Introducing cyberdrama and using digital technologies in drama for creating and sharing drama. Specific focus on school and educational contexts, drawing on MA and PhD p
Looking at the future of school libraries - what will they look like, what will the role of teacher librarians be, how will this fit with the learning models in schools?
UX Basics Workshop at General Assembly London by Tricia OkinTricia Okin
This workshop will help you think through your current sites and projects from your users' perspectives by physically mapping out their concerns in space. First we'll review the various techniques to gather user research, then practice them in groups, organize the issues and plan execution. We'll cover the following methods:
- Mind mapping Paper prototyping
- Narrowing down concepts to features and uses
- Talking to your users (targeted and off the cuff prototyping)
- Wireframing
This course is for people reviewing their current products who need address user issues or people who just need to integrate these techniques into their organizations. Students can expect to leave with some new paper prototyping skills, along with some apps and methodologies to translate to digital materials.
I asked the question, "How is technology changing learning?" using Twitter, Flickr, Facebook, my blog (http://esltech.wordpress.com), email, and a digital audio recorder. Each channel of communication yielded different results and gave insight into how these technologies can be used together.
Looking at the future of school libraries - what will they look like, what will the role of teacher librarians be, how will this fit with the learning models in schools?
UX Basics Workshop at General Assembly London by Tricia OkinTricia Okin
This workshop will help you think through your current sites and projects from your users' perspectives by physically mapping out their concerns in space. First we'll review the various techniques to gather user research, then practice them in groups, organize the issues and plan execution. We'll cover the following methods:
- Mind mapping Paper prototyping
- Narrowing down concepts to features and uses
- Talking to your users (targeted and off the cuff prototyping)
- Wireframing
This course is for people reviewing their current products who need address user issues or people who just need to integrate these techniques into their organizations. Students can expect to leave with some new paper prototyping skills, along with some apps and methodologies to translate to digital materials.
I asked the question, "How is technology changing learning?" using Twitter, Flickr, Facebook, my blog (http://esltech.wordpress.com), email, and a digital audio recorder. Each channel of communication yielded different results and gave insight into how these technologies can be used together.
The Crafted Creative Team was lucky enough to attend UX Cambridge, a community-driven, practical User Experience conference. All of the team found both days extremely useful, with some strong themes running across the two days.
If you weren’t able to make this year’s conference, or just want a recap of the main topics covered, our Creative Team have put together a detailed round-up of the event for you to download and share.
6 Secrets of Career change - Instructional Design to eLearningsuzetteconway
In this presentation I share some thoughts on moving from a career in instructional design to one in eLearning. However, most of the principles in this presentation could apply equally to any career transition. I hope you enjoy it!
Using the present to create the future - the Web in South AfricaDerek Keats
Using the present to create the future: How can we move South Africa from consumer to producer of web technologies. My keynote talk at the ZAWWW2011 conference, Sept 15th, 2011 in Johannesburg.
Designing for Immersive Worlds: Enhancing Experience to Accelerate LearningNiki Lambropoulos PhD
Designing for Immersive Worlds: Enhancing Experience to Accelerate Learning
Presentation at the Univerisity of Calabria organised by Rocco Servidio 25-06-2012
This is a presentation i did in august 2008 at the barcamp traunsee - i prepared it at venue in around 30 minutes.
nowadays most of the described concepts are found within the concepts of open web
Presentation for the Graduate Certificate in Higher Education at Deakin University by Colin Warren & Joyce Seitzinger. Covers online identity, personal learning networks, mobile learning, visual learning, filtering, sharing, digital curation and creation of artefacts.
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
The Crafted Creative Team was lucky enough to attend UX Cambridge, a community-driven, practical User Experience conference. All of the team found both days extremely useful, with some strong themes running across the two days.
If you weren’t able to make this year’s conference, or just want a recap of the main topics covered, our Creative Team have put together a detailed round-up of the event for you to download and share.
6 Secrets of Career change - Instructional Design to eLearningsuzetteconway
In this presentation I share some thoughts on moving from a career in instructional design to one in eLearning. However, most of the principles in this presentation could apply equally to any career transition. I hope you enjoy it!
