Presentation on the use of digital storytelling as a strategy for crating digital cases. Given to the Harvard Business School Brain Gain Speaker series in August 2007.
Presentation given by Gail Matthews-DeNatale, Sylvia Maxfield, Melissa Perna, and Melissa Makofske to the Harvard Business School "Brain Gain" presentation series.
The document discusses the educational value of digital storytelling. It notes that stories are powerful ways for people to remember and explain things. The document then describes how digital storytelling is being used at Simmons College, including as introductory and culminating assignments. Student feedback indicates they found digital storytelling engaging and memorable. The document also examines what story creators say about the process, relating it to embodied learning principles. It suggests digital storytelling allows for reflection, expression across media, and connecting learning to other experiences.
Haiku Deck is a presentation tool that allows users to create Haiku style slideshows. The tool encourages users to get started making their own Haiku Deck presentations which can be shared on SlideShare. In just a few sentences, it pitches the idea of using Haiku Deck to easily create visual presentations.
El Casio EBQ-510 es un reloj inteligente básico que se conecta al teléfono a través de Bluetooth para mostrar dos zonas horarias y ayudar a encontrar el teléfono. Los teléfonos plegables podrían debutar en 2016 según Samsung, con pantallas transparentes que crean un espacio virtual. Un consorcio español investiga un retrovisor 3D para coches que proporciona una imagen tridimensional del entorno mediante una cámara plenóptica.
The document discusses active and passive sentences. It provides examples of sentences written in the active and passive voice and explains how to transform sentences between the two voices. Key points include:
- Active sentences identify the subject performing the action, while passive sentences omit or obscure the actor.
- To make a sentence passive, use the appropriate form of "to be" plus the past participle of the main verb.
- Passive voice is used when the actor is unknown or unimportant. Active voice is preferred for clarity and engagement unless there is a reason to use passive.
Desde el punto de vista de la autora, proporciona estrategias para el trabajo colaborativo dentro del aula, como por que y como se aprende en colaboración
A Creative Confluence: When Educational Products & Youth Programming CollideBarry Joseph
This document summarizes a conference about combining educational youth programs and products at museums. Representatives from the American Museum of Natural History, Museum of Fine Arts Boston, and Art Institute of Chicago discussed their teen programs and challenges aligning educational and product goals. Attendees participated in pitching sessions and discussed strategies for evaluating program impact, turning missions into products, and incorporating reflection to improve practices. Lessons included emphasizing teen voices, supporting without exploiting, and being transparent while also taking risks.
Presentation given by Gail Matthews-DeNatale, Sylvia Maxfield, Melissa Perna, and Melissa Makofske to the Harvard Business School "Brain Gain" presentation series.
The document discusses the educational value of digital storytelling. It notes that stories are powerful ways for people to remember and explain things. The document then describes how digital storytelling is being used at Simmons College, including as introductory and culminating assignments. Student feedback indicates they found digital storytelling engaging and memorable. The document also examines what story creators say about the process, relating it to embodied learning principles. It suggests digital storytelling allows for reflection, expression across media, and connecting learning to other experiences.
Haiku Deck is a presentation tool that allows users to create Haiku style slideshows. The tool encourages users to get started making their own Haiku Deck presentations which can be shared on SlideShare. In just a few sentences, it pitches the idea of using Haiku Deck to easily create visual presentations.
El Casio EBQ-510 es un reloj inteligente básico que se conecta al teléfono a través de Bluetooth para mostrar dos zonas horarias y ayudar a encontrar el teléfono. Los teléfonos plegables podrían debutar en 2016 según Samsung, con pantallas transparentes que crean un espacio virtual. Un consorcio español investiga un retrovisor 3D para coches que proporciona una imagen tridimensional del entorno mediante una cámara plenóptica.
The document discusses active and passive sentences. It provides examples of sentences written in the active and passive voice and explains how to transform sentences between the two voices. Key points include:
- Active sentences identify the subject performing the action, while passive sentences omit or obscure the actor.
- To make a sentence passive, use the appropriate form of "to be" plus the past participle of the main verb.
- Passive voice is used when the actor is unknown or unimportant. Active voice is preferred for clarity and engagement unless there is a reason to use passive.
