I think it is fun, but I guess it comes down to the old "depth vs breadth" issue. Also, the issue of how long it takes to create one of these comics and whether your students have computers that are powerful enough to handle this website. You want online tools that are easy to learn, quick to use and bug free - you don't want students coming to you with questions or complaints about the software. If you're going to spend time on a task like this then, like other technology-related projects, you want most of the student time spent on the thought process behind the task and not on learning some obscure technology.
The other potential advantage with tools like these are that once students are done with their comic, other students can comment on it online (even students anywhere in the world). That feedback could be very helpful to students (and of course you can require students to comment on other students' comics). Michael Britt [email protected] www.thepsychfiles.com > Ditto - I could see using this for students in an online class. Thanks! > > Sally Walters > > ----- Original Message ----- > From: "Joan Warmbold" <[email protected]> > To: "Teaching in the Psychological Sciences (TIPS)" > <[email protected]> > Sent: Thursday, October 29, 2009 11:05 AM > Subject: Re: [tips] Dumbing Down or Deeper Processing? > > >> Wow, to me there's no question--totally with option B. It asks for >> active >> engagement as well as requiring a deeper level of comprehension required >> by creating a personal example of the concept. And, as a bonus, most >> students will enjoy developing a comic strip. I think you've come up >> with >> a real winner here Michael. >> >> Joan >> Joan Warmbold Boggs >> [email protected] >> >>> Since we occasionally discuss the idea of "dumbing down" here on tips: >>> I've been playing around with a fun site called ToonDoo >>> (www.toondoo.com) >>> which allows people like me who have zero drawing skills to make some >>> pretty cool comics. Of course, I had to see if the tool would enable a >>> kind of fun quiz or learning experience, so I made a "cartoon quiz" out >>> of >>> 6 of the Freudian defense mechanisms. ToonDoo is still a new site and >>> the >>> comics-maker is still a little buggy, but the comics didn't take too >>> long >>> to make. Pretty intuitive. >>> >>> Curious about tipster's reactions. I have to admit that while making >>> the >>> comics, the expression "dumbing down" was in the back (or front) of my >>> mind. Here's what I was saying to myself: >>> >>> A) This is silly and unnecessary. Students should be able to >>> understand >>> the defense mechanisms without having to spend time creating childish >>> comics. This is time consuming and adds little value to the learning >>> experience. >>> >>> B) Creating a comic like this, which on one level appears kind of >>> silly, >>> requires the student to really think through each defense mechanism and >>> come up with very concrete examples and actually put words into >>> people's >>> mouths. Thus, it'll help students get a deeper understanding of the >>> defense mechanisms. >>> >>> So, which way do you go? A or B? >>> >>> Here's the link to the "cartoon comic": >>> >>> http://bit.ly/1kRto3 >>> >>> >>> Michael Britt >>> [email protected] >>> www.thepsychfiles.com >>> >>> >>> --- >>> To make changes to your subscription contact: >>> >>> Bill Southerly ([email protected]) >>> >>> >> >> >> >> --- >> To make changes to your subscription contact: >> >> Bill Southerly ([email protected]) > > > --- > To make changes to your subscription contact: > > Bill Southerly ([email protected]) > --- To make changes to your subscription contact: Bill Southerly ([email protected])
