I was like a basket case up until the [00:01:49:05] last minute. I was like, "I just need to pick something!" [00:01:53:05] Um, that was the biggest surprise for me, that I had to actually pick a topic. [00:01:57:06] and, you know, stick with it, and... Yeah. Allison Hammond: It felt [00:02:01:07] humbling and um, I won't say humiliating, it wasn't quite that [00:02:05:08] bad. Um, but it was definitely...the time constraints [00:02:09:08] was very....I usually am someone who likes [00:02:13:10] deadlines, but this being such a firm deadline and so, such a [00:02:17:13] quick turnaround, I had to [00:02:21:14] really marshal all of my willpower not to get stuck on something [00:02:25:16] um, and just, until that one piece was right. [00:02:29:18] Especially towards the end. The title screen and the credits [00:02:33:19] I really saved until the last minute and they are just like bleh. [00:02:37:19] What you see is what you get. Theresa Dark: Now that was frustrating. (Theresa and interviewer laugh) [00:02:41:20] I have to say, and I had to laugh at myself because [00:02:45:22] as I said before, being a perfectionist kind of [00:02:49:23] you know, I have to think about that, when I, when you assess students because, uh [00:02:53:25] I can't always hold them to my standards because they are just learning as well, and then I'm [00:02:57:26] sitting here going "Why is this not working?" and "I forgot what that was supposed to [00:03:01:28] do," and then you have to ask, and you have to ask, because you don't get it in your brain [00:03:05:29] so, yeah. I have to say it was frustrating but it was kind of funny at the same time because then [00:03:10:01] you're, you're thinking...we're always learning. Isn't that what they always say? We're always [00:03:14:11] students? But. Sometimes it was pretty frustrating. Laura Michael Brown: It was a little jarring. [00:03:18:12] Um, it was exciting too, though, because to really have to sort of [00:03:22:12] get to the basic level of learning to use a technology [00:03:26:13] um, I think it really allowed me to kind of consider a [00:03:30:13] different sort of space for the material I was working with, and I just sort of [00:03:34:14] learned to approach my topic and sort of my [00:03:38:14] um, my information from a completely new perspective because I had to sort of [00:03:42:14] put it in this mode that, that I wasn't familiar [00:03:46:15] with at all. Paul Butler: It was difficult. I have to [00:03:50:17] say that it was good, this was a challenge for me [00:03:54:18] because I'm so comfortable in text-based [00:03:58:18] literacies that, you know, learning the technology [00:04:02:20] and putting it together in a meaningful way, I found to be a real challenge. [00:04:06:21] Van E. Hillard: It's funny, in college, a long long time ago, I made [00:04:10:23] films. And those were of course not digital. [00:04:14:25] They were 8 millimeter and Super 8, and the emphasis [00:04:18:26] there, as I recall, was not [00:04:22:26] only on framing but also on editing, and so that's where [00:04:26:27] all the action was. Is. [00:04:30:27] In splicing. In putting together and putting back together. [00:04:35:00] Um, mostly in service of narrative. [00:04:39:01] uh.... But, you know, I had, I [00:04:43:02] um, kind of switched to mostly look at still images through most [00:04:47:03] of my academic life. And it was interesting to try to [00:04:51:03] get back to a notion of [00:04:55:04] you know, making a visual argument, telling a story through [00:04:59:05] filmic means. And, so, moving [00:05:03:07] yeah, more directly into you know making [00:05:07:09] movies here was, uh [00:05:11:10] it was interesting for me to see what that reactivated and [00:05:15:10] what was new. Annie McGreevy: Well, at first it felt really [00:05:19:10] overwhelming. I mean, the reason I'm doing this class is because I'm not great [00:05:23:11] with technology. I have shied away from using it in classes [00:05:27:12] Sometimes I'll give a...I taught an honors, upper level class in the fall and I [00:05:31:13] I wanted to give them an assignment that was, um, REALLY open [00:05:35:14] because the honors track here, the kids are incredible. There's a huge difference between [00:05:39:15] regular and honors here. So, I said they could compose, for their final thing [00:05:43:16] they could compose anything they wanted. It could be a song, it could be a video, it could be a short story [00:05:47:17] it could be, it could be an academic paper if that's what they wanted [00:05:51:18] and I sort of said "And if you guys want to do, do things with technology [00:05:55:21] you're welcome to, and I pointed them in the direction of the Digital Media [00:05:59:23] Project, which is the people who are helpful and will teach them [00:06:03:24] but I sort of left myself out of it. Ginger Grey: Being the student again was a great experience [00:06:07:25] It was something that I think actually kind of forgot [00:06:11:25] how it felt to walk into a situation where everything [00:06:15:26] is new and you have absolutely no confidence. Maurine Ogbaa: It was everything [00:06:19:28] it was, like the first few times. It was [00:06:23:28] you know, stressful, somewhat confusing [00:06:27:29] um.... You know, I felt I needed to concentrate. [00:06:32:00] I needed to read, re-read. Um, you know I [00:06:36:02] didn't know what was going on even though it was stated on the, you know, on the [00:06:40:03] uh, schedule, so. It reminded me. [00:06:44:04] You know? Of