Final Writeup

This semester, I completed a few small projects related to the Cornrow Curves project. I kept a timeline and description of these projects on the blog I maintain that is related to the Cornrow Curves project. These projects include modifying a pretest, 3D modeling, finishing a research paper that was published, and interviewing LaQuita Love about her cosmetology program. For my midterm, I wrote an essay analyzing Pedagogy of the Oppressed and “Of Marx and Makers,” then combining ideas from both texts and applying them to the Cornrow Curves project. I created a generative flow diagram, which is a living flowchart that I intend to update regularly as I become more aware of the nuances within the Cornrow Curves project and the parties related to it.

Later in the semester, I came up with the idea to put GIFs in the tutorials so students would stop clicking on the static images. I had difficulties making the first GIF, so Ron suggested a GIF only be used in the first section. This led to the discussion of which section should go first; size is currently first, but iteration may be the better choice. I do not personally know which one should go first. Different students have different interests and may want to start in different places, but picking one to go first is important. Students may have an easier time getting accustomed to the CSnap software if iteration comes first, but I would argue that the only way to know for sure is to test it in the field. We could make a GIF for both size and iteration and go from there.

Ron suggested that we use matching goals, like the ones used in the flash tutorial. I like the idea, but I’m not sure how we would implement that on the CSDT website. Matching goal images might not relieve the problem of students clicking on the wrong section of the page. The only way to determine which way to go permanently would be to test multiple methods in the field. We could:

  • Have a section with a GIF go first, and then each section afterward would have a matching goal
  • Have each section use a GIF
  • Have each section have a matching goal
  • Control: Keep it the way it is

We could test this by going back to Myers Middle School and working with another group of middle school students. This might allow me to test the effectiveness of the lesson in comparison with others while also improving the lesson.