Desde el punto de vista de la autora, proporciona estrategias para el trabajo colaborativo dentro del aula, como por que y como se aprende en colaboración
A Creative Confluence: When Educational Products & Youth Programming CollideBarry Joseph
This document summarizes a conference about combining educational youth programs and products at museums. Representatives from the American Museum of Natural History, Museum of Fine Arts Boston, and Art Institute of Chicago discussed their teen programs and challenges aligning educational and product goals. Attendees participated in pitching sessions and discussed strategies for evaluating program impact, turning missions into products, and incorporating reflection to improve practices. Lessons included emphasizing teen voices, supporting without exploiting, and being transparent while also taking risks.
The document discusses the use of digital storytelling at Simmons College. It describes how digital stories are used in first year courses, capstone experiences, and by faculty. Student feedback indicates that creating digital stories was a memorable, engaging experience that improved understanding more than traditional papers. The document also explores what students learn from making stories and assessing digital stories. It argues that digital storytelling encourages reflection, helps students articulate learning, and makes learning memorable.
The document discusses the use of digital storytelling at Simmons College. It provides examples of how digital stories are used in assignments and by faculty. It then shares perspectives from students who have created digital stories. They discuss what the process of creating a digital story feels like and the educational benefits they experienced. The document also provides theoretical frameworks around digital storytelling and reflections on its educational value based on feedback from learners and faculty.
This document discusses using digital storytelling to support student learning and meaning making. It provides examples of how digital stories have been used in different academic contexts, such as to document student experiences, demonstrate conceptual understanding, and reflect on course learning. The document also reflects on the benefits of digital storytelling for learning, such as encouraging reflection, demonstrating learning progression, and engaging students through an authentic process. Educators are challenged to help students spend more time reflecting, articulate what they are learning, and make their learning memorable through approaches like digital storytelling.
An overview of some thoughts on effective teaching practice with a focus on literacy, emerging technologies and the needs of current and future millennial learners.
Designing the next generation of HSC coursesgrainne
This document discusses approaches to designing higher education courses. It begins by outlining the context of course design and factors impacting design like technology trends, societal changes, and student expectations. It then discusses learning design frameworks and strategies, including mapping tools and activities to different types of learning. Finally, it covers the Open University's Learning Design project which developed tools and resources to support the design process through user research and workshops. The overall goal is to provide guidance on designing innovative courses that make effective use of tools and pedagogy.
This document discusses how digital storytelling learning projects can engage and inspire students. It provides examples of digital stories created by students of various ages on different topics. Digital storytelling combines storytelling with digital graphics, audio, and video. It has many educational benefits, such as encouraging research, developing critical thinking and writing skills, and helping students retain knowledge. When combined with project-based learning, digital storytelling can further improve learning outcomes. Guidelines are provided for crafting digital stories, such as finding a compelling story, mapping it out, and using vivid language and emotion.
CORE Education Breakfast series 2014 | Digitising appraisal and inquiryKaren Spencer
These slides accompany the CORE Breakfast series I am facilitating in 2014. Full information and further links here: http://karenmelhuishspencer.com/2014/02/25/my-core-breakfasts-2014-digitising-professional-learning-or-not/
All images used are under CC licences and these, plus references, are in the presenters' notes.
The document contains information about the learner's portfolio in educational technology. It discusses different views of educational technology including the physical, behavioral, and integrated system views. It also defines educational technology according to the Association for Educational Communications and Technology. The document examines technology as both a boon and bane and concludes that technology is necessary and beneficial. It provides examples of how technology can support different roles in learning.
Originally put this presentation together in 2005 as a proposal to change the traditional classroom. The Internet, mobility, and Bring Your Own Device (BYOD) are the major changes that have taken place. Schools and classrooms...pretty much the same.
The document discusses the challenges of implementing whole-school change, including managing differing visions, building understanding and ownership, and aligning resources and professional development. It emphasizes the importance of a clear vision, shared leadership, a cohesive community, and authentic learning experiences to guide successful transformation.
