This document provides an outline for a two-day workshop on digital storytelling for teachers. Day one includes introductions to digital storytelling, discussions on using it in the classroom, developing guiding questions for student projects, and creating initial lesson plans. Participants work in small groups by grade level to discuss potential student projects. By the end of day one, teachers have drafted basic outlines for digital storytelling lessons to develop further for feedback the next day.
Further Professional Studies (ICT) presentation showing possible alternatives to paper-based pupil feedback to inform the planning and delivery in primary and secondary schools.
Further Professional Studies (ICT) presentation showing possible alternatives to paper-based pupil feedback to inform the planning and delivery in primary and secondary schools.
A Workshop on Contextualization, or:How can AV contextualization practices b...Mariana Salgado
This presentation was used in Octuber 2014 in a Workshop in The EUscreenXL Conferrence. Authors: Berber Hagedoorn, Willemien Sanders, Mariana Salgado, Daniel Ockeloen and Eleonora Mazzoli.
The Flipped Learning Model, as explained by Jo Kori, UK Learning Consultant for Tata Interactive Systems (TIS) on the 29th and 30th Jan at the Learning Technologies 2013 event in UK.
Presentation on the e-Learning for Educators program at the NH Department of Education. A brief history of the program is followed by an orientation to the online professional development program and the services offered by NH e-Learning for Educators.
Workshop on Contextualisation: How can AV contextualization practices benefit...Berber_H
Although various tools and functionalities are currently being developed to search, explore, and analyze digital audio-visual sources (AV), this workshop will focus on the next step: how to contextualize and publish research and remix practices with audio and/or video materials online. How can AV contextualization practices benefit best from the affordances of online publication? This workshop will explore selected scenarios for online publications exploring, using, commenting on and even remixing AV content. It will draw from both existing online publications, by scholars and by media professionals, and scenarios newly developed as part of a university course on doing television history online. The selected scenarios will then be tested and discussed by the participants of the workshop with regard to their own publication contexts.
EUscreenXL is exploring innovative ways to contextualize through publishing and remixing online with audio and/or video materials. Prototypes and functionalities for such new contextualisation strategies will be the topic of the workshop “Focus on Contextualization: How can AV contextualization practices benefit best from the affordances of online publication?” This event addresses content providers, creators, archivists scholars, and researchers alike. Participants are invited to test and challenge the prototypes and functionalities for online publications by exploring, using, and commenting them.
Workshop: Focus on Contextualization
Friday 31 October from 13:45 to 15:45
Casa del Cinema in Villa Borghese
Largo Marcello Mastroianni, 1, 00197 Rome
Workshop leaders: Berber Hagedoorn (Utrecht University), Daniel Ockeloen (Noterik BV), Mariana Salgado (Aalto University School of Art and Design), Willemien Sanders (Utrecht University), Eleonora Mazzoli (Utrecht University)
Workshop on Contextualisation: How can AV contextualization practices benefit...EUscreen
Workshop: Focus on Contextualization by Berber Hagedoorn (Utrecht University), Daniel Ockeloen (Noterik BV), Mariana Salgado (Aalto University School of Art and Design), Willemien Sanders (Utrecht University), Eleonora Mazzoli (Utrecht University) - a workshop held at EUscreenXL Rome Conference 'From Audience to User: Engaging with Audiovisual Heritage Online' (http://blog.euscreen.eu/conference-programme).
The following resources come from the 2009/10 BSc (Hons) in Multimedia Technology (course number 2ELE0075) from the University of Hertfordshire. All the mini projects are designed as level two modules of the undergraduate programmes.
The objectives of this module are to demonstrate abilities to:
To plan, generate, source, evaluate, refine, manipulate, edit and present audio / video content
Apply creative digital project development methodology
Create and manipulate a range of media types such as animation, stills, clip art, drawn art, video and audio content using optimum software technologies
Identify and utilise correct communication and presentation methodology
Design and produce a short story to be delivered over the internet using multimedia applications
Effectively respond to a brief
Audio available at: http://snd.sc/ZxALBT
The LRMI is to the Dewey Decimal System as a motorcycle is to a bicycle—designed for a new era to change the very nature of where we can go with instructional resources and how we get there. Platforms and technologies that take advantage of this new tagging standard will drive the future of personalized learning. The Learning Resource Metadata Initiative enables the use of rich, education-specific metadata that not just describes a resource but how it can be used to support learning. You'll learn from those who are evolving this initiative, including both producers and consumers of LRMI metadata, how it connects to big data initiatives like the Shared Learning Collaborative and the Learning Registry, and how it works with other existing and emerging education data standards. Whether you’re an educator, platform developer, or publisher—or you’re like billions of others who search the internet—you’ll benefit from this close-up look at the engine that will drive 21st Century learning.