Using the present to create the future - the Web in South AfricaDerek Keats
Using the present to create the future: How can we move South Africa from consumer to producer of web technologies. My keynote talk at the ZAWWW2011 conference, Sept 15th, 2011 in Johannesburg.
Designing for Immersive Worlds: Enhancing Experience to Accelerate LearningNiki Lambropoulos PhD
Designing for Immersive Worlds: Enhancing Experience to Accelerate Learning
Presentation at the Univerisity of Calabria organised by Rocco Servidio 25-06-2012
This is a presentation i did in august 2008 at the barcamp traunsee - i prepared it at venue in around 30 minutes.
nowadays most of the described concepts are found within the concepts of open web
Presentation for the Graduate Certificate in Higher Education at Deakin University by Colin Warren & Joyce Seitzinger. Covers online identity, personal learning networks, mobile learning, visual learning, filtering, sharing, digital curation and creation of artefacts.
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
Presentation at the Serious Games Institute October 27, 2009 by Ron Edwards on the nature of work, drivers of collaboration and need for better tools, and how virtual worlds are an optimum fit for enterprise collaboration. Ron is the CEO of Ambient Performance in London.
Digital Connectedness: Taking Ownership of Your Professional Online Presence Sue Beckingham
Developing pathways to connectedness essentially commences with family and friends, but over time new connections outside of these circles begin to form ever increasing and interlinking circles. These informal and formal networks have the potential to help you unlock new doors to new opportunities. Social media can without doubt provide excellent communication channels and a space to develop your network of connections. Nonetheless as your online presence expands it leaves behind both digital footprints and digital shadows; and this needs to be given due consideration. This keynote will look at the value of developing a professional online presence and why as future graduates you need to take ownership of this.
http://www.yorksj.ac.uk/ltd/ltd/student-engagement/undergraduate-research-confere.aspx
The processes and pedagogies for promoting creativity and creative thinking are often described as problem-based and inquiry learning. ‘Generic’ design processes such as ‘design thinking’ (IDEO2011) are also proposed as being somehow common to creative processes. However most of these models arose from graphic design and visual arts traditions, so do these models actually take account of the specific strengths and opportunities for cultivating creativity through drama? What does it mean to engage in a creative process as a dramatist or a dramatic pedagogue? How does a consideration of dramatic form and process shape experience and impact on the visioning and imagining processes? This presentation investigates the concerns and considerations of the creative process in drama processes, play building and writing to propose embracing the concept of ‘dramatic thinking’. This is a version of a presentation shared at the Drama Australia 'Creative Capital' National Symposium, hosted at the Canberra Theatre, Centre, Canberra Sept 29, 2017.
Shine a Light - Snapshots of Australian Arts Education Research 2015Sue Davis
This presentation shines a light on snapshots of arts education practice from across Australia. It was created by the Arts Education, Practice and Research Special Interest Group (AEPR SIG) for AARE (Australian Association for Research in Education) for International Arts Education Week 2015.
Rolling Role for creative collaborative learning Sue Davis
This presentation outlines the background and key concepts of the Rolling Role model and was presented at the Drama Australia conference in Hobart 2014. For more information on Rolling Role see http://www.rollingrole.net
The Dramatic Travellers Journal: Legacies and Illuminations Sue Davis
Keynote Presentation by Susan Davis, at the Drama Queensland State Conference 21March, 2014 Brisbane at Queensland Theatre Company.
For more information and presentation notes see http://neomemoriatechnica.wordpress.com/2014/03/23/drama-education-legacies-and-journeys/
Dr Susan Davis
Dramatic Pedagogue and Woman of Letters
CQUniversity, Noosa
s.davis@cqu.edu.au
Rolling Role Roundtable - Research and Reflections from The Water Reckoning P...Sue Davis
The Water Reckoning project was initiated to involve young people, teachers and academics in a creative project which drew on Dorothy Heathcote’s philosophy and strategies. Together the groups have co-constructed a story that responds to a common pre-text. Educational and research sites have been involved from Australia, Greece, Singapore, the USA and the UK. This project has focused on exploring ideas that relate to the UN Year of Water Cooperation in keeping with Heathcote’s concern for using drama to raise awareness about human understanding and experience. For her drama had to be about things ‘that mattered’. Our drama has explored how humans cooperate to share and manage water and deal with situations such as drought or extreme weather events. Research has explored the nature of learnings and understandings that have emerged for participants from the process, including cross-cultural awareness and attitudes towards sustainability issues.
