The document provides an overview of a class on digital storytelling. It defines digital storytelling as combining a story with digital visuals, text, narration, video and music around a theme. It discusses using tools like YouTube to create short digital stories for purposes like teaching, learning and evangelization. It outlines an assignment for students to create their own 30-second digital stories using software like Animoto and sharing them through forums, social media or in class.
This document provides information about book trailers and how to create them. It discusses what book trailers are, different types of book trailers, how popular they are with teens, and basic steps for making a book trailer including planning, producing, editing, and sharing. The librarian suggests programming ideas for incorporating book trailers into teen events and activities at the library.
Making a Digital Storytelling Project in iMovie '11Amy Goodloe
The presentation guides you through the process of creating a digital storytelling project in iMovie '11.
For more info, such as links to playable versions of sample stories as well as other versions of the presentation (including one that has over 20,000 views!), see:
http://digitalwriting101.net/content/presentations-on-digital-storytelling/
This post is on my DigitalWriting101.net help site, which features resources to help students and faculty compose in digital media (including separate tutorials on each step of using iMovie). Feel free to share the site with students and colleagues!
The document discusses digital storytelling and how it can be used by corporations to humanize their communication. It defines digital storytelling as using digital tools like photos, video, and music to tell short, first person stories. It provides guidance on how to create digital stories, including deciding on a storyline, crafting a script with the appropriate tone, selecting imagery and sounds, testing the story, and publishing it online and through social media. The goal is for digital stories to inspire action, influence thinking, promote ideas, get companies' voices heard, develop relationships, and show companies' humanity.
The document discusses digital storytelling and provides guidance on using Microsoft Movie Maker. It defines key terms like digital storytelling, projects, movies, and collections. It offers tips for capturing and importing different media types as well as improving video quality. It provides resources for finding media content and discusses copyright considerations. Overall, the document serves as a tutorial for using Movie Maker to create digital stories and movies.
Learn how digital stories can enhance your curriculum. Teachers can use this to have students narrate original stories, conduct interviews, create biographies, describe historical events, and in many other ways.
The document provides an overview of a class on digital storytelling. It defines digital storytelling as combining a story with digital visuals, text, narration, video and music around a theme. It discusses using tools like YouTube to create short digital stories for purposes like teaching, learning and evangelization. It outlines an assignment for students to create their own 30-second digital stories using software like Animoto and sharing them through forums, social media or in class.
This document provides information about book trailers and how to create them. It discusses what book trailers are, different types of book trailers, how popular they are with teens, and basic steps for making a book trailer including planning, producing, editing, and sharing. The librarian suggests programming ideas for incorporating book trailers into teen events and activities at the library.
Making a Digital Storytelling Project in iMovie '11Amy Goodloe
The presentation guides you through the process of creating a digital storytelling project in iMovie '11.
For more info, such as links to playable versions of sample stories as well as other versions of the presentation (including one that has over 20,000 views!), see:
http://digitalwriting101.net/content/presentations-on-digital-storytelling/
This post is on my DigitalWriting101.net help site, which features resources to help students and faculty compose in digital media (including separate tutorials on each step of using iMovie). Feel free to share the site with students and colleagues!
The document discusses digital storytelling and how it can be used by corporations to humanize their communication. It defines digital storytelling as using digital tools like photos, video, and music to tell short, first person stories. It provides guidance on how to create digital stories, including deciding on a storyline, crafting a script with the appropriate tone, selecting imagery and sounds, testing the story, and publishing it online and through social media. The goal is for digital stories to inspire action, influence thinking, promote ideas, get companies' voices heard, develop relationships, and show companies' humanity.
The document discusses digital storytelling and provides guidance on using Microsoft Movie Maker. It defines key terms like digital storytelling, projects, movies, and collections. It offers tips for capturing and importing different media types as well as improving video quality. It provides resources for finding media content and discusses copyright considerations. Overall, the document serves as a tutorial for using Movie Maker to create digital stories and movies.