Digital Storytelling: Using Technology in the Classroom that is Context-embed...Fred Mindlin
Digital storytelling refers to short (three to five minute) first-person narratives, voiced by the author, and illustrated primarily with still images. The filmic quality of the final product depends largely on software manipulations, especially the “Ken Burns” effect.
What excites me about the form is its use as a tool for writing instruction. It resonates with my approach as a “writer’s workshop” elementary school teacher, where reading one’s work aloud to a circle of peers is an essential part of the pro- cess of writing. Negotiating the content of digital story scripts in a group situation gives authenticity to the editing process.
Most importantly, reading a script aloud gives weight and meaning to the word “voice” that no amount of instruction about “finding one’s voice as a writer” ever can. When students begin to feel the power they have, using their writing to give literal voice to their unique points of view, and then get credit as the writer/ director/producer/editor of a short film, it’s not just an “elevation” of self-esteem but a real trans- formation, from a fixed mindset—I can’t write—to a growth mindset— I made a movie!
Having students take responsibility for different roles in the process both helps in articulating the steps along the way and fosters a sense of ownership in the process. It is those feelings of empowerment and pride that I see blossoming in my students that continue to build my enthusiasm for digital storytelling.
Aprender a aprender, crear un ambiente didáctico a través de las TIC. Herramienta imprescindible en las aulas de clase. Dejando atrás las metodologías de repeat after me.
Creation of Delivery and Presentation Standards for Boating Safety CoursesNASBLA
A recent study conducted by NASBLA indicates that nearly 70 percent of boaters are choosing to complete their boating safety courses online. With this in mind, it is important to ensure that students taking an online boating safety course are presented the correct information and that the course is delivered in such a way as to support learning. Researchers from the University of Missouri worked alongside members of the NASBLA Education & Awareness Committee to craft a set of online course delivery and presentation standards that have been included as Standard 10 in the National Boating Education Standards. The researchers share the preliminary results of their research into the efficacy and usability of online boating safety courses which led to the new set of standards.
A Workshop on Contextualization, or:How can AV contextualization practices b...Mariana Salgado
This presentation was used in Octuber 2014 in a Workshop in The EUscreenXL Conferrence. Authors: Berber Hagedoorn, Willemien Sanders, Mariana Salgado, Daniel Ockeloen and Eleonora Mazzoli.
The Flipped Learning Model, as explained by Jo Kori, UK Learning Consultant for Tata Interactive Systems (TIS) on the 29th and 30th Jan at the Learning Technologies 2013 event in UK.
Presentation on the e-Learning for Educators program at the NH Department of Education. A brief history of the program is followed by an orientation to the online professional development program and the services offered by NH e-Learning for Educators.
Workshop on Contextualisation: How can AV contextualization practices benefit...Berber_H
Although various tools and functionalities are currently being developed to search, explore, and analyze digital audio-visual sources (AV), this workshop will focus on the next step: how to contextualize and publish research and remix practices with audio and/or video materials online. How can AV contextualization practices benefit best from the affordances of online publication? This workshop will explore selected scenarios for online publications exploring, using, commenting on and even remixing AV content. It will draw from both existing online publications, by scholars and by media professionals, and scenarios newly developed as part of a university course on doing television history online. The selected scenarios will then be tested and discussed by the participants of the workshop with regard to their own publication contexts.
EUscreenXL is exploring innovative ways to contextualize through publishing and remixing online with audio and/or video materials. Prototypes and functionalities for such new contextualisation strategies will be the topic of the workshop “Focus on Contextualization: How can AV contextualization practices benefit best from the affordances of online publication?” This event addresses content providers, creators, archivists scholars, and researchers alike. Participants are invited to test and challenge the prototypes and functionalities for online publications by exploring, using, and commenting them.
