{"id":11449,"date":"2017-10-05T11:34:10","date_gmt":"2017-10-05T15:34:10","guid":{"rendered":"https:\/\/edtechteacher.org\/?p=11449"},"modified":"2018-06-12T15:37:42","modified_gmt":"2018-06-12T19:37:42","slug":"creating-custom-extraordinaires-cards-book-creator","status":"publish","type":"post","link":"https:\/\/edtechteacher.org\/creating-custom-extraordinaires-cards-book-creator\/","title":{"rendered":"Creating Custom Extraordinaire’s Cards with Book Creator"},"content":{"rendered":"

For the last few years, I have used the\u00a0<\/span>Extraordinaires<\/a><\/span>\u00a0game in my workshops. Beyond just the fun of playing, the design of the character cards may be what really makes this game unique. Each one presents the character in multiple ways: their daily life, a surprising detail, an unexpected fact, etc. The cards encourage students to engage in deep inquiry to seek out and solve a design challenge for their Extraordinaire. In my past few workshops, we also brainstormed ways to use the game – or the concept of the game – in other settings. One group had a lively discussion about how students might even create their own versions of the cards.<\/span>\u00a0<\/span><\/p>\n

Imagine if s<\/span>tudent<\/span>s research<\/span>\u00a0a historical figure, deeply study the character of a book, or even interview a classmate<\/span>\u00a0to make a card<\/span>. Students would not only engage in empathy but also inquiry as they seek out details, try to understand the person\u2019s daily life, and attempt to represent the story of that person through their visuals. Since I often create design books for my workshop participants using Book Creator<\/a>, that same technique could be used to scaffold students through the process of creating their own cards.<\/span><\/p>\n

Step 1: See-Think-Wonder<\/span><\/h2>\n

Asking students (or teachers) to engage in empathy with an inanimate object can be difficult without scaffolding. The\u00a0<\/span>See-Think-Wonder visible thinking routine<\/a><\/span>\u00a0from Project Zero provides structure while also fostering inquiry. In my guidebook, I added additional questions specific to the Extraordinaires cards. If I flipped this concept such that students used this thinking routine to create their own cards, they would not only brainstorm details but also find or create associated images.<\/span><\/p>\n

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With historical figures, digital artifacts from the\u00a0<\/span>National Archives<\/a><\/span>,\u00a0<\/span>Smithsonian<\/a><\/span>, or a museum web site could provide authentic imagery. For fictional characters, I would provide references for image search engines that offer creative commons licensed media such as\u00a0<\/span>Pixabay<\/a><\/span>,\u00a0<\/span>Pics4Learning<\/a><\/span>, or\u00a0<\/span>Photos For Class<\/a><\/span>. In addition to allowing students to search for images, search engines such as these present a great opportunity to reinforce digital citizenship.<\/span><\/p>\n

However, students do not have to use digital imagery. They could create their own images either by drawing in the Book Creator app, using another drawing app and then importing their images, or taking pictures of sketches on paper.<\/span><\/p>\n

Step 2: Story Arc<\/span><\/h2>\n

The details in the Extraordinares cards makes them so much more than just a collage of images. They illustrate a story. Before asking students to put their images together on a card, I would ask them to craft the backstory of their character or person. Based on the details of the story, the students could identify key elements to include in their final cards.<\/span><\/p>\n

The\u00a0<\/span>story spine from Pixar<\/a><\/span>\u00a0offers a great scaffold for this step in the process. Students could use this activity to write the entire story of their character in five sentences:<\/span><\/p>\n

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Once upon a time, there was ___. Every day, ___. One day ___. Because of that, ___. Because of that, ___. Until finally ___.<\/span><\/p>\n<\/blockquote>\n

From this quick writing exercise, students could then determine the significant components to add to their card. Younger students may not be able to write the entire story, but they could use the audio recording feature in Book Creator to speak the narrative behind the design of their cards.<\/span><\/p>\n

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Step 3: Play Your Game<\/span><\/h2>\n

Depending on the age of your students, and where you may want to go with the game, the project could end with the design of the cards or expand into new activities. What if\u2026<\/span><\/p>\n