This presentation was for my paper "Transformative learning: revisiting Heathcote and Vygotsky for the digital age" presented at the IDEA Congress in Paris, July 2013.
(Some additional text had been added and video clips removed in this version). As an education academic who spent many years as a drama teacher it has been an interesting journey for me to find those theorists, scholars and master practitioners whose work resonates for me, and who articulated principles and truths that I had also discovered for myself.
For both Heathcote and Vygotsky, learning was a social process that recognized the importance of individual interactions with knowledgeable others and peers. Learning was not conceived of as transmission but a mediated activity involving symbolic and psychological tools. In both cases the way they conceived of childrens’ learning potential was predicated on valuing what they could do and become through interactions with concepts and artefacts from cultures.
In this paper I will identify several themes in work by Vygotsky and Heathcote and explore their relevance to a recent project I have been involved in. The Water Reckoning Project was a process-based drama project enacted across five school sites around the world. It involved the use of digital technologies for capturing and sharing creative work and facilitating networked communicaitons and performative acts. The use of digital technologies increase the repertoire of potential tools available for transformative learning - with the teacher's role still remaining an active one - as the curator and designer of aesthetic encounters.
Rolling Role Roundtable - Water Reckoning Project (slideshare version)Sue Davis
At IDIERI 7 Pam Bowell proposed the initiation of an international collaboration that would focus on using Heathcote’s strategies (including one called ‘Rolling Role’) and digital communications and platforms. The concept was to create a drama involving young people from several different countries in responding to the same dramatic stimulus or pre-text, with the drama culminating at the Heathcote Reconsidered conference.
The concept of Rolling Role is to involve different groups or classes in building a community that then faces some kind of change. The initiators create a common context and agree to the key features, affairs and concerns of the community. The students/children are then involved in building the community, the lives, events and artefacts of it and add to developments. Work is often left incomplete so another group can take it forward and continue the drama. Heathcote suggested this work lends it self to sharing through something like a website.
This roundtable will focus on the development of the dramatic frame and pre-text. It will identify the implications for creating work within contemporary school systems and the affordances as well as issues which emerge from working with digital technologies in these contexts.
(NB Video clips removed for this upload)
In this UN year of water cooperation, it is important to examine what are some of the water issues humanity is facing and how important human cooperation is for dealing with these problems. This presentation has been created in particular for a drama education project 'The Water Reckoning'.
This introduces 'The Water Reckoning' drama project - an international collaboration to explore the application of strategies drawn from the work of legendary drama teacher Dorothy Heathcote. This project will occur from April - June in the lead up to the Heathcote Reconsidered conference in London in July. http://www.water-reckoning.net
George Landen Dann was one of Queensland's first major playwrights, writing plays for the stage and radio from the 1930s to the 1970s. He was also one of the first (white) Australian playwrights to write about Indigenous issues, with his first major work 'In Beauty It Is Finished' being the subject of significant controversy when first staged in 1931. Many of his works have never been published before but in 2013 Playlab is publishing several for the first time as part of their 'New Vintage Collection' http://www.playlab.org.au . I have been researching his life and works and written introductions to those works. If you are interested in my journey of discovery see http://neomemoriatechnica.wordpress.com/by-george/
The TreeLine Art and Environment program aims to raise awareness and action about trees and the environment using the arts. This presentation introduces the project and the various artist, community and education components.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Overview on Edible Vaccine: Pros & Cons with Mechanism
Cyberdrama and digital drama
1. Cyberdrama and digital technologies-
Exploring the possibilities
Sue Davis
s.davis@cqu.edu.au
1
2. What do we love about drama?
• We want to recognise and hold on to what is
important about our live processes and
experiences
• And look at how they can be extended upon
and complemented as we embrace online
communications and digital technologies
2
3. Why should we go there?
• 87% of kids ages 12-17, use the Internet
• 57% of teens who use the Internet have created a
blog or webpage, posted original artwork,
photography, stories or videos online or
remixed online content into their own new
creations.