Learn how digital stories can enhance your curriculum. Teachers can use this to have students narrate original stories, conduct interviews, create biographies, describe historical events, and in many other ways.
This document appears to be a presentation about using wikis for digital discipleship and lifelong learning. It includes an opening prayer, information about the presenters, an overview of the class process which will teach participants how to use wikis and Wikispaces.com. Examples are provided of existing educational wikis and how wikis can be used as collaborative and flexible tools to support participatory learning. The presentation concludes with assignments for participants to continue the discussion on their class blog and wiki.
This document discusses building an online community through blogging. It recommends leaving comments on other blogs, using consistent linking phrases, sharing content on social media, responding to comments, and participating in linkups. Moderating comments, linking back to other blogs, and inviting guest bloggers are also suggested as ways to build an online community around a blog. The document emphasizes regularly interacting with other bloggers and readers to foster engagement and connections.
This document outlines a presentation on digital discipleship and using social media for faith formation. It discusses utilizing social media to build online faith communities, becoming lifelong learners in the digital age, and various social media tools that can be used. It also addresses different levels of participation in social media, from spectators to creators, and best practices for using social media in a faith context, including modeling positive behavior and maintaining a safe online environment. The goal is to equip participants to evangelize and use new media to spread the faith.
This document outlines the requirements and deadlines for the Digital Discipleship Boot Camp (DDBC) Capstone Project. The Capstone Project involves three phases: 1) submitting a proposal by September 25th, 2) implementing the proposed project between September 25th and November 24th, and 3) submitting a written essay, article for publication, and CEU application by December 5th. The goal of the Capstone Project is for students to apply what they have learned in DDBC and create a final project that integrates technology in their ministry. Students are encouraged to brainstorm project ideas and discuss them.
The document repeats the phrase "This is an example text" multiple times and includes instructions to replace the example text with one's own text. It also contains references to a multi-sided diagram.
This document provides an overview of a presentation on digital storytelling as a teaching tool. It discusses defining digital storytelling, the elements of an effective digital story, and tools for creating short digital stories. Attendees are instructed to create a 30-second digital story on a topic related to the Pope's encyclical on the environment and post the link. The presentation aims to demonstrate how digital storytelling can engage diverse learning styles and promote sharing information through multimedia.
This document provides an overview of a presentation on digital storytelling for evangelization. The objectives are to understand storytelling as a teaching tool, identify elements of storytelling, demonstrate digital tools for creating short videos, and design student assignments involving research and perspective. The presentation covers definitions of digital storytelling, focuses on YouTube-style stories, and provides guidance on creating a 30-second video including writing a script, storyboarding, gathering materials, using tools like Animoto, getting feedback, and sharing the final video. The goal is to appeal to different learning styles and research topics from a particular point of view.
This document provides an overview of a presentation on digital storytelling for evangelism. The presentation covers defining digital storytelling, its elements, and tools for creating digital stories. Attendees are instructed to create a 30-second digital story on a topic related to the Pope's encyclical Laudato Si to practice the techniques discussed. Examples of digital stories created by past participants are also provided. The goal is to learn how to use digital storytelling as an effective method for teaching, learning, and evangelism.
This document provides an overview of digital storytelling as a teaching tool. It discusses using digital tools like word processing, blogs, wikis, podcasting and photo/video tools to create digital stories. Examples of how digital stories can be used in religious education are provided, such as retelling Sunday gospel readings or creating a photo storybook of the stations of the cross. Steps for creating digital stories like deciding on a topic, writing a storyboard and finding images/music are outlined. Various free online tools and resources for creating and publishing digital stories are also listed.
This document introduces digital storytelling and provides guidance on creating digital stories. It explains that digital stories are a 21st century way to tell stories using various digital media like graphics, sound, and video. Creating digital stories allows students to apply new technical skills. The document outlines the four P's of creating digital stories: plan, produce, publish, and promote. It also provides examples of tools that can be used to create digital stories, such as Photo Story and VoiceThread. Elements to consider for an effective digital story include point of view, a dramatic question, emotional content, voice, soundtrack, economy, and pacing.
