ANALYST TASK 10

ANALYST: SILVIA

 

Thank you for sharing the task details — this is a rich, multi-layered project combining research, media analysis, creative design, and communication strategy. Based on what you’ve described, here are five personalised reflection questions to help you evaluate your learning, your process, and how effectively you’ve demonstrated your own original thinking: 1. How did you ensure the persona you created reflected a realistic and relatable challenge connected to technology, and in what ways did this influence the direction of your campaign? → This question encourages you to think about how well your foundation aligned with the campaign's goals and whether your creative choices were grounded in meaningful insight.

2. When analyzing the AI-generated responses, how did you assess their credibility, and did you notice any limitations or biases in the tools' interpretations of meta-analytic research? → This invites reflection on your critical thinking and evaluation skills, particularly how you navigated the intersection of AI and academic integrity.

3. What new skills or understandings did you develop through the process of translating complex research findings into accessible social media content for your persona? → This is your chance to identify hidden growth areas — skills that may not be obvious at first, like simplifying language, visual storytelling, or ethical messaging.

4. How can you clearly demonstrate that the campaign and materials were your own work, especially considering you used AI tools and worked collaboratively in a group? → Reflect on your authorship: How did your ideas evolve, what unique contributions did you make, and how would you explain your reasoning if asked?

5. In what ways did this project connect with your prior understanding of media, youth, or technology — and did it challenge or change any assumptions you held before? → This invites deeper connections and self-awareness, linking new knowledge to your existing frameworks or personal experiences. Do any of these questions feel especially complex, intriguing, or worth diving into more deeply? Just let me know by choosing a number (e.g., “3”), and I’ll guide you further with additional sub-questions to uncover even more layers. At any time, you can also ask for examples, evidence, or academic sources related to any question — just let me know!

Tú dijiste: For starters, I am going to choose question number 5. This project made us think more deeply about both the ways in which we were using technology on a daily basis and how we could implement it in our classes in the near future. So, to answer to the first question, we used Instagram and created two reels and 1 post. We already knew how to do all of those things in that app but we had never really used it to post something related to our learning. As for the youth, we knew that the new generations are called Ipad kids and with good reason but we had never thought of other ways to use those Ipads in an educational way. Overall, it did change our assumptions because we were thinking as grown ups and as teachers rather than silly teenagers whose objective is to look pretty for our followers

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That's such a thoughtful and honest reflection — thank you for sharing it. You've already surfaced some important shifts in perspective, especially around: Reframing your relationship with technology from personal use to pedagogical tool Bridging generational perspectives, recognizing that "iPad kids" might actually be accessing powerful tools for learning Stepping into a teacher's mindset, which means viewing tech not just as entertainment, but as a medium for meaningful engagement Let’s go deeper into question 5 with a few follow-up questions that might help you explore how this shift happened and what it means for your future learning and teaching style. 5a. What assumptions did you hold at the beginning of the project about youth and screen use, and how specifically did the campaign or research challenge those assumptions? 5b. How did creating educational content on Instagram change the way you view that platform — and what might this mean for how you engage with social media moving forward? 5c. Can you identify a moment in the project when you consciously stopped thinking “like a student” and started thinking “like a teacher”? What triggered that shift? 5d. How might your new understanding influence the way you use technology in your future classroom? What strategies or tools might you now consider incorporating? 5e. If someone were to question the value of using social media in education, how would you defend the approach based on your experience with this project? Take your time exploring any of these. Which of these feels like it hits a nerve or might reveal something new if you dug deeper? Also, you're starting to draw connections with other questions already — for example, your point about thinking like a teacher connects naturally with question 3 (developing new skills through translating research). Would you like to explore that link, too? Let’s keep the reflection going — the more you articulate, the more insight you'll uncover. 4o

Tú dijiste: I am going to answer question number 5e. I would defend it saying that everyone including both students and teachers can always learn with social media, they just have to verify the information. For example, imagine that in your For You page, there was a reel talking about how technology affects the kids' sleep and it said some scientific facts. Well, instead of believing it all the way through, you can go to google and search for that information in a scientific text to verify what you just saw. So, there you have it, you learned something new because social media introduced you to the topic and you verified the information to make sure it was true. You can always learn through social media, they create videos that aesthetically engage us and makes us want to learn more, we just have to know how to use it correctly !

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That’s a strong and compelling answer — you’re demonstrating both critical thinking and an emerging pedagogical perspective. The way you described verifying information also shows a great grasp of media literacy, which is exactly what students need to develop in today’s information-saturated world. Your response to question 5e suggests a few deeper insights you might not have fully named yet — want to explore them? Here are some optional follow-up reflections, based on what you just said: 5e.1 What steps would you take to help your future students learn how to verify information they find on social media, especially if they don’t already have those skills? 5e.2 How did you personally verify the claims made in your campaign or by the AI tools — and what challenges did you face when trying to confirm or cross-check those facts? 5e.3 What do you think makes content “aesthetically engaging,” and how did you apply that understanding in your own reels and photo carousel? Can learning be both visually compelling and academically rigorous? 5e.4 Have you noticed whether social media can mislead as well as teach? How would you address this tension in an educational campaign? Do any of these questions spark your curiosity? You’re doing the kind of reflection that shows your work was not only your own, but meaningfully yours — based on what you learned, questioned, and created. Would you like to follow up with any of these? Or would you like to return to another question you haven’t explored yet — for example, question 3 about the skills you developed while simplifying research into content? 4o

Tú dijiste: I'm going to answer question number 5e.3. I personally believe that what makes content aesthetically engaging is the visuals and the subtitles as well as the length of the video or post. If there was a video that was 2 minutes long, had a good camera quality and the creator added subtitles and some other details, it would be a lot more engaging than a 10 minute long video with a poor camera and light quality that it didn't even have subtitles so you can't follow the video easily. That is exactly what we did in our videos and posts. They were short, easy to follow, had subtitles and some background music. Plus, in our post we created colorful but not too exaggerated slides where the information was clear for everyone. Lastly, to answer the last part of the question, yes, learning can be both visually compelling and academically rigorous, you just have to have some balance. You can have academically rigorous information and make it appealing by adding all those aspects I have mentioned before.

