This document discusses transmedia storytelling and provides examples. Transmedia refers to telling a story across multiple media platforms, with each platform making its own unique contribution to the overall story. A case study is presented on dimensions of transmedia stories, including narrative, audience interaction, real world integration, and co-creation. The document encourages developing a transmedia "map" to track story elements across timelines and platforms with audience engagement in mind. It provides an example map and concludes with contact information for the author.
Be Learning’s US based Director Miriam Tassone and Sydney’s own Dimity MacDiarmid travelled all the way to Dallas, Texas to share our knowledge of the industry with many other great names in the learning industry during ASTD 2013.
One of our favourite topics is of course “Loving a Digital Learning Life”, so you can imagine how thrilled we were to share our own experiences! In the digital economy, why is storytelling so powerful for learning? What are the key components of storytelling? Miriam and Dimity provided all the answers. They showed how to translate this into the digital landscape and invited the crowd to imagine the application of digital storytelling in their own workplace. The positive reactions and feedback we received were overwhelming and very inspiring. Here's the presentation.. To know more please visit our website www.belearning.com.au or follow us on Twitter: @BeLearning
Eefje Op den Buysch and Hille van der Kaa talk about their research on Transmedia Metrics, and present us their Transmedia Engagement Metrics model.
How do you measure transmedia? What sorts of metrics are going to help transmedia producers to better understand and then compare and contrast the impact of a transmedia story? That's a million dollar question that begs for an answer. In their research, Eefje and Hille analysed existing models and added the insights of twelve leading transmedia experts in attempt to come closer to the final answer.
Active Story System - design methodology for transmedia storytellingRobert Pratten
Design methodology for creating participatory transmedia stories. For $1.25 you can buy an interactive PDF of the worksheets shown in this presentation. This allows you to complete the fields for your own projects and print. Here's the link:
http://an.cr/sa/jH0In
Simple one-sheet to help transmedia storytellers present their projects. The aim is to get some consistency of presentation so that those listening can "get it" more quickly.
Audience Engagement: Designing for Intrinsic Motivations Robert Pratten
This presentation looks at why transmedia storytelling is important for audience engagement and how transmedia storytellers can design for engagement by understanding human needs and intrinsic motivations
A new version of my transmedia deck I originally presented at the Miami Ad School | School of Pop Culture Engineering. A good amount of fresh material. Probably requires a good chunk of VO, but enjoy. Link coming soon.
Presentation to the World Innovation Conference in Cannes, France.
We argue that advocacy needs to be baked into the design of products and services from the beginning - identifying the moments that create evangelism.
Be Learning’s US based Director Miriam Tassone and Sydney’s own Dimity MacDiarmid travelled all the way to Dallas, Texas to share our knowledge of the industry with many other great names in the learning industry during ASTD 2013.
One of our favourite topics is of course “Loving a Digital Learning Life”, so you can imagine how thrilled we were to share our own experiences! In the digital economy, why is storytelling so powerful for learning? What are the key components of storytelling? Miriam and Dimity provided all the answers. They showed how to translate this into the digital landscape and invited the crowd to imagine the application of digital storytelling in their own workplace. The positive reactions and feedback we received were overwhelming and very inspiring. Here's the presentation.. To know more please visit our website www.belearning.com.au or follow us on Twitter: @BeLearning
Eefje Op den Buysch and Hille van der Kaa talk about their research on Transmedia Metrics, and present us their Transmedia Engagement Metrics model.
How do you measure transmedia? What sorts of metrics are going to help transmedia producers to better understand and then compare and contrast the impact of a transmedia story? That's a million dollar question that begs for an answer. In their research, Eefje and Hille analysed existing models and added the insights of twelve leading transmedia experts in attempt to come closer to the final answer.
Active Story System - design methodology for transmedia storytellingRobert Pratten
Design methodology for creating participatory transmedia stories. For $1.25 you can buy an interactive PDF of the worksheets shown in this presentation. This allows you to complete the fields for your own projects and print. Here's the link:
http://an.cr/sa/jH0In
Simple one-sheet to help transmedia storytellers present their projects. The aim is to get some consistency of presentation so that those listening can "get it" more quickly.
