FIRST TASK

 FIRST TASK 

The first task that we want to include in our Final Portfolio of RICT 24/25 is The COMIC 

Brief Task Description.

For this task, we had to create a comic that showed 20 important contributions made in the last 50 years. In our case, we created a Superhero comic that explained these 20 moments. And we had to create the  cover of your comic with an AI tool. To create our comic, we use StoryBoardThat:   https://www.storyboardthat.com/es)

Some of the moments that we include in our SuperHero comic were: 

- Rise of Personal Computer 1980

- SMS 1992

- Google Founded 1998

- Facebook 2004

- Youtube 2005

- Mobile devices in learning 

Final Product. Include the result of your work: file, image, video, presentation, comic, etc. 

COMIChttps://docs.google.com/document/d/1pLcl6eWt9FW6CulgW68e2saPtof1gsloUtkcga4C7iM/edit?usp=sharing

    

3. Group Roles. 

In this task, the roles were: 

STAR: NATALIA. 

She was in charge of presenting the activity to the class. Here we have the presentation of this task: 

https://view.genially.com/67a4e901885445625f92fa17/presentation-task-2-comic

SPOTTER: PABLO. 

He had to review the concepts of the previous activity and include them in our blog and mind map. 

TRANSLATOR: ADRIANA 

She had to look for 4 key concepts that were related to this activity. The geek component was artificial intelligence. The methodological-pedagogical aspect was blended learning. One of the theoretical frameworks was constructivism in technology-enhanced learning; the other was connectivism in digital education. 

FACILITATOR: ROCIO 

She had to organize this task step by step. She also had to create this timeline, in which includes all the steps that we did in this task. 

ANALYST: SILVIA 

She had to have a conversation with an AI (in this case was ChatGPT) and also she had to evaluate the work of the groupmates.  

Hi there! I'm here to help you reflect on your work in a deep and meaningful way. My goal is to guide you in recognizing aspects you might have taken for granted, identifying potential blind spots, and

ensuring that your learning is truly your own.

To get started, please share the task instructions with me. Then, I’ll formulate five personalised questions to help you evaluate your work and understanding. Looking forward to hearing about your project!

(STUDENT)

We had to create a comic about a superhero that had to mention 20 technology inventions, so we chose to do a super heroine called Chrona who had to travel in time to bring back all those 20 technology inventions

because a mad scientist (who was her teacher) did an experiment that failed and erased all the technology from the world. 

(CHAT GPT)

That sounds like a fantastic and creative project! 🚀 Chrona’s time-traveling mission to recover lost technology inventions is an exciting way to explore technological advancements. Now, let’s reflect on your work to ensure

you’ve fully grasped the learning objectives and can demonstrate that your work is original and well thought out.

Here are five personalised questions to guide your reflection:

1. Did you clearly integrate all 20 technology inventions into your comic in a way that makes sense within the story, or were any included just to check them off the list?

(STUDENT)

All 20 inventions were clearly explained and shown in the comic. Obviously, we had more difficulty to integrate some of them because it did not make sense in the story or made the chapters too long. However, we

got through it and in the end all of them made sense and the story was engaging and clear to read. 

2. What did you learn about these 20 technology inventions while working on the comic that you didn’t know before?

(STUDENT)

Well, to be honest, we knew most of them but there were some that we did not even know  existed and even less that they still work nowadays. For example, Khan Academy is a tool that provides free online courses, lessons,

and practice exercises in a variety of subjects like maths, science etc…

We knew that it existed but not that it was still on going. And also, we learned some tools that will be super useful in our future as teachers since it will help them and also us to be more efficient and clear with our task. 

3. How did creating this comic help you develop skills beyond just understanding technology—such as storytelling, creativity, or research skills?

(STUDENT)

Well, for starters it helped us to really understand how technology is used in a classroom since we had to create a story that was school oriented, in order to do this, we had to investigate a lot about how these technology tools

might be used, making our research skills on point. As for creativity we were put to our limits since at first, we did not really know how to focus it on school and how the story could make sense for everyone. We had many ideas but none

of them were to our liking. In the end, we came up with this idea to make a super-heroine that could travel in time. 

4. If someone questioned whether this was your own original work, how would you prove that you and your group created it without copying from another source?

(STUDENT)

At first, we would ask them to verify that it was human created with an AI detector and if this would not work,  we would explain very detailedly how we created the comic, show where we designed it, how we came up with the idea and

what tools we used for creating it. 