what it's like to be on the other side of the table. Jill Lamberton: (laughs) [00:06:48:07] You know, being the student again has been [00:06:52:09] awfully humbling. I, um, [00:06:56:09] I have had moments where I felt embarassed [00:07:00:10] to ask a question because it might reveal my own ignorance, I've had [00:07:04:10] moments where I've felt like, um, [00:07:08:11] finishing something that I didn't know [00:07:12:11] how to do by a deadline was so impossible, but [00:07:16:12] I was actually near tears. And so I think [00:07:20:13] that it's been...um... [00:07:24:14] humbling and probably in ways that are [00:07:28:16] good for me to remember as a teacher. Katherine Heenan: I think that [00:07:32:18] that while I've done multimodal assignments before I've [00:07:36:20] not really seen them from my students' perspective [00:07:40:22] Um, and I found that I was struggling [00:07:44:26] in the same ways that they struggle. And it really helped me [00:07:48:27] understand, um, I guess how to better [00:07:52:27] frame the context for the assignments and to make [00:07:56:28] clear, uh, goals [00:08:00:29] and objectives in ways that I hadn't quite made them as clear before. [00:08:05:00] Um, I found myself really frustrated at times, um [00:08:09:02] and I think that, that's something they experience [00:08:13:03] I've seen that frustration before and haven't always understood it, it's like, [00:08:17:05] "What do you mean? This is fun. This is clear." Um, but it [00:08:21:05] it's much more...um...much more [00:08:25:08] frustrating than I anticipated it would be. [00:08:29:09] Crystal Gorham Doss: It was simultaneously amazing [00:08:33:13] because I wish I could just be a student forever. If I didn't have to have a job I would just [00:08:37:15] stay in school. It was very humbling. Being back into the [00:08:41:16] position of really not knowing what I'm doing. [00:08:45:16] Um. And I really learned a lot in terms of how I interact with my students [00:08:49:17] and kind of, you know telling me, "Oh, don't worry. Don't worry about [00:08:53:18] this, don't worry about that," and just things like that that they, you know you really do worry and you do [00:08:57:19] want to produce your best work and it is very disorienting not to know what's going [00:09:01:20] on, and. So. It's been wonderful [00:09:05:22] and humbling. Interviewer: What was it like to go back to being the student this week then? Renee Shea: Terrifying. [00:09:09:23] Terrifying and as Cindy said humbling. Um, [00:09:13:24] but it was...and I really watch the stages, um, [00:09:17:26] I...you know, as I said, I love Malcolm Gladwell's good about 10,000 [00:09:21:28] hours, you know, you need 10,000 hours to be an [00:09:25:29] expert. I don't know that I'll ever get 10,000 hours in, but [00:09:30:02] I really saw the stages that my students have gone through. [00:09:34:02] And the concern and confusion and [00:09:38:03] then being really angry, upset, ready to quit, [00:09:42:04] looking for somebody to blame (laughs.) At one point I was so upset that I said [00:09:46:04] to my husband, "I'm having this conversation with you that I've had with my students in my office!" [00:09:50:05] "Where they say, this is it. I've had it. I can't do it. I'm going to have to find a different [00:09:54:07] teacher, or a different way or a different time..." And I just [00:09:58:08] I've been very reflective about that process. Randy Gonzales: It was interesting, [00:10:02:10] I think. It was a nice experience. I was able to see how [00:10:06:10] another teacher teaches, without, you know...and being the student. [00:10:10:12] was really kind of nice. It was also interesting to see [00:10:14:14] other teachers as students and sometimes feeling uncomfortable, which I [00:10:18:18] found kind of interesting, actually, just from an observation point of view [00:10:22:19] watching teachers struggle to get assignments in on time and things like that [00:10:26:20] was, um, humorous maybe [laughs] [00:10:30:20] Uh, also just kind of delightful in some way to see [00:10:34:21] the roles reversed and to see that [00:10:38:22] teachers made uneasy and maybe having to contemplate the situation. [00:10:42:23] of being a student again. Eddie Singleton: When I see Scott [00:10:46:24] and Cindy, um, especially at the, you know [00:10:50:26] in front of the room and like working the room, it's like, I think about how [00:10:54:28] much I want to be able to channel them when I'm in a situation [00:10:58:28] like that. Which I am because later this summer I'll be [00:11:03:00] running the workshop for the incoming GTAs in that very room [00:11:07:02] using those very tables. I've learned so much from my colleagues about teaching and about [00:11:11:04] um, about what it means to, um [00:11:15:05] engage students at varying levels and [00:11:19:05] from both of them, their incredible [00:11:23:06] sense of optimism. When I [00:11:27:06] I love the way both of them, when a [00:11:31:08] student suggests that there is a complication [00:11:35:09] or a problem or a frustration, how [00:11:39:10] they turn that into an opportunity for talking about something [00:11:43:11] great and interesting and hopeful. So, uh [00:11:47:12] That's one of the great things I learn from something like DMAC. [00:11:51:13] Remember: channel Scott and Cindy. Be positive. Be open. [00:11:55:14] Be open to new ideas. Yeah, it's great. [00:00:04:01] instead of the teacher? Eddie Singleton: Well, that is a very interesting [00:00:06:28]