This document discusses the need for changes in education to better prepare students for the future. It notes that the world, students, and schools have all shifted significantly since the past. New literacies and skills are needed, like being multiliterate, active content creators, and able to collaborate globally. Learning is becoming more connected and less confined to the classroom. Teachers are encouraged to shift from a teaching focus to a learning focus and view themselves as curriculum designers. Technology should be used innovatively to transform learning rather than just be added on or used mechanically.
The document outlines plans for a new school called EDIFY that focuses on STEAM, flow, and independent learning. The school's mission is to provide joyful learning experiences that develop students into independent learners, critical thinkers, and problem solvers with good character. Key aspects include the EDIFY program for self-paced skill building, project-based learning studios, and test preparation without tutors. Facilities would include makerspaces, multimedia labs, and art studios to support hands-on learning.
The document discusses the pedagogy of FutureLearn and how learners learn online. It explores evidence-based strategies like spaced learning and questioning what is learned. Storytelling, conversation, and visible progress are highlighted as key aspects of FutureLearn's pedagogy. The role of social interaction in catalyzing learning is also discussed. The document considers how certain educational methods can improve with massive scale online learning environments through techniques like peer review and collaborative documents.
Digital storytelling refers to using computer tools to tell stories or present ideas in a narrative, multimedia format. It can combine elements like timelines, audio, video and images. Digital storytelling has benefits in schools by creating meaningful learning opportunities for students. It allows students to showcase their own learning and skills while developing technical, research and writing abilities. Elements like point of view, emotional content, pacing and soundtrack are important to an effective digital story. Photo essays also use a series of images to tell a visual narrative or story without words. Information technology uses devices to store, process and exchange electronic data and information, providing relevant information to managers and employees for decision making. It allows organizations to build customer relationships and interact with external partners.
The document discusses digital storytelling, which uses multimedia tools to enhance written stories. Digital storytelling can be used to tell different types of stories for various purposes, such as explaining historical events or scientific concepts. It benefits students by helping them communicate effectively, develop technology skills, and strengthen their creativity. The process of creating a digital story involves brainstorming ideas, scripting, storyboarding, gathering resources, assembling the product, and distributing it. Available technologies for digital storytelling include blogs, audio and visual tools, and presentation software.
The first mistake of many online programs is that they try to replicate something we do in face-to-face classes, mapping the (sometimes pedagogically-sound, sometimes bizarre) traditions of on-ground institutions onto digital space.
We need to recognize that online learning uses a different platform, builds community in different ways, demands different pedagogies, has a different economy, functions at different scales, and requires different choices regarding curriculum than does on-ground education. Even where the same goal is desired, very different methods must be used to reach that goal.
Building coherent digital identity with a digital storytellingBeata Jones
The presentation discusses how a digital storytelling ePortfolio can bring coherence to one’s digital identity, showcasing a Digication exemplar portfolio and discussing strategies for structuring an effective digital identity development ePortfolio learning context.
Presentation given for a panel presentation at the AAC&U 2019 meeting. Abstract: In this panel presentation, three institutions explored how ePortfolio curriculum prompts new ways of thinking about education. In Northeastern University’s online master’s education program, students draw from and transform their earlier “learning ePortfolios” into professional ePortfolios showing accomplishment and career readiness. Key to this transition are four critical moves: remembering, analyzing, envisioning, and synthesizing. In Florida State University’s Rhetoric and Composition ePortfolio, a signature practice is selection, supported by an ePortfolio curatorial process helping students make decisions about what’s to select for the ePortfolio and what to leave behind. Across all three programs, students report that these supportive practices are fundamental.
What can we learn about ePortfolio programs by listening to graduates?Gail Matthews-DeNatale
AAC&U 2017 Presentation Abstract: The ePortfolio community has long been dedicated to documenting, analyzing, and communicating the value of ePortfolios in higher education. But what happens to our students after they graduate? How do alumni perceive the value of their ePortfolio experience? Do they incorporate evidence-based, multimodal, and metacognitive practices into their daily life and work, and if so in what ways? What other insights might they share? This session will present the prominent themes that emerged during interviews and email exchanges with graduates from Northeastern University and Florida State University. The session will also include time for attendees to explore how they might incorporate alumni outreach into their own ePortfolio work and research.