This document provides an overview of a presentation on digital storytelling. The presentation covers the elements of storytelling, tools for creating digital stories like iMovie and Audacity, and resources for finding images, audio, and music to include in digital stories under Creative Commons licensing. The presentation also outlines the steps students can take to write and develop their own digital stories.
The document provides an overview of a webinar on digital storytelling. The webinar aims to describe storytelling as a teaching, learning, and evangelizing tool. It identifies the elements of storytelling and demonstrates internet production tools for creating digital stories. The webinar also discusses designing student assignments involving research and creating stories from different points of view to appeal to diverse learning styles.
Digital storytelling involves creating a short, first-person narrative using recorded voice, images, and music. It is a process that includes choosing a topic, writing a script, collecting resources like images and audio, developing a storyboard, importing content into video editing software, recording a voiceover, adding music, and finalizing the digital story. Digital storytelling has various educational benefits for students, such as developing visual and multimedia literacy, providing authentic learning experiences, and teaching technology and information literacy skills. Educators can leverage digital storytelling by using it as an instructional tool and assessment method or having students create digital stories.
This document introduces digital storytelling and provides guidance on creating digital stories. It explains that digital stories are a 21st century way to tell stories using various digital media like graphics, sound, and video. The document outlines the four Ps of creating digital stories: plan your story, produce it using digital tools, publish it online, and promote it by sharing. A variety of free and easy-to-use digital storytelling tools are also described.
Social networks communities for christ pdf 2014 for upload to slideshareDigital Disciple Network
- The document outlines a presentation for a Digital Discipleship Boot Camp that trains people to use social media and new technologies for faith formation and evangelization.
- It will provide training on using tools like blogs, wikis and social media to build online faith communities and discuss how to utilize these platforms for catechesis and evangelization.
- The boot camp will help participants develop digital literacy skills and provide models for using new media to enhance religious learning and outreach.
The document discusses how various technologies were used in a film project. Art of Titles and Netflix were used for research inspiration. Scoop.it was used to research articles on kidnappings. Google Forms was used to create audience questionnaires. YouTube was used to upload videos. Photoshop and Final Cut Pro were used for editing. A Canon camera and Manfrotto tripod were used for filming. Google Maps and Blogger were also utilized.
Historically, we have valued creative writing or art classes because they help to identify and train future writers and artists, but also because the creative process is valuable on its own; every child deserves the chance to express him- or herself through words, sounds, and images, even if most will never write, perform, or draw professionally. Having these experiences, we believe, changes the way youth think about themselves and alters the way they look at work created by others. In this session Mike King will present the art of digital storytelling as it applies to project based learning and authentic assessment. Participants will learn how to create digital mash-ups in a storyboard through the use of avatars, creative common picture searches, record written narratives in audacity, royalty free music and how to develop a digital story in MovieMaker, and or Photostory3.
This document appears to be a presentation about using wikis for digital discipleship and lifelong learning. It includes an opening prayer, information about the presenters, an overview of the class process which will teach participants how to use wikis and Wikispaces.com. Examples are provided of existing educational wikis and how wikis can be used as collaborative and flexible tools to support participatory learning. The presentation concludes with assignments for participants to continue the discussion on their class blog and wiki.
This document discusses building an online community through blogging. It recommends leaving comments on other blogs, using consistent linking phrases, sharing content on social media, responding to comments, and participating in linkups. Moderating comments, linking back to other blogs, and inviting guest bloggers are also suggested as ways to build an online community around a blog. The document emphasizes regularly interacting with other bloggers and readers to foster engagement and connections.
This document outlines a presentation on digital discipleship and using social media for faith formation. It discusses utilizing social media to build online faith communities, becoming lifelong learners in the digital age, and various social media tools that can be used. It also addresses different levels of participation in social media, from spectators to creators, and best practices for using social media in a faith context, including modeling positive behavior and maintaining a safe online environment. The goal is to equip participants to evangelize and use new media to spread the faith.
