Swcolt 2014 storytelling with web based multimedia tools for slide share

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  • 1. All word clouds created with Wordle.netAll word clouds created with Wordle.net
  • 2. Donna SheltonDonna Shelton Northeastern State UniversityNortheastern State University Tahlequah, OKTahlequah, OK sheltods@nsuok.edusheltods@nsuok.edu @donna_shelton@donna_shelton
  • 3. Some questions to startSome questions to start  Discuss with those seated around you:Discuss with those seated around you:  What does “storytelling” mean to you?What does “storytelling” mean to you?  How could media such as images, maps, videos,How could media such as images, maps, videos, and audio files contribute to a story?and audio files contribute to a story?  What, if any, web-based tools are you currentlyWhat, if any, web-based tools are you currently using?using?
  • 4. Three example storiesThree example stories Each on the same theme,Each on the same theme, thethe Camino de SantiagoCamino de Santiago oror the Way of St. Jamesthe Way of St. James
  • 5. The Storify versionThe Storify version https://storify.com/donna_shelton/the-camino-de-santiagohttps://storify.com/donna_shelton/the-camino-de-santiago
  • 6. The ThingLink versionThe ThingLink version http://www.thinglink.com/scene/516343629892026369
  • 7. The Meograph versionThe Meograph version http://www.meograph.com/donnashelton/110374/my-camino-de-santiago-may-2013
  • 8. Learning OutcomesLearning Outcomes  Compare the three web-based storytellingCompare the three web-based storytelling toolstools  Describe the process for creating aDescribe the process for creating a multimedia story using each onemultimedia story using each one  Select the tool appropriate for your needsSelect the tool appropriate for your needs  Create interpretive or presentational tasksCreate interpretive or presentational tasks using the toolsusing the tools  Explain how to incorporate multimediaExplain how to incorporate multimedia stories in classes of varying formatsstories in classes of varying formats
  • 9. http://swcolt2014shelton.pbworks.com/http://swcolt2014shelton.pbworks.com/ PBWorks Resource WikiPBWorks Resource Wiki
  • 10. What makes a good web-based tool?What makes a good web-based tool? Simple and fast;Simple and fast; brief tutorial onlybrief tutorial only Free or smallFree or small yearly feeyearly fee No installation, noNo installation, no extra equipmentextra equipment Means ofMeans of protectingprotecting student identitystudent identity Not likely toNot likely to disappeardisappear Combines varietyCombines variety of mediaof media Multiple optionsMultiple options for input andfor input and outputoutput IntegratesIntegrates authenticauthentic resourcesresources StudentStudent evaluation ofevaluation of mediamedia Meets aMeets a technologytechnology objectiveobjective Good fit withGood fit with other course toolsother course tools Sharing andSharing and embeddingembedding optionsoptions
  • 11. SAMR ModelSAMR Model SS = Substitution= Substitution AA = Augmentation= Augmentation MM = Modification= Modification RR = Redefinition= Redefinition Evaluates integration of technology inEvaluates integration of technology in teaching and value of specific toolsteaching and value of specific tools By Dr. Ruben Puentedura (see hisBy Dr. Ruben Puentedura (see his weblogweblog)) See alsoSee also Kathy Schrock’s Guide to EverythingKathy Schrock’s Guide to Everything
  • 12. ThingLinkThingLink Media-enrichedMedia-enriched imagesimages Most user-friendly of these toolsMost user-friendly of these tools Personal images can be usedPersonal images can be used Educational accountsEducational accounts Can be shared and embeddedCan be shared and embedded StorifyStorify Curate and createCurate and create social media-social media- based storiesbased stories Created from social-media elementsCreated from social-media elements User adds titles, headings, captions,User adds titles, headings, captions, short paragraphs of textshort paragraphs of text Least instructor control over mediaLeast instructor control over media Can be shared and embeddedCan be shared and embedded MeographMeograph Four-dimensionalFour-dimensional digital storytellingdigital storytelling Most difficult to use. Combines videoMost difficult to use. Combines video and personal or web images with maps,and personal or web images with maps, text, and narrationtext, and narration Time required. Browser limitations.Time required. Browser limitations. Can be shared and embeddedCan be shared and embedded
  • 13. Introduction to ThingLinkIntroduction to ThingLink  Media-rich imagesMedia-rich images  Educational accounts availableEducational accounts available  Apps for iOS and Android, but lessApps for iOS and Android, but less functionality than full versionfunctionality than full version  Use personal, Creative Commons, or publicUse personal, Creative Commons, or public domain imagesdomain images  See the wiki’s tutorial presentation andSee the wiki’s tutorial presentation and videovideo
  • 14. Ideas for Using ThingLinkIdeas for Using ThingLink  Educator-created ThingLinksEducator-created ThingLinks  Interpretive mode: scaffolding with image andInterpretive mode: scaffolding with image and some tags; final tag with reading/viewing task;some tags; final tag with reading/viewing task; comprehension check and follow-up activitycomprehension check and follow-up activity  Students select media and add tags to teacher-Students select media and add tags to teacher- created ThingLink interpreting the image orcreated ThingLink interpreting the image or creating a storycreating a story  Images not limited to photographs: works of art,Images not limited to photographs: works of art, infographics, poems, song lyrics, word clouds,infographics, poems, song lyrics, word clouds, mapsmaps
  • 15. Ideas for Using ThingLinkIdeas for Using ThingLink  Student-created ThingLinksStudent-created ThingLinks  Presentational mode: text or audio telling storyPresentational mode: text or audio telling story or synthesizing information; peers use asor synthesizing information; peers use as learning objects; reflection and output followlearning objects; reflection and output follow  Differentiation by varying group or individualDifferentiation by varying group or individual tasks; student choice of imagetasks; student choice of image  Information gap activities for interpersonalInformation gap activities for interpersonal modemode  Students use apps to start ThingLinks on fieldStudents use apps to start ThingLinks on field trips, at home, around school or campus;trips, at home, around school or campus; complete on computercomplete on computer
  • 16. Ideas for Using ThingLinkIdeas for Using ThingLink  Flipped, blended, or online coursesFlipped, blended, or online courses  Learning object combining theme-relatedLearning object combining theme-related authentic resourcesauthentic resources  Linked or separate comprehension checkLinked or separate comprehension check  Follow-up speaking or writing outputFollow-up speaking or writing output activitiesactivities  View online by sharing or embeddingView online by sharing or embedding ThingLinks in Edmodo, Blackboard, etc.ThingLinks in Edmodo, Blackboard, etc.