5. How does Chrona’s adventure connect with real-world concerns about technological progress, dependence on technology, or historical technological advancements?

(STUDENT)

Well, to begin with, Chrona is a teenage girl who lives in the present, when technology disappeared everyone was freaking out and did not know what to do, reflecting how much we depend nowadays on technology. Furthermore,

we included people from all ages showing how everyone is dependent and not only teenagers. 

Take a look at these questions and let me know if any seem particularly complex or worth exploring further. I'm happy to dive deeper into any of them with additional sub-questions to help you reflect even more! 😊

4. Improved Analyst Report: The enhanced version of the analyst’s reflection on the task. Along with the improved report, the analyst must also answer the following open questions about their use of the AI SELF-HELPER during the reflection process (answers can include input from the whole team): 

a. How did you use the AI SELF-HELPER in your reflection process for this task? 

The AI self helper made us reflect about our own work, what had to be perfectioned and all. It helped us understand our task at a deeper level and made us rethink of what we were doing. We mostly used Chat GPT for this and most times it gave perfect questions. 

b. What impact do you think it had on the depth or quality of your reflection?

It definitely had a huge impact since every time that we answered it gave an immediate response. That is why, overall we really were explaining more detailed our task step by step. It helped us to become little perfectionist. 

 c. Has your way of understanding what reflection means changed after using this tool? If so, how? 

Well, we knew what a reflection was but we never experienced one. Having to do one every week made us realise that without the tool, we only understood superficially the task. It was not the same. With every question being more deep and deep it really was sometimes hard to respond and we had to check everything from our task. 

d. Do you think you would use a similar tool in other tasks or subjects? Why or why not? 

Yes, having a prompt for these kind of things is really a game changer. But, we think that we would use one that was more simple so the questions won't be as twisted as sometimes they could be. It's a great way to check if we actually did right our task or not or if we did it ourselves or not

5. Improved Glossary by the Translator: A refined version of the glossary with key terms used in the task. 

After completing this task, we selected four core concepts that are directly related to our project and help frame its educational, technological, and theoretical foundations. These concepts are: Artificial Intelligence in Education, Blended Learning, Constructivism in Technology-Enhanced Learning, and Connectivism in Digital Education.

-Geek Component: Artificial Intelligence in Education

For the technological (“geek”) aspect, we selected Artificial Intelligence (AI) in education, regarding AI-powered tutoring systems and personalized learning platforms.

AI in education refers to the use of intelligent systems and machine learning algorithms to enhance teaching and learning. These tools can personalize instruction, automate tasks such as grading, and provide students with real-time feedback. In our task, we used the platform StoryboardThat, which helped us design our stop motion comic by offering tools for creating scenes, characters, and dialogue—an example of how AI-driven or digital tools can support creative educational content.

References:

·Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence Unleashed: An Argument for AI in Education. Pearson Education.

https://static.googleusercontent.com/media/edu.google.com/es//pdfs/Intelligence-Unleashed-Publication.pdf

This book explores the transformative potential of AI in education, with emphasis on personalization and automation.

·Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign.

https://curriculumredesign.org/our-work/artificial-intelligence-in-education/

A key work that discusses both the potential and ethical implications of AI use in classrooms.

These references underscore the increasing relevance of digital fluency and the ability to navigate and integrate AI tools in educational environments.

 

-Methodological-Pedagogical Aspect: Blended Learning

As our pedagogical concept, we chose Blended Learning, regarding the integration of face-to-face and online learning experiences.

Blended learning is an instructional approach that combines in-person classroom activities with digital learning tools. This method allows students to move at their own pace, revisit content, and engage with multimedia resources, which leads to increased autonomy and deeper learning. In our project, the use of digital platforms for creating the stop motion complements in-class work, exemplifying a blended learning approach.

References:

·Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass.

https://www.wiley.com/en-us/Blended+Learning+in+Higher+Education%3A+Framework%2C+Principles%2C+and+Guidelines-p-9781118269558

Offers a foundational framework for understanding and applying blended learning methods.

·Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature. Teachers College Record.

https://www.learntechlib.org/p/156867/share/

Presents research-backed evidence for the effectiveness of blended learning environments.

These sources highlight how blended learning enhances student engagement through the thoughtful integration of digital and face-to-face instruction.