This document outlines the requirements and deadlines for the Digital Discipleship Boot Camp (DDBC) Capstone Project. The Capstone Project involves three phases: 1) submitting a proposal by September 25th, 2) implementing the proposed project between September 25th and November 24th, and 3) submitting a written essay, article for publication, and CEU application by December 5th. The goal of the Capstone Project is for students to apply what they have learned in DDBC and create a final project that integrates technology in their ministry. Students are encouraged to brainstorm project ideas and discuss them.
The document repeats the phrase "This is an example text" multiple times and includes instructions to replace the example text with one's own text. It also contains references to a multi-sided diagram.
This document provides an overview of a presentation on digital storytelling as a teaching tool. It discusses defining digital storytelling, the elements of an effective digital story, and tools for creating short digital stories. Attendees are instructed to create a 30-second digital story on a topic related to the Pope's encyclical on the environment and post the link. The presentation aims to demonstrate how digital storytelling can engage diverse learning styles and promote sharing information through multimedia.
This document provides an overview of a presentation on digital storytelling for evangelization. The objectives are to understand storytelling as a teaching tool, identify elements of storytelling, demonstrate digital tools for creating short videos, and design student assignments involving research and perspective. The presentation covers definitions of digital storytelling, focuses on YouTube-style stories, and provides guidance on creating a 30-second video including writing a script, storyboarding, gathering materials, using tools like Animoto, getting feedback, and sharing the final video. The goal is to appeal to different learning styles and research topics from a particular point of view.
This document provides an overview of a presentation on digital storytelling for evangelism. The presentation covers defining digital storytelling, its elements, and tools for creating digital stories. Attendees are instructed to create a 30-second digital story on a topic related to the Pope's encyclical Laudato Si to practice the techniques discussed. Examples of digital stories created by past participants are also provided. The goal is to learn how to use digital storytelling as an effective method for teaching, learning, and evangelism.
This document provides an overview of digital storytelling as a teaching tool. It discusses using digital tools like word processing, blogs, wikis, podcasting and photo/video tools to create digital stories. Examples of how digital stories can be used in religious education are provided, such as retelling Sunday gospel readings or creating a photo storybook of the stations of the cross. Steps for creating digital stories like deciding on a topic, writing a storyboard and finding images/music are outlined. Various free online tools and resources for creating and publishing digital stories are also listed.
This document introduces digital storytelling and provides guidance on creating digital stories. It explains that digital stories are a 21st century way to tell stories using various digital media like graphics, sound, and video. Creating digital stories allows students to apply new technical skills. The document outlines the four P's of creating digital stories: plan, produce, publish, and promote. It also provides examples of tools that can be used to create digital stories, such as Photo Story and VoiceThread. Elements to consider for an effective digital story include point of view, a dramatic question, emotional content, voice, soundtrack, economy, and pacing.
This document provides an overview of a presentation on digital storytelling. The presentation covers the elements of storytelling, tools for creating digital stories like iMovie and Audacity, and resources for finding images, audio, and music to include in digital stories under Creative Commons licensing. The presentation also outlines the steps students can take to write and develop their own digital stories.
The document provides an overview of a webinar on digital storytelling. The webinar aims to describe storytelling as a teaching, learning, and evangelizing tool. It identifies the elements of storytelling and demonstrates internet production tools for creating digital stories. The webinar also discusses designing student assignments involving research and creating stories from different points of view to appeal to diverse learning styles.
Digital storytelling involves creating a short, first-person narrative using recorded voice, images, and music. It is a process that includes choosing a topic, writing a script, collecting resources like images and audio, developing a storyboard, importing content into video editing software, recording a voiceover, adding music, and finalizing the digital story. Digital storytelling has various educational benefits for students, such as developing visual and multimedia literacy, providing authentic learning experiences, and teaching technology and information literacy skills. Educators can leverage digital storytelling by using it as an instructional tool and assessment method or having students create digital stories.
This document introduces digital storytelling and provides guidance on creating digital stories. It explains that digital stories are a 21st century way to tell stories using various digital media like graphics, sound, and video. The document outlines the four Ps of creating digital stories: plan your story, produce it using digital tools, publish it online, and promote it by sharing. A variety of free and easy-to-use digital storytelling tools are also described.