  • 17. Introduction to StorifyIntroduction to Storify  Social media-based storiesSocial media-based stories  App available for iOS, but only viewer forApp available for iOS, but only viewer for AndroidAndroid  Not possible to use own photos unless youNot possible to use own photos unless you have Flickr or Instagram accounthave Flickr or Instagram account  Can select Creative Commons imagesCan select Creative Commons images  See the wiki’s tutorial presentation andSee the wiki’s tutorial presentation and videovideo
  • 18. Ideas for Using StorifyIdeas for Using Storify  Educator-created: simple series of photos;Educator-created: simple series of photos; students compose storystudents compose story  Educator-created: cultural practice, event, orEducator-created: cultural practice, event, or issue; students do comprehension check,issue; students do comprehension check, write a narrative, use for interpersonalwrite a narrative, use for interpersonal speaking taskspeaking task  Both educators and students can use asBoth educators and students can use as presentation tool in SlideShow viewpresentation tool in SlideShow view
  • 19. Ideas for Using StorifyIdeas for Using Storify  Student-created Storify on current eventStudent-created Storify on current event  Students could Storify social media elementsStudents could Storify social media elements produced by classproduced by class  TweetsTweets  InstagramInstagram  FlickrFlickr  YouTubeYouTube  Common practice to notify authors you’veCommon practice to notify authors you’ve used their media, especially with tweetsused their media, especially with tweets
  • 20. Ideas for Using StorifyIdeas for Using Storify  Flipped, blended, or online coursesFlipped, blended, or online courses  As with ThingLink, a learning objectAs with ThingLink, a learning object combining theme-related authenticcombining theme-related authentic resourcesresources  Follow-up speaking or writing outputFollow-up speaking or writing output activitiesactivities  Can also be shared or embedded for use inCan also be shared or embedded for use in blended or online courses as media-richblended or online courses as media-rich alternative to typical content (see video onalternative to typical content (see video on wiki on embedding in Blackboard)wiki on embedding in Blackboard)
  • 21. Introduction to MeographIntroduction to Meograph  Four-dimensional storytellingFour-dimensional storytelling  Least known and most difficult to use of theLeast known and most difficult to use of the three toolsthree tools  To simplify, educators and students couldTo simplify, educators and students could use only images + text or images + narrationuse only images + text or images + narration  See the wiki’s tutorial presentationSee the wiki’s tutorial presentation
  • 22. Ideas for Using MeographIdeas for Using Meograph  Educator-created Meographs as learningEducator-created Meographs as learning objects; comprehension checks and follow-objects; comprehension checks and follow- up activitiesup activities  Student-created Meographs, eitherStudent-created Meographs, either simplified or using all media options, as finalsimplified or using all media options, as final product of a projectproduct of a project  As with ThingLink and Storify, can be sharedAs with ThingLink and Storify, can be shared or embedded for use in flipped, blended, oror embedded for use in flipped, blended, or online coursesonline courses
  • 23. One idea for all three: IPAOne idea for all three: IPA  All three tools could be used for aAll three tools could be used for a component of an Integrated Performancecomponent of an Integrated Performance AssessmentAssessment  InterpretiveInterpretive  InterpersonalInterpersonal  PresentationalPresentational
  • 24. To wrap up…To wrap up…  Discuss with those seated around you:Discuss with those seated around you:  Of the three tools presented, which could beOf the three tools presented, which could be integrated into your teaching?integrated into your teaching?  How would you use it or them?How would you use it or them?  Would any of these tools not work for you?Would any of these tools not work for you? Why?Why? Now for our “Can-do” statements…Now for our “Can-do” statements…
  • 25. Let’s assess: Can you…Let’s assess: Can you…  Compare the three storytelling tools weCompare the three storytelling tools we viewed?viewed?  Describe the process for creating a multimediaDescribe the process for creating a multimedia story using each tool?story using each tool?  Select the tool appropriate for your needs?Select the tool appropriate for your needs?  Create interpretive or presentationalCreate interpretive or presentational communication tasks using the tools?communication tasks using the tools?  Explain how to incorporate multimedia storiesExplain how to incorporate multimedia stories in classes of varying formats?in classes of varying formats?