I was immediately interested in the possible interpretations that a visual interpretation based on the TBIC model – and the worldview of Deleuze and Guattari more broadly – might bring to my attention. I see this creation as focusing more on my development, and what influences and transformative agents (human and non-human) were at play in each module. I wanted to consider each module as a quasi-vignette. As per the legend, the placement, characteristics (size, shape, colour), symbology, and connections are intended to reflect meaning. I originally created the legend to guide my own thinking, as much as to help someone understand this mapping once it is complete. I intended to capture as many different kinds of elements of the TBIC model that I could, and how they correspond with choices in the design. 

https://app.lucidchart.com/lucidchart/invitations/accept/aa3042fc-02fa-434d-b34f-3254d37b46c1
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​My assemblage attempted to put my learning and journey through CALL into a factual and evidence-based document to showcase the outcomes and goals I achieved. My approach to conveying my message was to ensure that through interactive media and source-based outcomes, viewers were able to understand the links I made to CALL, technology, and the learning resources in the course. My journey was special, and I wanted to show my viewers my new-found relationship with CALL and its impact on my educational journey.
 
https://docs.google.com/presentation/d/16WRn9SSU0qusmqlL4ccDuSxs3ZwDpcUB4fWULxmYwNQ/edit?usp=sharing 

Thank you for reading my description of my assemblage. I am greatly encouraged and reflective throughout the course. In this assemblage, I have built two dimensional reflections: TBIC framework and Time. On the one hand, I have adopted the TBIC framework to guide my reflections, in that I revisited my experience within the course and drew key themes from my previous experience. Then, I matched the themes with the core elements in the TBIC framework to build a holistic understanding of my becoming. On the other hand, I have reflected on the past, present and future. In this dimension, I could discern what I have learned (my previous voicethreads), what I became for now (the asemblage), and what I should do to keep myself up-to-date. This themes are interconnected and keep flowing and interacting each other, which will finally affect my becoming. Hope you enjoy reading it!
 
https://app.popplet.com/#/p/6208694

This multimedia assemblage maps my evolution throughout this course, EDU 5148, Technology, Language & Education, as well as my evolution in my teaching English as a Second Language. Subconsciously I've always been searching for ways to disrupt, looking for alternative ways to do things, more innovative and efficient ways of doing things.  As a risk taker, one who strives to think outside the box and push the envelope, it's no surprise that one of my biggest 'heroes', Elon Musk, is one of the world's most successful 'disruptors'. I am very thankful to Professor Bangou and this course for making this desire to disrupt come from a subconscious place to a more conscious place.  This is definitely the biggest thing I will take away from this course, the need to disrupt in order to further learning and education using technology.  In addition to disruption as a transformation for CALL, my TBIC (Teacher Becoming in CALL) also involves using technology for language and interactivity. 
https://uottawa-my.sharepoint.com/personal/mhadd022_uottawa_ca/Documents/Attachments/Multimedia Assemblage Part 1.webm
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Sandeep Sandu
The assemblage represents my journey in three main stages: how I used technology before I took this course, what I learned during this course and the CSL placement, and my Teacher Becoming journey in the course. In addition, I have discussed some research findings which have an influence on my views as a student and a teacher and how do they connect with my TBIC journey. I conclude the assemblage by discussing what are my key takeaways/lessons from this course and how will they be included in my teaching in the future. 
 

The assemblage was designed to introduce users to the prototype and pragmatically introduce to them a couple of themes which frequently arose during its design, namely logic, matter and language. For the logic theme, I discuss in the assemblage the reasoning behind why the prototype was designed in a specific matter and how this design was meant to enhance the experience of the users. Regarding matter, I discuss the actual content on the prototype such as its location, features, uses and purpose. Finally, in the assemblage I discuss which specific elements of language are addressed by the CALL prototype and how users can get feedback about their participation on the prototype. 
 
