Transmedia Teaching

Terry Elliot asked me to explain how I try and bring the principles and core values of connected learning into my classroom. This dialogue came about after I posted an ignite talk defining,  or rather poaching, the meaning of connected learning. I use transmedia teaching.

What is transmedia?

Transmedia storytelling involves an unfolding narrative across many digital new platforms. This is different than cross-platform (like a comic book, novel, and movie edition). Transmedia requires the unique content that authors and makers newtowrk together into one larger narrative.

What is transmedia teaching?

My emerging definition of transmedia teaching evolves from the principles and values of connected learning and the work of Gee’s embodied literacies. Gee argues that when we discuss digital technologies for learning we need to always begin with the purpose and and not the tool.

Once we have a pedagogical goal we then “network the tools” (Gee, 4:53). It is in this networking of unique content across multiple tools that defines transmedia teaching.

Every classroom has a space for learning, and this space consists of content (Gee, 2004). I give my students mutliple portals to interact with this content across many different media platforms. Sure we have our main portal (a class website hosted on Google Sites and class network as a Google+ community) but I encourage my students to network to otehr content and tools through this main portal.

As of now I have been more modeling transmedia teaching but hope to see greater diversity in the portals students are using to enter our learning space.

My Transmedia Teaching

I am going to once again refer back to Gee and use portals to define the networks and technologies we use as part of our transmedia teaching. Portals act as generators in that they lead to new content for our learning space (Gee, 2004). These are often digital texts and tools.

The Printed Word

The first technology we use is probably the most efficient tool I know for deep learning. The printed word. We use both a book and research articles (though these are both in electronic form). Our common texts include:

boyd, d. (2007). Social network sites: Public, private, or what? The Knowledge Tree, 13. Available:

Downes, S. (2005). An introduction to connective knowledge. Stephen’s Web. Available:

Gee, J. P. (2013). The anti-education era: Creating smarter students through digital learning. Macmillan.

McVerry, J. G. (2012). TPACK and the new literacies of online reading comprehension. In S. Kadjer & C. Young (Eds.), Research in ELA and technology: An edited collection. Charlotte, NC: Information Age Publishing.

O’Byrne, W. I. (2013). Online content construction: Empowering students as readers and writers of online information. In K. Pytash & R. Ferdig (Eds). Exploring Technology in Writing and Writing Instruction.

Richardson, W. (2008). Footprints in the Digital Age. Educational Leadership. Available:

Ruffini, M. (2012). Screencasting to engage learning. Educase Review: Available:

Students are also encouraged to share texts from outside our common reads. These pour in from YouTube, Pinterest,  and RSS feeds.

We then interact with this content across different tools and networks and this interaction then changes the content in our space. For example we still use discussion questions and have academically focused discourse around the readings.

Yet I also encourage students to make the reading social. As I read I annotate and share my thoughts on Twitter using the hashtag #edu522.

To date no student has joined me. I learned this lesson early on. I do not force students through portals (except the primary portal). Instead I try to model the potential during my normal every day use. So I see Twitter as a tool I am using for instruction that cuts across different networks nodes. It is unique content


We began the class by creating 6 word mainfestos on digital teaching and learning. To accomplish this task we used one of Mozilla’s webmaker tools Popcorn.

Synchronous Video Chat

We also use Hangouts on Air as a tool for both synchronous and asynchronus video chat. This allows us to personalize the class and rely on expression to gauge each other’s learning.

 Screencasts and Online Video

In our current module we are focusing on building online spaces for learning using video. We have been creating a variety of screencasts or videos. The students began by teaching us something that they are passionate about (hopefully non-educational). They then had to choose a pedagogical goal and make a video for that goal.

I tried to model and teach this practice across many different tools. I have used scribing, animations, and screencasts.

I also shared other great content instead of building what is already done. Such as Michael Kennedy’s video on Mayer’s principle of multimedia learning.

Finally I screencast all of my feedback to students at the completion of each model. Due to the personal nature of these videos I do not share them here but I find it to be one of the best tools in my transmedia teaching toolbox.

Each of the videos I share are create are designed to introduce or reinforce new content while also modeling how a digital text and tool can be used.

Dispersed Media

We also have content joining our space from areas outside of the classroom. The video I shared on connected learning was uploaded by someone else to Vialogues.  I then reshared this with the class. Another Vialogue was then posted as a response to my video on  affinity spaces. This unique media made its way into the space we use to learn.


Transmedia teaching builds on the values and principles of connected learning. By having content networked toggether across many different digital texts and tools we strive to reach our shared pedagogical goal.

I am not there yet. I haven’t got the civic engagement component totally built into the classroom yet. We do, those of in the class, have a shared purpose united around a pedagogical goal of improving our instruction with digital texts and tools.


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