PEW Internet & American Life Project
3
4. Today‟s generation of youth have three core needs
community, self-expression and personalisation, and
that these core needs are met through their use of
media and technology. Key technology uses revolve
around music, the Internet and mobile devices.
Yahoo/OMD ‘Truly, Madly, Deeply’ Report
4
5. Growth in participatory culture and spaces for sharing user-generated
content
e.g. youtube & myspace
Digital content creation key growth area in creative industries
5
6. Why use cyberspaces?
• Encourage participation and collaboration
• Build a community of creative practice
• Create and build the drama using multiple
modes and media
• Talk about and reflect on the drama
6
7. What can these tools and spaces add to the
drama experience and learning?
• Collaborative possibilities outside of the drama
„classroom‟
• Creative collaborations online to build drama and
content
• Potential for creating roles and the world of the
drama in a very rich way (profiles, imagery,
environment)
• Opportunities to communicate and reflect
• Build different kinds of skills – multi-media, online
communications, interactive processes
• Audiences for the work
7
8. Cyberdrama –
Janet Murray 1997
“I have referred to these various new kinds of narrative under
the single umbrella term of cyberdrama because the
coming digital story form... Like the novel or the movie,
will encompass many different formats and styles but will
essentially be a single distinctive entity. It will not be an
interactive this or that, however much it may draw upon
tradition, but a reinvention of storytelling itself for the
new digital medium... As a new generation grows up, it will
take participatory form for granted and will look for ways
to participate in ever more subtle and expressive stories
(Murray 1997, 271)”
10-Aug-12 cyberdrama.org - Sue Davis 8
9. Aspects from my experiences of cyberdrama
• participants taking on role
• engaged in a fictional world
• the potential for interaction
• development of a story or narrative
• enactment in a digital space
• drama unfolds over time, it is not just an image –
the notion of tension is related here.
• shared experience of the story, with audience and
participant being co-present at some point.
9
10. Elements of cybdrama or
Place/space
interactive drama „Real‟ World <<<<<<<<<<<<<<<<<<<<>>>>>>>>>>>>>>>>>>>> Virtual World
Time
„Real‟ time <<<<<<<<<<<<<<<<<<<<<>>>>>>>>>>>>>>>>>>>>> Created Time
Characters
Predetermined, rehearsed <<<<<<<<<><<<>>>>>>>>>>>>>>>> Improvised, open
Embodiment
Live/human <<<< Mediated <<<<<<< Re-mediated>>>>>>> Artificial Intelligence
Text & lexia
Written Text or one kind of lexia<<<<<<>>>>>>> Multi-media/Multi-modal lexia
Narrative Flow
Closed <<<<<<<<<<<<<<<< Work in movement >>>>>>>>>>>>>>>>>>>>> Open
Ergodic Intrigue/Dramatic Tension
Dramatic hooks & questions <<<<<<<>>>>> Searching for the pathway to the next lexia or out
Text Creation
Preconceived/fixed <<<<<<<<<<<<<>>>>>>>>>>>>>>> Improvised/developmental
Playwright/Author Function
Single author function <<<<<<<<<>>>>>>>> Multiple participant author function
Audience
Clearly delineated audience <<<<<<>>>>>>> No audience other than participants
Audience/Interaction
Interaction through viewing only <<<<<>>>>> Interaction which changes the text
10-Aug-12 cyberdrama.org - Sue Davis 10
11. Use of Computer-mediated communications
Out of role In role
• Forums • Blogs, wikis,
• Blogs & wikis, twitter • chats in role (skype,
• Talking to BB collaborate,
artists/leaders in waterwheel)
chatrooms • Online role play
• Documenting process (Upstage, second life,
• Planning & Reflecting some gaming sites)
11
12. Components and content
• Character profiles
Images & Photo
Stories
Forums in
Video & clips Emails or out of
Wiki/blog diary role
style entries
12
14. Interaction opportunities for
participants and users
• Laying trails (making offers) and seeing what the
participant and user groups respond to (Haseman 2001 and
Simons 2001)
• Weaving these into the developing drama
14
18. Different kinds of learning that need attention when
