Digital commonwealth pres
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The Digital Commonwealth project involved community media and digital storytelling workshops across Scotland to respond creatively to the 2014 Commonwealth Games. The project included workshops in schools across 32 local authorities to teach digital skills like blogging, audio, and video production. Over 500 students from 57 schools participated in the schools program. Challenges included securing support from local authorities, technology access issues, and maintaining continuity of participation. Lessons learned included the importance of clear expectations, flexibility, building relationships, and empowering participants.
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Digital commonwealth pres
- 1. Digital Common Wealth Professor David McGillivray, Chair in Event & Digital Cultures, University of the West of Scotland Jennifer Jones, Project coordinator Digital Commonwealth www.digitalcommonwealth.co.uk @digCW2014 @dgmcgillivray @jennifermjones
- 3. Digital Common Wealth Creative response to the Commonwealth (Games) from across Scotland, involving diverse range of individuals/communities Community media clusters -community media cafes and digital storytelling workshops Schools programme - in-school digital storytelling workshops with primary and secondary learners in Scotland’s 32 local authorities Creative voices - documentary film, creative writing and community songwriting around UWS campuses
- 4. Digital Common Wealth Themes Place - local, national, international, virtual People - diversity, migration, participation Culture - language, art, music, film, literature, sport - Exchange - common-weal, values, learning
- 5. -‘common-weal’ - Common (s) purpose – Ownership - Collaboration - Sharing - Accessibility - Archiving
- 7. Schools Programme • 57 schools, 23 out of 32 local authorities, 585 participated • transition initiatives (primary & secondary working together) • cascading skills (learners becoming digital leaders) • 'creative citizenship' responding to the themes of project
- 8. ‘Owned’ stories • Schools proposed how they would respond to the project themes • Focused on 'ownership' of stories and relation to curriculum activity • Also enabling creative practitioners to plan their delivery
- 9. Open Resources • Provided a ‘framework’ for expert practitioners to work w/ schools on: – Blogging – Audio – Video – Social media
- 11. What worked • Collaborative blogs between trainers, teachers and learners • Connections between participants across Scotland
- 12. What worked • Wider reporting through learning communities • Project working with external partners and inter-generationally
- 13. What worked • International links were created and sustained • Transition and cluster projects helped join schools
- 14. What worked • Use of the #DigCW2014 to link and discuss on twitter • Continued use of skills post- DigCW2014
- 15. Challenges • Securing access to LAs to ‘champion’ the project • Communicating benefits of the project when intended output unknown • 'Initiative-overload’ in schools around Glasgow 2014 (sport emphasis) • Continuity of attendees (e.g. not attending all workshops, or different attendees at subsequent workshops)
- 16. Challenges • Lack of available equipment, software and functioning IT infrastructure • Blocked sites for staff and pupils within and across authorities • Different engagement and teaching styles • Assessing ‘level’ of competence pre-delivery
- 17. Lessons • Communicating expectations • Technology • Flexibility • Relationships • Empowerment
- 18. Communicating Expectations • “Digital” can mean many things to many people • Clear about purpose of workshop, what you can and can’t do in the session • 'Practice' rather than technology
- 19. Technology • Pre-workshop tech audits essential • Anticipate time to remove 'blocks' & gain access • Use what groups have already, rather than purchase special equipment
- 20. Flexibility • Expect the unexpected, especially when working with ICTs • Universal skills such as interview, research and writing for a public audience • Work & adapt between 4 sessions
- 21. Relationships • Anticipate the amount of face to face time required • Several layers of communications before identifying school/teacher to work with • Reliant on connections for good content/stories
- 22. Empowerment • Demystify risk through developing good practice • Widening discussions relating to new media and education • Building confidence in teachers & pupils to try new things
- 23. More information: Project website: http://www.digitalcommonwealth.co.uk Project twitter: @DigCW2014 Handbook of Digital Storytelling: http://www.bit.ly/digCW2014_HB Email: david.mcgillivray@uws.ac.uk, jennifer.jones@uws.ac.uk QUESTIONS?