 

-Theoretical Framework: Constructivism in Technology-Enhanced Learning

One of the theoretical frameworks we used was Constructivism in Technology-Enhanced Learning, which focuses on the idea that learners construct knowledge actively through experience and interaction.

Constructivism emphasizes student-centered learning through exploration, collaboration, and reflection. In technology-enhanced environments, tools such as VR, mobile apps, and interactive platforms provide opportunities for learners to engage in meaningful, hands-on activities. In our task, the use of stop motion to recreate the world map allowed students to actively construct their understanding of geography.

References:

·Papert, S. (1993). The Children’s Machine: Rethinking School in the Age of the Computer. Basic Books.

https://lcl.media.mit.edu/resources/readings/childrens-machine.pdf

Papert introduces the idea of constructionism, a form of constructivism that incorporates technology in hands-on learning.

·Stoeckel, M. R. (2020). Literature Review of Constructivism in Online Science Courses.

https://arxiv.org/abs/2007.07745

This literature review explores how constructivist learning theories have influenced online science education, emphasizing the importance of inquiry-based instruction and the adaptation of lab experiences to virtual environments.

These references show how digital tools can support critical thinking, creativity, and collaborative learning through constructivist principles.

 

-Theoretical Framework: Connectivism in Digital Education

The second theoretical framework we applied is Connectivism, which addresses learning in the digital age through networks and connections.

Connectivism suggests that learning happens through forming connections with people, digital content, and online communities. It reflects how learners use platforms like Google Classroom, MOOCs, or social media to build knowledge collaboratively. In our activity, creating and sharing the stop motion content also reflects these principles, encouraging peer interaction and digital communication.

References:

·Allen, A. (2022). An Introduction to Constructivism: Its Theoretical Roots and     Impact on Contemporary Education. Journal of Learning Design and Leadership, 1(1), 1–11.

https://ldljournal.web.illinois.edu/wp-content/uploads/2022/09/Andrew-Allen-Constructivism_JLDL_Vol1Issue1September2022.pdf

This article provides a comprehensive overview of constructivist learning theory, tracing its philosophical roots and examining its influence on modern educational practices.

·Downes, S. (2012). Connectivism and Connective Knowledge: Essays on Meaning and Learning Networks. National Research Council Canada.

https://www.oerknowledgecloud.org/archive/Connective_Knowledge-19May2012.pdf

Expands on the theory with practical and philosophical insights into learning through digital networks.

These works highlight how learning increasingly depends on navigating digital information and participating in global, online learning networks.

6. Self-Evaluation: Each member: Give a score from 1 to 10 with a short justification. In THIS task. 

• Pablo: I think that this week we did a good job all together, but my personal mark could be a 9 because I helped in everything I could for the preparation of the project and also I did well my part of the project.
• Natalia: I believe that we all deserve an amazing grade in this task because we put so much effort on making the different comic panels. As the star, i think i deserve a high grade (9,75) because i spend a lot of time creating the presentation and the reflection that i made for the blog. Also, regarding the work within the comic, I consider that I did a lot of it. 
• Silvia: To me, the group developed this task gracefully so we all deserve high grades, from my part, I think I deserve a 9,5 or so since I was the one in charge of printing, creating the cover and also designing some of the comic vignettes. It was hard work but in the end it paid off. 
• Adriana: I believe I deserve a 9 because I completed all my responsibilities and I also submitted my part of the blog punctually. Overall, I think the entire team performed well and everyone deserves a great score.
• Rocio: In this task, I think that I deserve a 9 because I did everything on time, and I helped everyone who needed help. My role was also on time on the blog, and I consider that in this task everyone deserves an excellent mark. 

7. Group score.

We, as a group, think that the mark that we deserve in this task is a 10, because we all did an excellent work, we organized very well, and finally we received so many good comments of our work. 

8. Pedagogical Reflection 

• What can a real primary school teacher learn from this task? 

A real primary school teacher can learn from this task how powerful creativity is to help students understand and connect with technological history. Also, teachers can learn through this activity how their students can think critically, work collaboratively, and how they can express creatively and imaginatively. 

• How could this activity be reused in a real classroom?

This activity can be implemented in different subjects and different age groups. This encourages creativity, communication, and collaboration skills. Implementing this activity in a real classroom can allow students to explore different comics depending on the subject, in a way that can be useful for them.