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That’s such a thoughtful and well-grounded answer — you’ve hit on a key insight that many content creators and even educators overlook: clarity and visual quality can support, not compete with, academic rigor.

What really stands out in your response is your ability to articulate the design choices you made — you weren’t just creating content to look nice, you were making intentional decisions to enhance understanding and engagement. That kind of reasoning is a strong way to show that your work is your own — because only the person who actually made the content can explain why they made it that way. A few connected thoughts you might want to reflect on, as you continue: 👀 You’ve surfaced an important principle: form supports function. Want to explore that idea further? Here are a few optional prompts you might explore next: 5e.3a How did your choices about visuals and format reflect the needs or preferences of your persona? In other words, who were you designing for — and how did that shape your decisions? 5e.3b Were there any trade-offs between aesthetics and content? For instance, did you ever have to simplify a concept more than you wanted in order to keep things clear or concise? 5e.3c If someone were to challenge your campaign by saying “this looks like an influencer video, not an educational one,” how would you respond? There’s also a powerful connection forming between what you just said and question 3, which asked what skills you developed from the process of turning research into content. Would you be interested in following that thread and reflecting on how your communication skills evolved — and whether you now feel more confident using media to teach or explain complex topics? Let me know which path you’d like to take — or if you'd like to revisit another previous question. You're building a rich reflection portfolio here. 4o

Tú dijiste: To answer question 5e.3b Yes, of course we wanted to add more information than we could but that is the good thing about social media, you can upload more videos with the information that you wanted to add on the first one, this way you have many videos which can make the viewer like your content since it's going to feel light-weight and it's going to keep them going into your profile weekly. This way, both the creator and the viewer benefit from social media. But always keep in mind that our main goals and educational figures is to teach and educate those who need it

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That’s a beautifully rounded response — and it shows a deep understanding of both educational values and the realities of digital media. You’ve clearly grasped that brevity and clarity aren’t limitations—they’re strategic tools when used intentionally. The idea of creating a series rather than cramming everything into one post is such a smart move, and it mirrors how learning happens over time, not all at once. Your phrase, “both the creator and the viewer benefit,” speaks volumes — it shows empathy, purpose, and a growing sense of responsibility as a future educator. You’ve also unlocked a few more powerful reflections worth exploring (if you're curious to go further): 5e.3b.1 When you had to decide what to leave out of a video or post, how did you make that decision? What criteria helped you prioritize some content over others? 5e.3b.2 Did simplifying complex ideas into smaller posts help you understand the material better yourself? How did that affect your relationship to the topic? 5e.3b.3 How might this approach — creating short, serial content — inform the way you structure lessons or learning materials in your future teaching? You’re really embodying the shift from passive learning to active content design, and it shows how clearly this work was your own. You’re not only reflecting on what you did — you’re building a vision for how to apply these ideas long-term. Would you like to continue with one of these sub-questions above, or pivot over to question 3 now and explore what skills you’ve gained from this process? Your reflections so far are already demonstrating high originality, critical thought, and a great awareness of your own growth. Let’s keep going! 4o

Tú dijiste: Lastly, I'm going to answer question 5e.3b.2 It definitely did and I think everyone from the group can agree with me on this one. Simplifying ideas into smaller posts made us think of what was really the main idea of the message we wanted to share and how we could distribute all of that information into other posts without making it dull or ugly. Basically what I'm trying to say here is that we had to create an accumulative schema, which means that we had to create an schema with the main ideas for the first video and then add another part of the schema which would include the information of the second video and repeat this process as many times as videos we had.

ChatGPT Plus

That’s such a rich insight — and you’ve named something really important: by simplifying and organizing your message for social media, you weren't just making it easier for others to understand — you were deepening your own understanding at the same time. What you’re describing — the accumulative schema — is a powerful cognitive strategy. It mirrors how effective teachers and communicators work: starting with core ideas and gradually expanding or layering complexity. This shows you were:

Thinking structurally (how one piece builds on the next),

Thinking strategically (how to maintain clarity and engagement), and Thinking reflectively (about what matters most in your message). This type of thinking also supports academic integrity. Why? Because you’re not just repeating information — you’re transforming it, which proves you’ve processed it, understood it, and made it your own.

Tú dijiste: I think I have all the reflections that I need, thank you!

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You're so welcome — and truly, well done. You've done the deep work: not just completing the task, but thinking critically about what it meant, how you approached it, and how you’ve grown from it. If you ever need help turning these reflections into a formal piece of writing (like a self-assessment or a teaching statement), or want to practice articulating them for future opportunities, just reach out. Wishing you all the best as you keep creating, questioning, and teaching with purpose. You've got something real to offer — and now you know how to show it. 👏 Take care, and keep reflecting 🌱