Editor's Notes
- - John Muir trail radio documentary including research, blog, jingle and multimedia trailers - Using digital media skills to investigate opportunities for broadcasting - A global citizenship project using digital media for linking with other authorities and nations - Community land enhancement project using multimedia blogs (Burghead Brainy Brochers) - World War 2 project based around the war memorial and interviewing relatives, documenting this using all four workshop areas - Learners collecting stories of community Commonwealth links (e.g. whaling, land clearance, maritime links), helping learners in “becoming contributors to the internet not just consumers” (this quote comes from Caroline Breyley of Shetland Islands Council) - Multimedia blogging exploring migration from the Doon Valley to Glasgow and then further afield to various parts of the Commonwealth - S1 elective ICT group to frame their creative responses to the project themes, share their expertise and skills with Primary 7 pupils, leading interactive sessions to pass on their knowledge, enabling others to participate in the project - Exploring the challenges faced by island communities to access sports - Creating artwork and posters to celebrate Commonwealth values and learning - Animation and digital media projects based around Commonwealth countries and the sports in the game). - Using ipads to create blogs, audio and video to connect with other schools - A storytelling project which will research traditional stories of commonwealth countries to create a storytelling event, illustrated childrens book and graphic novel shared on a project blog and youtube channel - Reporting on and recording a pupil’s eye view of life in the community in the lead up to the Commonwealth Games, including video diaries, audio recordings (music, soundscapes and interviews)and photographs within a blog - “Pits, Ponies, People and Stories” a community based, learning, research and interpretation project based on the development, working lifespan and decline of the mining industry. Interactive heritage mining map, historical timelines, archive films, intergenerational storybook project, heritage reinactments, exhibition and DVD as part of a South Lanarkshire wide project.
- Connections between participants and schools across Scotland (e.g. Rothesay and Yell contributed comments on each others blogs) Collaborative blogs produced by teachers and students in school Wider reporting of outputs of project through other learning communities Projects working with other external partners and intergenerationally: (e.gStrive, Sporting Memories, Royal Voluntary Service, Historic Scotland, local sporting communities in Rothesay, Inverclyde Community Development Trust, Erskine Youth Council, Create Paisley) International links created/sustained: Eigg and Muck Primary Schools worked with an athlete from St Lucia Yell cluster interviewed a visiting New Zealand poet Kirkton of Largo Primary School created links with Vision Africa, designing paper batons which they sent to the partner school Transition and cluster projects helped join schools together(e.g. Oban High and cluster communities; Yell cluster) Use of the #DigCW2014 hashtag encouraged linkages and discussions on Twitter Continued use of the digital skills integrated into school after DigCW2014 (e.g. Craigour Park primary blog for school news)
- Connections between participants and schools across Scotland (e.g. Rothesay and Yell contributed comments on each others blogs) Collaborative blogs produced by teachers and students in school Wider reporting of outputs of project through other learning communities Projects working with other external partners and intergenerationally: (e.gStrive, Sporting Memories, Royal Voluntary Service, Historic Scotland, local sporting communities in Rothesay, Inverclyde Community Development Trust, Erskine Youth Council, Create Paisley) International links created/sustained: Eigg and Muck Primary Schools worked with an athlete from St Lucia Yell cluster interviewed a visiting New Zealand poet Kirkton of Largo Primary School created links with Vision Africa, designing paper batons which they sent to the partner school Transition and cluster projects helped join schools together(e.g. Oban High and cluster communities; Yell cluster) Use of the #DigCW2014 hashtag encouraged linkages and discussions on Twitter Continued use of the digital skills integrated into school after DigCW2014 (e.g. Craigour Park primary blog for school news)
- Connections between participants and schools across Scotland (e.g. Rothesay and Yell contributed comments on each others blogs) Collaborative blogs produced by teachers and students in school Wider reporting of outputs of project through other learning communities Projects working with other external partners and intergenerationally: (e.gStrive, Sporting Memories, Royal Voluntary Service, Historic Scotland, local sporting communities in Rothesay, Inverclyde Community Development Trust, Erskine Youth Council, Create Paisley) International links created/sustained: Eigg and Muck Primary Schools worked with an athlete from St Lucia Yell cluster interviewed a visiting New Zealand poet Kirkton of Largo Primary School created links with Vision Africa, designing paper batons which they sent to the partner school Transition and cluster projects helped join schools together(e.g. Oban High and cluster communities; Yell cluster) Use of the #DigCW2014 hashtag encouraged linkages and discussions on Twitter Continued use of the digital skills integrated into school after DigCW2014 (e.g. Craigour Park primary blog for school news)
- Connections between participants and schools across Scotland (e.g. Rothesay and Yell contributed comments on each others blogs) Collaborative blogs produced by teachers and students in school Wider reporting of outputs of project through other learning communities Projects working with other external partners and intergenerationally: (e.gStrive, Sporting Memories, Royal Voluntary Service, Historic Scotland, local sporting communities in Rothesay, Inverclyde Community Development Trust, Erskine Youth Council, Create Paisley) International links created/sustained: Eigg and Muck Primary Schools worked with an athlete from St Lucia Yell cluster interviewed a visiting New Zealand poet Kirkton of Largo Primary School created links with Vision Africa, designing paper batons which they sent to the partner school Transition and cluster projects helped join schools together(e.g. Oban High and cluster communities; Yell cluster) Use of the #DigCW2014 hashtag encouraged linkages and discussions on Twitter Continued use of the digital skills integrated into school after DigCW2014 (e.g. Craigour Park primary blog for school news)