Workshop: Focus on Contextualization
Friday 31 October from 13:45 to 15:45
Casa del Cinema in Villa Borghese
Largo Marcello Mastroianni, 1, 00197 Rome
Workshop leaders: Berber Hagedoorn (Utrecht University), Daniel Ockeloen (Noterik BV), Mariana Salgado (Aalto University School of Art and Design), Willemien Sanders (Utrecht University), Eleonora Mazzoli (Utrecht University)
Workshop on Contextualisation: How can AV contextualization practices benefit...EUscreen
Workshop: Focus on Contextualization by Berber Hagedoorn (Utrecht University), Daniel Ockeloen (Noterik BV), Mariana Salgado (Aalto University School of Art and Design), Willemien Sanders (Utrecht University), Eleonora Mazzoli (Utrecht University) - a workshop held at EUscreenXL Rome Conference 'From Audience to User: Engaging with Audiovisual Heritage Online' (http://blog.euscreen.eu/conference-programme).
The following resources come from the 2009/10 BSc (Hons) in Multimedia Technology (course number 2ELE0075) from the University of Hertfordshire. All the mini projects are designed as level two modules of the undergraduate programmes.
The objectives of this module are to demonstrate abilities to:
To plan, generate, source, evaluate, refine, manipulate, edit and present audio / video content
Apply creative digital project development methodology
Create and manipulate a range of media types such as animation, stills, clip art, drawn art, video and audio content using optimum software technologies
Identify and utilise correct communication and presentation methodology
Design and produce a short story to be delivered over the internet using multimedia applications
Effectively respond to a brief
Audio available at: http://snd.sc/ZxALBT
The LRMI is to the Dewey Decimal System as a motorcycle is to a bicycle—designed for a new era to change the very nature of where we can go with instructional resources and how we get there. Platforms and technologies that take advantage of this new tagging standard will drive the future of personalized learning. The Learning Resource Metadata Initiative enables the use of rich, education-specific metadata that not just describes a resource but how it can be used to support learning. You'll learn from those who are evolving this initiative, including both producers and consumers of LRMI metadata, how it connects to big data initiatives like the Shared Learning Collaborative and the Learning Registry, and how it works with other existing and emerging education data standards. Whether you’re an educator, platform developer, or publisher—or you’re like billions of others who search the internet—you’ll benefit from this close-up look at the engine that will drive 21st Century learning.
Digital Storytelling: Using Technology in the Classroom that is Context-embed...Fred Mindlin
Digital storytelling refers to short (three to five minute) first-person narratives, voiced by the author, and illustrated primarily with still images. The filmic quality of the final product depends largely on software manipulations, especially the “Ken Burns” effect.
What excites me about the form is its use as a tool for writing instruction. It resonates with my approach as a “writer’s workshop” elementary school teacher, where reading one’s work aloud to a circle of peers is an essential part of the pro- cess of writing. Negotiating the content of digital story scripts in a group situation gives authenticity to the editing process.
Most importantly, reading a script aloud gives weight and meaning to the word “voice” that no amount of instruction about “finding one’s voice as a writer” ever can. When students begin to feel the power they have, using their writing to give literal voice to their unique points of view, and then get credit as the writer/ director/producer/editor of a short film, it’s not just an “elevation” of self-esteem but a real trans- formation, from a fixed mindset—I can’t write—to a growth mindset— I made a movie!
Having students take responsibility for different roles in the process both helps in articulating the steps along the way and fosters a sense of ownership in the process. It is those feelings of empowerment and pride that I see blossoming in my students that continue to build my enthusiasm for digital storytelling.
Aprender a aprender, crear un ambiente didáctico a través de las TIC. Herramienta imprescindible en las aulas de clase. Dejando atrás las metodologías de repeat after me.
Creation of Delivery and Presentation Standards for Boating Safety CoursesNASBLA
A recent study conducted by NASBLA indicates that nearly 70 percent of boaters are choosing to complete their boating safety courses online. With this in mind, it is important to ensure that students taking an online boating safety course are presented the correct information and that the course is delivered in such a way as to support learning. Researchers from the University of Missouri worked alongside members of the NASBLA Education & Awareness Committee to craft a set of online course delivery and presentation standards that have been included as Standard 10 in the National Boating Education Standards. The researchers share the preliminary results of their research into the efficacy and usability of online boating safety courses which led to the new set of standards.