working with Drama and Digital Technologies
Drama specific Social - group Multi-media e-learning Reflective
literacies practice
Roleplay & Skills audit – Taking photos, Accessing & Modelling journal
improvisation group formation resizing, using Blackboard writing
Role development ensuring skills in manipulating or online learning Contribution to
Monologue different areas Internet platform Communications
Skills of Collaboration vs publication issues ‘In role’ and ‘out spaces on forums
performance – group File compression of role’ spaces
acting for film Group norms and conversion Protocols for Learning about
(e.g. ANSN) uploading (jpg communication ideas and
format for photos, Copyright in experiences
mpeg4, quicktime schools/child
or wmv etc for protection
video) Using the blog &
Posting material the wiki, what’s
to the Internet the difference
(e.g. Youtube,
Ning, etc)
18
19. Considerations
• For participant/creators, provide agency and control
through input into role creation, improvisation
within frames, performance framed by technology -
reduce time spent formally rehearsing, writing,
learning lines
• Need to build community and audience for Internet
based drama (possible convergence with other
events/forms of communications)
• If there is to be a user group outside of
participant/creator group, create ways to enroll
them and provide significant reward for effort
10-Aug-12 cyberdrama.org - Sue Davis 19
20. In educational contexts – restricted internet access
within schools – societal expectations about what does
on in school as „educative‟
• Concerns about predators approaching young people
• Concerns about cyberbullying
• Concerns about nature of content young people will post
• Concerns about how young people will represent
themselves
• Expectations invested in the teacher, organiser, moderator
role to monitor young people’s interacions
• Copyright issues
10-Aug-12 cyberdrama.org - Sue Davis 20
21. Implications??
• Different spaces for different purposes
• Protocols for communications
• Awareness of CMC consequences
(permanence) language and genres
• „Real tasks‟ for out of role & in role work
• Teacher modelling and interaction in the
processes
• Use the dramatic or fictional context
21
22. Questions you need to consider for creating
your own drama
• What is the hook, question or problem that you want to explore?
• What kind of pre-text can you use or create
• What kinds of roles can participants create and operate from early on
to build their commitment to the drama? Who are the drama leaders
and what kinds of roles do they take on?
• Who is your audience – how will they find out about the drama, what
kind of interactivity will be possible?
• How might the characters be embodied and realized? What makes a
character interesting? How will this be expressed through text?
10-Aug-12 cyberdrama.org - Sue Davis 22
23. • What kinds of different characters do we have and what kinds of purpose
will they have?
• What might be the initial complication or source of tension?
• What styles and genre/s will the drama use? Consider traditional dramatic
ones such as tragedy, mystery, farce as well as popular cultural genres
such as soap opera, mockumentary and television news.
• What kinds of dramatic and film conventions can be used for each frame
of the drama (these don‟t all need to be planned or finalized when you
begin the drama)
• How will the drama be shared? Only online or will there be a live
performance, presentation or sharing. If there are both live and online
components, how will they inter-relate?
10-Aug-12 cyberdrama.org - Sue Davis 23
24. Examples of projects
• Lonely girl 15 – the classic webdrama http://www.lg15.com
My MA & PhD projects
• cleo-missing.com (2005 – pre YouTube) university students
using a website with options for posting texts, video and
audio content, audience input through forums
• The Immortals using Education Queensland Learning Place
project room and virtual classroom (including blog and wiki),
but also YouTube and Ning social networking site
• Noosa Scrubs & Shapeshifters using Ning sites & virtual
classrooms
24