Audience Engagement: Designing for Intrinsic Motivations Robert Pratten
This presentation looks at why transmedia storytelling is important for audience engagement and how transmedia storytellers can design for engagement by understanding human needs and intrinsic motivations
A new version of my transmedia deck I originally presented at the Miami Ad School | School of Pop Culture Engineering. A good amount of fresh material. Probably requires a good chunk of VO, but enjoy. Link coming soon.
Presentation to the World Innovation Conference in Cannes, France.
We argue that advocacy needs to be baked into the design of products and services from the beginning - identifying the moments that create evangelism.
SHARP slides-final (adaptation in children's media - BBC cartoon and game)Claudio Pires Franco
Session 5.5: New Media Forms of the Book
With a team:
Chair: Alexis Weedon (University of Bedforshire)
David Moorhead (University of Bedforshire) Contemporary adaptation – from script to film
Claudio Pires Franco (University of Bedfordshire) Inside relations between publishers, broadcasters and the games industry in digital storytelling
Souvik Mukherjee (Shiv Nadar University) Rewriting unwritten texts: After-action reports and videogames
Gamification: The reality of what it is and what it isn'tTNS
Kyle Findlay, TNS Global Brand Equity Centre, South Africa and Kirsty Alberts, TNS Global Brand Equity Centre, South Africa
"Gamification" is a buzzword currently reverberating across the internet - but how much of it is hype vs. reality? Sitting at the cross-roads between behavioural economics and video games, gamification brings behaviour change methodologies into the digital age by explicitly providing us with the mechanics to improve user engagement. In theory, "gamifying" any process, from filling in tax forms in the real world to shopping on Amazon.com, should increase user engagement and overall satisfaction. The presentation will test these claims. It will investigate just what gamification really is and what it is not. The presenters will highlight recent research they have conducted into this topic along with interviews with various members of some of the tech companies that are at the forefront of this trend.
Keynote presentation to the Transmedia Living Lab, Madrid sponsored by Telefonica.
The presentation introduces a methodology for participatory storytelling and illustrates with examples from my work a
Presenter: Jon Savitt, Writer / Comedian, Misc.
Albert Einstein once said, “Laughing is more important than every formula ever created.” Okay, he didn’t say that. But I wish he did.
Laughing is important, and humor can be used as a powerful tool in many situations. Humor helps us make sense of chaos using new perspectives. It enables us to discuss taboo topics with a sense of comfort. Laughing even leads to a number of health benefits. But humor can also be used for more practical situations — especially within the creative industry.
In this engaging workshop, you’ll join writer, comedian, and marketing strategist, Jon Savitt, to examine how comedy is used in marketing and why it leaves such a positive impact. The best part? You’ll walk away with tangible ways to apply humor to your everyday projects — even if you’re not a professional comedian. Takeaways like how you can improve customer loyalty, create more shareable content, build a more memorable brand, and more.
An extended narrated version of a presentation I gave at The Pixel Lab, UK, July 2010 - http://www.powertothepixel.com/events-and-training/pttp-events/pixel-lab.
These visuals were used to support / start the conversation with SOTA's high school students in Singapore. The focus was to look at various forms of art that encompassed the NML skills, collective intelligence, visualization and play.
Erin Reilly, Research Director, shares with iCELTIC in June 2008, the current research happening at MIT's Comparative Media Studies Project New Media Literacies.