Social networks communities for christ pdf 2014 for upload to slideshareDigital Disciple Network
- The document outlines a presentation for a Digital Discipleship Boot Camp that trains people to use social media and new technologies for faith formation and evangelization.
- It will provide training on using tools like blogs, wikis and social media to build online faith communities and discuss how to utilize these platforms for catechesis and evangelization.
- The boot camp will help participants develop digital literacy skills and provide models for using new media to enhance religious learning and outreach.
The document discusses how various technologies were used in a film project. Art of Titles and Netflix were used for research inspiration. Scoop.it was used to research articles on kidnappings. Google Forms was used to create audience questionnaires. YouTube was used to upload videos. Photoshop and Final Cut Pro were used for editing. A Canon camera and Manfrotto tripod were used for filming. Google Maps and Blogger were also utilized.
Historically, we have valued creative writing or art classes because they help to identify and train future writers and artists, but also because the creative process is valuable on its own; every child deserves the chance to express him- or herself through words, sounds, and images, even if most will never write, perform, or draw professionally. Having these experiences, we believe, changes the way youth think about themselves and alters the way they look at work created by others. In this session Mike King will present the art of digital storytelling as it applies to project based learning and authentic assessment. Participants will learn how to create digital mash-ups in a storyboard through the use of avatars, creative common picture searches, record written narratives in audacity, royalty free music and how to develop a digital story in MovieMaker, and or Photostory3.
A digital story is a 21st century way of telling a story using digital media like graphics, sound, video and animation. Digital stories are created using a four step process: plan, produce, publish and promote. Different types of digital stories include still comics, animation comics, picture books and multimedia stories. Creating digital stories in the classroom appeals to millennial students and allows them to develop important skills like writing, producing media, publishing and promoting. Sources of media and places to find existing digital stories are also discussed.
This document provides an introduction to digital storytelling. It explains that digital stories are a 21st century way to tell stories using various digital media like graphics, sound, narration and video. Digital storytelling allows students to apply traditional skills like writing, research, and communication to a new medium. The document outlines the four P's of creating a digital story: plan, produce, publish, and promote. It also provides examples of free digital storytelling tools like PhotoStory, Glogster and Animoto and encourages readers to consider elements like point of view, dramatic question, and pacing when crafting their own digital stories.
This document is a presentation on using wikis for digital discipleship. It introduces wikis and their basic features. It provides examples of educational wikis and how they can be used for collaborative learning and participatory culture. The presentation encourages participants to contribute to a class wiki, discuss using wikis in catechesis, and review standards for technology in education.
This document provides an overview of a presentation on digital storytelling for evangelism. The objectives are to describe storytelling as a teaching tool, identify elements of storytelling, demonstrate digital tools for creating short videos, and design student assignments involving researched stories. Digital storytelling combines story with visuals, text, audio and video. YouTube-style short videos are discussed as a format. Participants will create a 30-second video on a topic related to the Pope's environmental encyclical. The process involves planning content, choosing a tool like Animoto or WeVideo, writing a script, and storyboarding with images.
An interactive documentary can take many forms using multimedia like photos, text, audio and animations to offer an interactive experience controlled by the viewer. They can have linear structures or be user-navigated. Challenges include collaborating across skills, limited bandwidth in Australia, and ongoing costs, but advantages are convergence across platforms, low production costs, worldwide accessibility, and instant audience contact through social media. The key is choosing an engaging story and accessible technology.
The document discusses using Web 2.0 tools in catechetical classrooms and ministries. It provides an overview of a webinar on the topic, covering 10 specific tools: Delicious, Skype, Dropbox, SlideShare, Wordle, Google Forms, Geocaching, 30hands, Google Drive, and Glogster. The webinar encourages participants to try the tools and provides deadlines for a capstone project on implementing a Web 2.0 tool in their ministry.