Digital storytelling as an assessment toolKristi Mead
The use of rich digital media, otherwise known as digital storytelling, will enable students to actively participate in their education and connect with information in a way that traditional methods of learning simply cannot. This session will help facilitate a shift in the way teachers think about and use technology in the classroom, and about the tools used to assess students.
DETAIL: Digital Storytelling with VoiceThreadcpstoolstech
This tutorial explains how to use VoiceThread digital storytelling technology to address many Common Core State Standards related to reading, writing, speaking, listening, and language.
A few tips for faculty who'd like to offer digital storytelling as an option for student projects. For more resources, see: http://digitalwriting101.net/teaching
This is the presentation from our session on Digital Storytelling at the CREATE professional development event at Shekou International School (China) on March 2, 2014
create.sis.org.cn
innovation.sis.org.cn
sis.org.cn
Ed Tech Workshop Presents Project Based LearningDavid Boin
A presentation featuring 21st Century strategies for 21st Century learners. The convergence of projects, technology, creativity, and student centered learning.
1. Title: Digital Storytelling Author(s) Gomes/Masters Course # NA
1
Digital Storytelling
www.edtechworkshops.com
director@edtechworkshops.com
818-203-9074
Note: Ed Tech Workshops’ course outlines and agendas are copyrighted materials and cannot be
duplicated without the written permission of Ed Tech Workshops.
Activities
Session 1
Time
8:00 am – 8;30am: Vision- No matter how many, or how few, technological devices a
Introductions teacher has at their disposal, they can help the students in their class
course complete a digital storytelling project.
requirements Mission-Help teachers develop a set of questions that drive the
storytelling process whether the students are enrolled in EL, special
course content education, or gifted components, have technology skills or not, etc. With
Workshop these questions the teachers will be able to guide the students as they
schedule develop the process that helps them to gather and organize the outline
How to retrieve for their story, create a framework that indicates the type of technology
emails from they will employ to tell their story, and the type of individual or group
dynamics necessary to complete their individual projects.
any computer
Outcome-Every student will be empowered to tell his or her own story,
whatever that may be.
8:30 am – 10;00 am: Opening remarks leading to discussion::
There is an assumption that everyone is a storyteller in some
way, even if only helping them tell scenarios in sequential order,
forgetting that some children grow up without the luxury of
parents who tell stories to their children at an early age and
continue the habit through family discourse.
Narratives are not always stories and stories are not always
narratives.
Discussion with the participants:
Do you tell stories?
What is your earliest recollection of being told a story, or telling a
story?
How did you learn to tell stories?
Do you enjoy telling stories
An Introduction to Digital Storytelling
In the following example, various video clips, including scenes from
movies, television shows and news broadcasts, were downloaded from
the web and then edited together to create a video introduction to digital
storytelling. The purpose of the video is to show how historical video
clips can be used along with still images to tell a story and hopefully,
2. 2
inspire viewers to think about how they can use digital media to tell their
own stories. In this example, the narrator provides a personal account
about growing up during the period before the advent of personal
computers, and how entertainment and important historical events were
depicted in the media and helped forge a view of the modern world.
http://digitalstorytelling.coe.uh.edu/intro/DS-intro.htm
Discussion: What is digital storytelling? How do I guide your class
10-10:15 BREAK
10:15-10:30 Give suggestions about what OUTSIDE PREPARATION Write a
to write. Some people are story that you can tell to your
not comfortable with personal students, Illustrate that story with
stories. clip art/photos. Turn your story into
a Project (Powerpoint, video,
etc.)that could be used to introduce
digital storytelling to your students.