SHARP slides-final (adaptation in children's media - BBC cartoon and game)Claudio Pires Franco
Session 5.5: New Media Forms of the Book
With a team:
Chair: Alexis Weedon (University of Bedforshire)
David Moorhead (University of Bedforshire) Contemporary adaptation – from script to film
Claudio Pires Franco (University of Bedfordshire) Inside relations between publishers, broadcasters and the games industry in digital storytelling
Souvik Mukherjee (Shiv Nadar University) Rewriting unwritten texts: After-action reports and videogames
Gamification: The reality of what it is and what it isn'tTNS
Kyle Findlay, TNS Global Brand Equity Centre, South Africa and Kirsty Alberts, TNS Global Brand Equity Centre, South Africa
"Gamification" is a buzzword currently reverberating across the internet - but how much of it is hype vs. reality? Sitting at the cross-roads between behavioural economics and video games, gamification brings behaviour change methodologies into the digital age by explicitly providing us with the mechanics to improve user engagement. In theory, "gamifying" any process, from filling in tax forms in the real world to shopping on Amazon.com, should increase user engagement and overall satisfaction. The presentation will test these claims. It will investigate just what gamification really is and what it is not. The presenters will highlight recent research they have conducted into this topic along with interviews with various members of some of the tech companies that are at the forefront of this trend.
Keynote presentation to the Transmedia Living Lab, Madrid sponsored by Telefonica.
The presentation introduces a methodology for participatory storytelling and illustrates with examples from my work a
Presenter: Jon Savitt, Writer / Comedian, Misc.
Albert Einstein once said, “Laughing is more important than every formula ever created.” Okay, he didn’t say that. But I wish he did.
Laughing is important, and humor can be used as a powerful tool in many situations. Humor helps us make sense of chaos using new perspectives. It enables us to discuss taboo topics with a sense of comfort. Laughing even leads to a number of health benefits. But humor can also be used for more practical situations — especially within the creative industry.
In this engaging workshop, you’ll join writer, comedian, and marketing strategist, Jon Savitt, to examine how comedy is used in marketing and why it leaves such a positive impact. The best part? You’ll walk away with tangible ways to apply humor to your everyday projects — even if you’re not a professional comedian. Takeaways like how you can improve customer loyalty, create more shareable content, build a more memorable brand, and more.
An extended narrated version of a presentation I gave at The Pixel Lab, UK, July 2010 - http://www.powertothepixel.com/events-and-training/pttp-events/pixel-lab.
These visuals were used to support / start the conversation with SOTA's high school students in Singapore. The focus was to look at various forms of art that encompassed the NML skills, collective intelligence, visualization and play.
Erin Reilly, Research Director, shares with iCELTIC in June 2008, the current research happening at MIT's Comparative Media Studies Project New Media Literacies.
Journalism is in a paradigm shift. More than any generation to come before them, today’s young people are participating in the creation and sharing of culture with the immediacy and connectedness that a digitally networked world provides. In many cases, these young adults are actively involved in what we are calling participatory cultures; a participatory culture shifts the focus of literacy from one of individual expression to one of community involvement.
Applying participatory learning to STEM
E. Shaw, M. La, R. Phillips, and E. Reilly, “PLAY Minecraft! Assessing Secondary Engineering Education using Game Challenges within a Participatory Learning Environment,” in Proceedings of the 2014 ASEE Annual Conference, Indianapolis, IN, June 2014, Session W447.
The Leveraging Engagement framework seeks to help reveal the nuances of fan involvement, specifically
identifying the various fan objects, activators and environments that inspire people to engage, as well as the
media properties and communities associated with them.
This study offers a sports fanship framework aimed at building a unique brand engagement positioning that
draws on a’ deep understanding of communities and shared passions. The framework can be used to
develop better marketing and communications tools.
In recent years, transmedia has come into the spotlight among those creating and using media and technology for children. We believe that transmedia has the potential to be a valuable tool for expanded learning that addresses some of the challenges facing children growing up in the digital age. Produced by the USC Annenberg Innovation Lab and the Joan Ganz Cooney Center, this paper provides a much-needed guidebook to transmedia in the lives of children age 5-11 and its applications to storytelling, play, and learning. Building off of a review of the existing popular and scholarly literature about transmedia and children, this report identifies key links between transmedia and learning, highlights key characteristics of transmedia play, and presents core principles for and extended case studies of meaningful transmedia play experiences. The authors hope that T is for Transmedia will incite conversation among diverse stakeholders including educators, entertainment industry executives, creative artists, academic scholars, policy makers, and others interested in the future of children's learning through transmedia.