Similar to Digital Storytelling - Winter 2014 (20)
This document provides an orientation for participants in the Digital Disciple Boot Camp (DDBC). It introduces the presenters and overview of the program. The DDBC will help participants develop competencies to become digital disciples, including areas like digital citizenship, curation, communication, evangelization and catechesis. Participants can take part at different levels from introductory to pastoral technology certification. The program will involve webinars, blogs, Microsoft Teams collaboration, and independent lab work to set up accounts and learn tools. It outlines the schedule including optional practice sessions, the orientation webinar, and self-paced lab video modules to set up accounts on platforms like Facebook, Twitter, and WordPress. Coaches will
This webinar discusses the capstone project for the Digital Discipleship Boot Camp program. The capstone project involves implementing a technology-focused project in three phases: a proposal, implementation, and final essay/article. Participants brainstorm possible projects for faith communities and learn about integrating technology to enhance community building. The goals and requirements of each project phase are reviewed.
The document discusses 10 ideas for using Web 2.0 tools in catechetical classrooms and ministries. It introduces tools like Pinterest for curating content, join.me for online meetings, Padlet for classroom collaboration, Google Forms for surveys, Socrative for assessments, Canva for design, QR codes on mobile devices, using images from Pixabay, and geocaching as an activity. The document provides examples of how each tool can be applied and customized for faith formation.
This document provides an overview of websites for ministry. It discusses why ministries need websites, different tools for building websites like WordPress, WIX and Blogger. It covers website basics like domains, URLs, and parts of a website. The document also discusses choosing a website name, content management systems, editing tools, and using websites for ministry purposes. It provides examples of parish vs ministry websites and reviews copyright permissions and attribution requirements.
This document provides an overview of a presentation on using mobile devices for ministry. It discusses embracing new technologies rather than fearing them. Mobile devices can be used as tools for learning, data collection, and collaboration. Examples of apps that could be used for mobile evangelization and catechesis are provided, such as those for video editing, blogging, and photo sharing. Etiquette and competencies around digital citizenship, communication, and mobile ministry are covered. The document examines whether a parish is ready to utilize these technologies and provides examples of how mobile devices can be used for knowledge construction, interviews, and collaborative communication.
This document discusses collaboration tools and wikis for ministry. It begins by defining collaboration and discussing how Digital Discipleship Boot Camp is collaborative. It then covers objectives which are to understand collaboration, digital discipleship competencies related to collaboration, learn about wikis and how to embed media in PBWorks. It discusses barriers to collaboration and digital discipleship competencies. It provides an overview of wikis including their strengths for educational use and flexibility. It demonstrates how to embed tools like videos and forms in wikis. Homework includes engaging with the class blog and wiki to brainstorm ideas and share learning.
This document provides an overview of a presentation on social networking and building online faith communities. The presentation covers topics like different levels of participation in social media, utilizing popular tools like Facebook and Twitter, understanding digital footprints, and modeling best practices. The overall aim is to equip participants to use social media to create communities centered around Christ and continue engaging online after the training concludes.
This document provides an orientation for participants in the Digital Discipleship Boot Camp (DDBC). It introduces the DDBC team and overview the schedule, modules, and expectations for the program. Participants are expected to set up accounts on various online tools like WordPress, PBWorks, Twitter and Facebook by certain deadlines in order to fully participate. The orientation emphasizes getting help from assigned coaches if needed. The goal of DDBC is to help participants become digital disciples by learning skills for online ministry and evangelization.
This document provides an overview and instructions for using GoToWebinar, including how to register for and participate in webinars. It outlines the control panel features for audio settings, asking questions, polls, handouts, and getting help. It also includes the schedule for the Digital Discipleship Boot Camp webinar modules in June-September 2018.
This document provides instructions for students to access and navigate a private WordPress class blog for a Digital Discipleship Boot Camp. It outlines how to create a WordPress account, request access to the private class blog, complete one's profile, and comment on blog posts. The goal is for students to become familiar with the class blog interface and participate in online discussions about modules and assignments.