File name my digital story
webliography your first and last
name
Instructors will guide GUIDED PRACTICE Explain
10:30-12:30 participants through webliography and begin to create
resources and discussion examples that include these 5 areas.
lesson Plan/Project Definition of Digital Storytelling 2
possibilities for age Elements of Digital Storytelling 3.
appropriateness, subject Educational Theory in Using Digital
matter, format, etc. and using Storytelling 4. Digital Storytelling
digital story telling strategies Examples 5. Media Sources for
Guided Practice: (SEE Developing Digital Storytelling
RESOURCES BELOW*)
Review of resources OUTSIDE PREPARATION: Create a
available for teaching webliography of sites that have
students to complete digital exemplary digital story telling ideas
storytelling projects. and lessons. Describe at least 10
FAVORITE! lessons that might be appropriate for
http://www.digitales.us/ your grade and curriculum. Give the
(Bernajean Porter -Extensive advantages and disadvantages that
listings for this resource is to you see in each of the lessons. Send
do a Google search for to the instructor via email. File name
Bernajean Porter Digitales ) digital story telling webliography
your first and last name
*These resources will be available on
Ed Tech Workshop site for future use
12:30 – 1:00 pm LUNCH
3. 3
1:00 – 1:45: Small group discussions based on the questions below. by instructional
age groups
Report out results will be scribed in order to keep track of the projects
selected during discussion.
Small groups based on age groups of students and/or subject matter
discuss
Why is it important for the students in your classes to tell stories?
What do you want the students in your class to be able to do with
storytelling?
Report Out ;our group should be able to answer these questions:
What was the result of the small group discussion?
Were you able to help each member of the group develop the guiding
principle that they will use when developing their digital storytelling
lesson.
What are the projects?
1:45 – 2:15pm Discussion: Using the questions below the instructor will ask the participants
to answer these questions in general.
What questions will you ask so that the students, themselves, will be able to
create their digital stories?
How will these questions help them to form cohesive and functioning teams
to complete the projects?
Given the technology you have available, how will you facilitate the process
of completing the projects?
What do you need to consider, administratively, such as time needed to
complete the projects based on the availability of materials and equipment,
language and ability, and group dynamics?
OUTSIDE PREPARATION: Using the questions above answer the
questions in a paper (two pages) with your particular class in mind.
(Email to instructor) File name “Questions your name”
2:15-2:45 A Guided Practice: In there groups, Participants will return to the
resources list below to choose appropriate materials to be used with each
participant’s projected lesson plan. Make sure that you have a group scribe
who can write out choices and send to each group member by email.
2:45- 4:30 Download LESSON PLAN TEMPLATE, below.
Guided Practice: Participants will work to construct lessons plans while
instructors mentor. By the close of class each participant should have a basic
outline for their project including objective, standards, reference materials
appropriate for age level and plan for what media will be used to produce
digital stories. .
4:30-4:45 OUTSIDE PREPARATION: Continue to develop the lesson plan based
on the template. Participants are told that they will receive feedback
from the other members of the class and the instructors on day two
OUTSIDE PREPARATION 2 Have a discussion with their students about
what technologies they wish to use in telling their digital story. Write down
the students wishes and be prepared to discuss the different applications with
your group in order to prepare instruction sheets or online tutorials according
4. 4
to the students
4:45-5:00: Saving Sign Out
Assignments Questions
Reminder:
1. Webliography
2. Two page paper on challenges of developing lessons in your
classroom
3. Write your own digital story
4. Poll yoiur class for technology application wishes
5. Work on lesson Plan
5. 5
LESSON PLAN TEMPLATE
School Name
School Location
Your Name and e-mail address
1. Introduction
Insert a brief overview of your lesson plan. Remember teachers are
your target audience on this page. Then, list your:
Subject
Topic:
Grade Level:
Student Lesson URL:
2. Standards Addressed
List the California State Standards your lesson addresses.
3. Instructional Objectives
Insert your performance objectives here.
4. Student Activities
Insert brief summaries of your introductory, enabling, and culminating
activities. Insert links to online resources in your text and insert links to activities on your student lesson
web site.
5. A. Introductory Activity
B. Enabling Activity
c. Culminating Activity
6. Assessment
Insert your evaluation instrument here.
7. Web Resources & Supplementary Materials
A. Introductory Activity
List and link the web resources for this activity here. Also link
supplementary materials as PDF files and /or download files.
B. Enabling Activity
List and link the web resources for this activity here. Also link
supplementary materials as PDF files and /or download files.
C. Culminating Activity
List and link the web resources for this activity here. Also link
supplementary materials as PDF files and /or download files.