Transmedia Ready Masterclass San Sebastian Film Festival 2011 bisKarine Halpern
10th Annual International Film Students Meeting
Encuentro Internacional Estudiantes de Cine
59th San Sebastian Film Festival 2011
Tabakalera International Contemporary Culture Centre
NO MORE PLAGIARY PLEASE - MENTION YOUR SOURCES - ASK PERMISSION
In this set you will finf the same slides than from the Masterclass in San Sebastian last year, but I have added some since I have been working with Robert Pratten, Transmedia Storyteller Ltd., where we focus on some game mechanics and specific preparation for a project using a lot of platforms and social media to be implemented in the tool named Conducttr.
These slides are meant for the students of the Master Transmedia at Sciences PO Grenoble, May 23rd 2012.
An overview of the course "Digital Narrative Theory and Practice," required in the Video Game Scoring Minor & Visual Culture & Interactive Media Minor at Berklee College of Music. Lori Landay, Ph.D., Associate Professor of Cultural Studies.
Meaningful Play 2010: ARG/transmedia panelKari Kraus
Slides from our Meaningful Play panel presentation (Oct. 2010). Elizabeth Bonsignore, Rachel Donahue, Georgina Goodlander, Kari Kraus, Marc Ruppel: http://www.karikraus.com/?p=63
Visiting lecture via Skype: Lipscomb University for Sandy Brownlee's Transmedia Storytelling. Discussing the cognitive and neuro underpinnings of the digital environment, the need to think "transmedia" with a 360 degree view for audience engagement, even when launching a single media project, such as an indie film. Includes explanation of flow channel for optimal engagement, comparable model for narrative, including narrative exit points. Examples include Three Little Pigs, East Los High and ISIL.
Similar to Becoming Transmedia Architects Through Play and Visual Thinking (20)
Though children have a healthy appetite across “traditional screens” such as television and movies, computers, and video games, their usage of these screens is declining. Instead, there’s been an upswing in children’s consumption of and participation in media through a mobile device. And though a mobile device is what every child expects to have in their pocket, the next big thing coming in mobile is wearable devices combined with the Internet of Things (IoT) as we saw in the announcement of the Fall release of Disney’s Playmation. This shift places a clear demand on creators: Offer something different to today’s digital kids.
Transmedia processes show us that there is more than one way to tell stories, more we can learn about the characters and their world, and that such insights encourage us to imagine aspects of these characters that have not yet made it to the screen. While some might look at it strictly for entertainment value, creating a new lens to look at story offers a different point of view.
One distinct logic we have explored at the Annenberg Innovation Lab is Transmedia Play. Human imagination feeds upon the culture around it and children show enormous capacity to re-imagine the stories that enter their lives.
Students lose track of time as they spend hours navigating the web for material to create their stories and feel a sense of belonging through encouragement by their peers to post their stories on Facebook, illustrate them on Flickr, and share them with friends and the public at large through the multiple resources available on the web. This participation in new media environments is a way to be creative and innovative, but it is also new opportunities for our students to acquire and synthesize information in a meaningful way. Students today often remix original texts based on their own interests in order to create a new work that encapsulates their ideas and concerns about the issues that matter most to them.
In 2008-2009, Project New Media Literacies tested the Media Makers Challenge Collection, a set of 30 challenges to explore and practice the new media literacies. This collection was established as a springboard for educators to adopt the new media literacies into their own situation. Media educators from Global Kids used the materials as inspiration to develop Media Masters, an after-school program at the High School for Global Citizenship to integrate the new media literacies into a social issues learning environment. Media Masters helped learners acquire and reflect upon digital media production and analytic skills through youth engagement in participatory media and Web 2.0 tools. This presentation will explore how theory and practice merged to create a conversation, rather than a top-down transfer of knowledge, between participating researchers, practitioners and students.