This document is a presentation on using Twitter for ministry purposes. It covers how to create a Twitter account and adjust privacy settings. Key Twitter terms are defined such as tweets, following, followers, hashtags and retweets. The navigation of Twitter is explained along with how to find and interact with other users. Ways to search for people to follow and learn more about Twitter through tutorials and help resources are also outlined. The goal is to help participants understand how to use Twitter as a tool for digital discipleship.
This document provides an overview of using a PBWorks wiki for a Digital Discipleship Boot Camp class. It explains that a wiki is a collaborative website that will be used for class homework. It outlines the steps to create a PBWorks account, join the class wiki, and demonstrates basic features of PBWorks like navigating pages, editing wiki pages, and commenting. The goal is for students to understand how to complete and submit assignments through the class wiki.
This document provides instructions for setting up a Gravatar account and profile. It explains what a Gravatar is, how to create a Gravatar account, how to upload a profile photo and set display details. It also discusses how Gravatar profiles can be linked to WordPress sites and blogs to display user photos and information.
This document provides instruction on setting up and using a Facebook account. It outlines the objectives of creating an account, joining the Digital Discipleship Boot Camp Facebook group, and demonstrating basic Facebook features. It discusses privacy settings and the differences between Facebook pages and groups. Step-by-step instructions are provided for creating an account and connecting with the Boot Camp group.
This document provides an overview of the capstone project for the Digital Discipleship Boot Camp. The capstone project has three phases: a proposal due May 25th, project implementation between May 26th and July 25th, and an essay and article due August 8th. The capstone is meant to apply what was learned in the boot camp and demonstrate how technology can build community. Ideas are brainstormed and rubrics and guidelines are provided to help complete the capstone.
The document discusses using Web 2.0 tools in catechetical and ministry settings. It introduces 10 tools, including Pinterest for social networking, join.me for online meetings, Padlet for project collaboration, WordClouds.com for word clouds, Google Forms for online surveys, Socrative for assessments, Canva for graphics/design, QR codes on mobile devices, Pixabay for digital images, and geocaching as an outside tool. The presentation provides examples of how each tool can be applied and encourages participants to try different tools in their own ministries.
The document discusses websites for ministry and provides guidance on developing an effective ministry website. It covers topics such as determining why a ministry needs a website, common website platforms like WordPress and WIX, basic website design principles, and legal issues around content and copyright permissions. The overall objective is to help participants understand how to create a well-designed website that achieves the goals of their ministry while following relevant laws.
This document provides an overview of a webinar on using mobile devices for ministry. It discusses the types of mobile devices commonly used, including phones and tablets from Apple, Microsoft, Google and Amazon. It addresses why mobile devices are useful for ministry work due to their ubiquity, ease of use and affordability. The webinar covers how to embrace new technologies rather than fear them and provides examples of apps that can be used for various ministry tasks, such as recording podcasts. It also discusses best practices for using mobile devices in ministry, including digital etiquette and acceptable use policies.
This document is a presentation about wikis and their uses for ministry. Some key points:
- Wikis allow for online collaboration and interaction between users. They can be used as tools for faith formation topics and discussions.
- Wikis have strengths like being web-based, collaborative in nature, and flexible for various types of content. They are well-suited for educational uses.
- Some weaknesses include the initial setup process, need for monitoring content, and reliance on ads for free platforms. Wikis also have a learning curve for new users.
- Examples are provided of wikis used for catechist resources, book exchanges, and educational purposes like sharing lesson plans and activities. Wikis
This document provides an overview of a training module on social networking for faith-based communities. It discusses utilizing social media like Facebook, Twitter and blogs to build online faith communities. It covers concepts like participatory culture, different levels of participation in social media from spectators to creators, and how to use specific tools safely and effectively for ministry and faith formation. Recommendations are provided for using hashtags, sharing resources, and translating church teachings for digital spaces.
A Strategic Approach: GenAI in EducationPeter 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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
68. In the chat or question box, respond to the
following question -
http://undercdn.under30media.netdna-cdn.com/wp-content/uploads/2014/01/Video-Skills.jpg