8. Teaching Instructions, tips and organizational thoughts that will help you and anyone else trying your
lesson
6. 6
Digital StoryTelling Resources
Definition of Digital Storytelling
What is Digital Storytelling?
http://www.photobus.co.uk/dstory_pages/what_dstory.html
The Art of Digital Storytelling
http://digitales.us/files/digitalstorytellingarticle.pdf
Digital Storytelling in the Language Arts Classroom
http://cs2.cust.educ.ubc.ca/csed/400/csed_readings/display%2024.pdf
Telling Tales with Technology
http://www.techlearning.com/shared/printableArticle.jhtml?articleID=60300276
http://digitalstorytelling.coe.uh.edu/
http://www.storycenter.org/index1.html
http://teachingteachers.com/?p=141
http://www.digitalstoryteller.org/
Elements of Digital Storytelling
The Elements of Digital Storytelling
http://www.inms.umn.edu/elements/
A Questioning Toolkit
http://www.fno.org/nov97/toolkit.html
Digital Storytelling: Who, What, Where
http://www.annapolishigh.org/~media/DStories/dstories.html
Another Look at the 7 Elements
http://t3.k12.hi.us/t302-03/tutorials/digstory/elements.htm
Digital Storytelling Cookbook
http://www.storycenter.org/memvoice/pages/cookbook.html
Successful Classroom Uses of Digital Storytelling/Examples
Digital Stories by Students and Teachers
http://www.digitalstories.org/
Digital Storytelling Finds Its Place in the Classroom
http://www.infotoday.com/MMSchools/jan02/banaszewski.htm
Digital Storytelling in the Scott County Schools
http://www.scott.k12.ky.us/technology/digitalstorytelling/ds.html
Raising the Bar on Student Performance and Achievement: Evaluating Digital Products
http://digitales.us/files/RaisingtheBar.pdf
The Case for Digital Storytelling in the Classroom
http://www.wtvi.com/teks/ds/
Creative Narrations
http://www.creativenarrations.net/site/storybook/index.html
Educational Theory in Using Digital Storytelling
Digital Tools Easier to Grasp
http://www.ojr.org/ojr/lasica/1034121182.php
Backpack Journalism Is Here to Stay
http://www.ojr.org/ojr/workplace/1017771575.php
7. 7
Media Sources for Developing Digital Storytelling
Creative Commons
http://creativecommons.org/
Sound Effects
http://www.a1freesoundeffects.com/
UnitedStreaming
http://www.unitedstreaming.com
FreeFoto
http://www.freefoto.com/index.jsp
PD Photo
http://pdphoto.org/index.php
FreePlay Music
http://www.freeplaymusic.com/
PodSafe Music
http://music.podshow.com/
Other Digital Storytelling Sites
Center for Digital Storytelling
http://www.storycenter.org/
Digital Storytelling Network
http://www.groups.edna.edu.au/course/view.php?id=107
Helen Barrett's Digital Storytelling Website
http://electronicportfolios.com/digistory/
Digital Storytelling Education
http://story.e2bn.net/
JakesOnline! - Digital Storytelling"
http://www.jakesonline.org/storytelling.htm
Digital Storytelling from Winnipeg School Division
http://www.wsd1.org/digitalstorytelling/
Capture Wales: Digital Storytelling
http://www.bbc.co.uk/wales/capturewa
Just in Time
http://www.bbc.co.uk/wales/capturewales/background/tony-jenkins.shtml
8. 8
TEMPLATE FOR WEBLIOGRAPHY
Homework 1
Create a webliography of sites that have exemplary digital story telling ideas and lessons.
Describe at least 10 lessons that might be appropriate for your grade and curriculum. Give the
advantages and disadvantages that you see in each of the lessons.(6 hours)
What grade do you subject or grade taught__________________
Digital StoryTelling Curriculum URL where it was found Advantages for Disadvantages for your class
Lesson or idea Area or your class
standard
EXAMPLE
Docudrama Immigration http://www.digitales.us/story_details.php?story_id=109 This would I do not have many computers
resonate with my in my classroom so we would
kids who mostly probably have only 4 or 5
come from stories done bin groups
immigrant
families, and they
could actual do
interviews