The Media Maker Collection is a set of challenges that explore the new media literacies within the context of media artists and production. Challenges are media-based lessons to provide instruction or share an idea or a story. This collection provides a template for contributions from members who want to use the Learning Library to develop their own challenges.
http://newmedialiteracies.org/library/
A vital part of growing up is developing one’s identity. With ubiquitous access to others and easy access to participating in varied communities, how do we communicate ourselves to the world? The lines between our public and private lives have blurred with the rise of Facebook, Twitter, Foursquare and other social networking sites. Often it is not only ourselves that make choices in how we sculpt our identity. What we choose to share and not share, but also the communities we participate in. There is a need to start a dialogue with each other as those around us add to the building of one’s own identity and the identity of us as a collective.
Remix Culture: Digital Music and Video Remix Opportunities for Creative Produ...Erin Brockette Reilly
Reilly, E. (2010) “Remix Culture: Digital Music and Video Remix Opportunities for Creative Production” Editor: Jessica Parker, Teaching Tech-Savvy Kids: Bringing Digital Media into the Classroom, Grades 5-12. Corwin Press.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
29. Transmedia storytelling
…represents a process where integral
elements of a fiction get dispersed
systematically across multiple delivery
channels for the purpose of creating a
unified and coordinated entertainment
experience.
36. STORY
EXPERIENCE
STORY
GAMING
REAL WORLD
CO-CREATION
Importance of
narrative
Audience ability to change or
contribute to story
Extent to which experience
pervades real locations &
times, real people &
events
Audience has goal, use of puzzles,
use of game mechanics (trophies,
levels, leader boards etc.);
AUDIENCE PLATFORMS
PREMISE
www.ActiveStorySystem.com @robpratten
Definition…
1. The reason given in support of a conclusion
2. What the writer sets out to prove with their story
3. The core dramatic issue built around a human need
It’s what you’re trying to say – a point-of-view of the story (writer).
It’s not a synopsis (that’s in STORY)
STORY
Short synopsis of the story. It’s helpful if you can use this format
“When <protagonist> learns that <inciting event> he must <overcome/battle> in order to <goal>.
But <what’s stopping her?> . Finally <what’s the final resolution?>
NOTES
EXPERIENCE
To play this story the audience must <what actions do the audience need to take?>
PREMISE
AUDIENCE
Who is this experience aimed at?
PLATFORMS
What platforms are used? Mobile apps/social media/games consoles/street theatre/ playing
cards/ posters etc.
TYPE of STORY-EXPERIENCE
Create a radar diagram that shows the relative importance of these four dimensions. Here’s some
examples.
STORY
GAMING
REAL W ORLD
CO-CREATION
AUDIO TOUR
STORY
GAMING
REAL W ORLD
CO-CREATION
PERVASIVE GAME
STORY
GAMING
REAL W ORLD
CO-CREATION
SCAVENGER HUNT
STORY
GAMING
REAL W ORLD
CO-CREATION
ONLINE TEXT ADVENTURE
Transmedia Story Pitch Activity
39. There is no transmedia formula.
Transmedia refers to a set of
choices made about the best
approach to tell a particular
story to a particular audience in
a particular context depending
on the particular resources
available to a particular
producers.
- Henry Jenkins
Transmedia 202: Further Reflections
40. Packaging a brand into a narrative which is being
communicated across mostly participatory channels, with
the story and the media content morphing and developing
as consumers and others enter the discussion.
Extend to Branding
49. Go Forth
Together
Activity
Answer the following questions:
• How do we Go Forth with the awareness
of the different worlds and characters of
SMG’s program?
• Besides the call to individually Go Forth,
how do we collectively Go Forth
Together?
• What actions do we need to seed in the
SMG program campaign to foster
participation from local to global and
support multicultural conversations about
SMG?
At table – introduce self, name, company, main responsibilites and your most playful experience this week
What were you doing, where were you, who were you with
I trust you’ll all share something PG 13
Debrief
Introduce marshmallow challenge – simple exercise with some powerful lessons about innovation.
Thanks to Tom Wujec for some great graphics – Ted Talk
There are three bags of material. Don’t look yet.
I’d like you to form groups of no more than 5 people. Each group will have their own page with instructions for the challenge.