In the second half of the assemblage, I quickly introduce the designers, Hou Yujie and myself. The assemblage then covers my journey through CALL during the course and how original perceptions of mine have changed. To conclude the assemblage, I discuss next steps that I look forward to making within CALL, such as designing my own website, creating more CALL activities, and developing a professional development program about CALL at my school
JEFF ELLIOTT 5148 MULTIMEDIA REFLECTIVE ASSEMBLAGE - Google Slides
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This course and final project allowed me to reflect deeply on my own experiences using CALL from the point of view of myself as a learner and as a current French Immersion educator. As I consider my own use of multimedia as an elementary student, I recognize that it was quite limited. I remember going to the computer lab on an infrequent basis, yet this was a highlight for students -- an exciting opportunity for students to learn about technology use for learning. The majority of activities in my school were kill and drill exercises. There was limited collaboration between students and among teachers and learners. High school was a very similar experience, with a lot of paper and pencil tasks.
My current context includes teaching during the Covid-19 pandemic. In the Spring of 2020, this meant teaching online through a virtual classroom. I currently use a lot of technology in my own teaching practice. This includes AirTame TV, daily slides presentations, integration of apps for student learning, and many other tools. My students also use ChromeBooks and iPads on a regular basis to learn and demonstrate their understanding. As a French Immersion teacher, using technology has been extremely helpful to motivate and engage students. Some applications that I have found particularly useful include Sock Puppets, Scratch Jr, and Word Reference. Another tool I have used is Edsby, in particular, the Learning Story feature. This allows me to connect virtually with parents by sharing video or photo evidence of their child’s learning.
The future of CALL is obviously unpredictable, yet, I believe that based on what I have seen from the shift in teaching throughout the pandemic, and what I have learned throughout this course is that there will always be a place and a need for technology in education. This could appear as a hybrid or flipped classroom model or perhaps a way of the future that we have not yet experienced. I also see the potential for flexibility in the delivery of lessons. For example, if students will be away for extended periods of time, teachers are now more flexible in being able to post assignments or activities via Google Classroom or other online learning platforms.
            In my Assemblage assignment, I created a Powtoon video to express my own understanding and growth in using CALL as a student and as a teacher. As someone who is fairly proficient in the use and integration of technology, it is always my goal to investigate new technology tools. This was my first time creating a Powtoon. In my video, I reflect on the boundaries of CALL and the importance of interconnectivity. Some of my key points of reflection include how teachers may stay up to date with the current trends and with the rapidly changing technology. I make reference to different scholars in the field, including Hubbard who states the need for teachers to renew their skills and expand on their knowledge on a frequent basis (2009). I also discuss how teachers can push these boundaries by using technology and continuing to grow in their own professional development. In regards to interconnectivity, I mention how the integration of technology allows teachers to connect their classroom to the world on a global scale. I also discuss how teachers can connect with other educators to share ideas and resources. As a lifelong learner, I look forward to continuing to learn and grow in the area of technology and to develop my own skill-set in integrating technology in my teaching practice.  

I focused on disruptions, boundaries, power and thoughts for my multimedia reflective assemblage. I specifically attempted to take specific components from the course and visualize how I could practically integrate CALL in my future classroom. As I noted in my multimedia reflective assemblage, I did not have much experience with CALL prior to taking EDU 5148, thus my multimedia reflective assemblage focuses more so on my present ideas of CALL and how these ideas can transcend forward in time into my future classroom. I designated a post to discuss key points of consideration that one needs to take time to think about when integrating CALL into their teaching practice. I chose Padlet's canvas format because I wanted to further elucidate my becoming in CALL as a
journey with various points of realization and understanding that did not happen in a timely, defined, narrow manner.
https://padlet.com/etayl066/cpf07iozomf5bfq2
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For my assemblage, I wanted to demonstrate what I had learned this term.  Earlier in my teaching career, I was pretty tech savvy, but after teaching high school for almost 15 years and starting a family, I had fallen into the middle of the pack.  I knew that language teaching and learning technology was evolving, but I had no idea how quickly it was changing.  I thought that language learning and teaching technology was one-sided, as in a recorded voice told the learner how to pronounce a word or phrase and then the learner repeated it without any feedback.  It was eye-opening to realize that there are virtual reality programs that simulate real-life experience for language learners and offer real-time feedback.  I am now wondering which technologies I could utilize that would benefit my ELL students, even with the budget constraints affecting public education in Alberta.  I am also quite disappointed in the professional development offered by my district as they still offer sessions on Google classroom and while Google classroom is a great tool, it is not going to actively engage the students in language learning. 
I also wanted to discuss the limited options currently offered by language learning programs, which seems short-sighted to me.  A lot of research shows that one must know the language to fully immerse him/herself in that culture, which means that as languages die, cultures will also eventually die.  By catering to the dominant languages, these programs are not respecting the role heritage languages play in the development of children and families. 
 
https://voicethread.com/share/16378424/
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Throughout this course, we had to do some documentation on our experiences during the whole learning process. I really enjoyed this idea, and I learned so much from an educational perspective. Designing this assemblage was the last assignment and I wanted to make something that would be unique. I chose Piktochart so that I was able to have all my ideas in a single information graphic. After all, this course encourages students to explore and use new applications and online tools so that they can design similar beneficial courses in the future for language learners. All of this is thanks to CALL.
 
My Visual- Assemblage | Piktochart Visual Editor
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