Each bag contains:
20 sticks of spaghetti
1 yard of tape
1 yard of string and one marshmallow
Your challenge is to build the highest tower.
You have instructions but let’s briefly review
End with Ready on your mark get set go! – [post time
Play a drum roll
Debrief and give prize, standing ovation – play track of applause
Done all over the world from CEO’s to kindergarten, engineers, mba’s, archetects, graduate students, teachers
So, let’s ask the winners, - why do you think you won?
Why?
We train them to plan to get the one best way and “drive it home” - harder and faster, failures are punishable by excommunication.
I teach com. Students and they are not always so planful – last year I had an MBA refuge. He tended to “exert a great deal leadership”
So, if MBA’s are poor performers, who performs well…
How did we do against the Kindergarteners?
Let’s look at the usual process, build off of what happened in the groups
PeePee
My MBA planned a lot longer than that – what aobut you
Execute,
Add the marshmallow and Ta Da – a masterpiece!
Or as frequently happen oh- oh
Before I started to do this exercise I thought that marshmallows were light
Story of mba
Tom Wujac has spent a lot of time researching this activity – the things people do for a living huh
The business students don’t deal with the marshmallow . The kindergarten’s are always touching and playing with the marshmallow
They have a very different design process –
One of the tennets of innovation, they are always taking “little bets” they try things out and see how it works and then, without much executive function, they try again.
My daughter only one in my family who can actually do anything She’s been able to do this since she was 4
I’m a Phd my husband is a tax attorney so when our ice maker broke, we were at a loss.
When my daughter was four the ice maker broke and she fixed when I asked her what she did she replied I played with it.
1:30 – 2:00
Three Groups share their Transmedia Story Pitches (10 minutes each)
We decide which one to further explore as a group for the afternoon
Transmedia Brandiing started out as a research network and has morphed into a process to help companies but along the way several who participated in the original think and do wanted to educate their own organizations about think and do so, what started as a research project has turned into the development of a process to help companies look at their own ability to do transmedia branding, along the way the education orientated folks amongst us have developed a great D-book on Tis for Transmedia.
Most iconic transmedia brand campaign – 2010 Old Spice The Man Your Man Could Smell Like
Pre-aired before the 2010 Superbowl …spread like wildfire to 20 million YouTube views in just 3 days
Campaign consisted of
186 short videos of Mustafa – Old Spice Guy
Numerous Parodies and Remixed videos like Remix videos: Grover; Smell Like a Monster: http://www.youtube.com/watch?v=zkd5dJIVjgM
Fan following with Old Spice (FB, twitter, youtube, reddit, digg)
Old Spice response videos to fans: http://www.youtube.com/watch?v=GPlg9ez4L1w
Combination of brands (Bounce & Old Spice) http://www.youtube.com/watch?v=PvYP_d2S1Pg
Memes are very important to brand spreadability – marriage proposal from Mustafa
ROI
In first 6 months, Old Spice sales increased 27% year-to-year …with month to month increase of 107%
2 billion plus total campaign impressions
40 million views on the videos within first week
3000% increase in twitter followers
2000% increase in google searches
800% increase in FB interactions
300% increase in traffic at oldspice.com (notice more increase across SNS than brand hub website)
2:15 – 3:00
Three Key Pillars of a Transmedia Branding Activity
Three teams will each dive deep into one of the three pillars, brainstorming possibilities for what the “world,” “timeline,” and “characters” might mean not only within the context of the chosen SMG program, but also in relation to one another.
Already discussed through the Flotsam Transmedia Play Experience from the morning
** Think of the different places where the story can flow in and out of (ie: The octupuses, the turtles…)
** Timeline …what is the backstory? What happens after the event? Is this continuous or for a certain amount of time?
** 2ndary characters, tertiary characters, you as a character, the creator as a character….
3:00 – 3:30
Teams will share Activity and Group will Reflect
Ivan Askwith’s Typography of Engagement
3:30 – 4:00
Going Forth Together Activity
Individually, participants will answer some questions and connect them to either 1) transnational connections or 2) cultural events in relation to the SMG program being explored.