The document discusses the use of digital storytelling at Simmons College. It describes how digital stories are used in first year courses, capstone experiences, and by faculty. Student feedback indicates that creating digital stories was a memorable, engaging experience that improved understanding more than traditional papers. The document also explores what students learn from making stories and assessing digital stories. It argues that digital storytelling encourages reflection, helps students articulate learning, and makes learning memorable.
The document discusses the use of digital storytelling at Simmons College. It provides examples of how digital stories are used in assignments and by faculty. It then shares perspectives from students who have created digital stories. They discuss what the process of creating a digital story feels like and the educational benefits they experienced. The document also provides theoretical frameworks around digital storytelling and reflections on its educational value based on feedback from learners and faculty.
This document discusses using digital storytelling to support student learning and meaning making. It provides examples of how digital stories have been used in different academic contexts, such as to document student experiences, demonstrate conceptual understanding, and reflect on course learning. The document also reflects on the benefits of digital storytelling for learning, such as encouraging reflection, demonstrating learning progression, and engaging students through an authentic process. Educators are challenged to help students spend more time reflecting, articulate what they are learning, and make their learning memorable through approaches like digital storytelling.
An overview of some thoughts on effective teaching practice with a focus on literacy, emerging technologies and the needs of current and future millennial learners.
Designing the next generation of HSC coursesgrainne
This document discusses approaches to designing higher education courses. It begins by outlining the context of course design and factors impacting design like technology trends, societal changes, and student expectations. It then discusses learning design frameworks and strategies, including mapping tools and activities to different types of learning. Finally, it covers the Open University's Learning Design project which developed tools and resources to support the design process through user research and workshops. The overall goal is to provide guidance on designing innovative courses that make effective use of tools and pedagogy.
This document discusses how digital storytelling learning projects can engage and inspire students. It provides examples of digital stories created by students of various ages on different topics. Digital storytelling combines storytelling with digital graphics, audio, and video. It has many educational benefits, such as encouraging research, developing critical thinking and writing skills, and helping students retain knowledge. When combined with project-based learning, digital storytelling can further improve learning outcomes. Guidelines are provided for crafting digital stories, such as finding a compelling story, mapping it out, and using vivid language and emotion.
CORE Education Breakfast series 2014 | Digitising appraisal and inquiryKaren Spencer
These slides accompany the CORE Breakfast series I am facilitating in 2014. Full information and further links here: http://karenmelhuishspencer.com/2014/02/25/my-core-breakfasts-2014-digitising-professional-learning-or-not/
All images used are under CC licences and these, plus references, are in the presenters' notes.
The document contains information about the learner's portfolio in educational technology. It discusses different views of educational technology including the physical, behavioral, and integrated system views. It also defines educational technology according to the Association for Educational Communications and Technology. The document examines technology as both a boon and bane and concludes that technology is necessary and beneficial. It provides examples of how technology can support different roles in learning.
Originally put this presentation together in 2005 as a proposal to change the traditional classroom. The Internet, mobility, and Bring Your Own Device (BYOD) are the major changes that have taken place. Schools and classrooms...pretty much the same.
The document discusses the challenges of implementing whole-school change, including managing differing visions, building understanding and ownership, and aligning resources and professional development. It emphasizes the importance of a clear vision, shared leadership, a cohesive community, and authentic learning experiences to guide successful transformation.
This document discusses the need for changes in education to better prepare students for the future. It notes that the world, students, and schools have all shifted significantly since the past. New literacies and skills are needed, like being multiliterate, active content creators, and able to collaborate globally. Learning is becoming more connected and less confined to the classroom. Teachers are encouraged to shift from a teaching focus to a learning focus and view themselves as curriculum designers. Technology should be used innovatively to transform learning rather than just be added on or used mechanically.
The document outlines plans for a new school called EDIFY that focuses on STEAM, flow, and independent learning. The school's mission is to provide joyful learning experiences that develop students into independent learners, critical thinkers, and problem solvers with good character. Key aspects include the EDIFY program for self-paced skill building, project-based learning studios, and test preparation without tutors. Facilities would include makerspaces, multimedia labs, and art studios to support hands-on learning.
The document discusses the pedagogy of FutureLearn and how learners learn online. It explores evidence-based strategies like spaced learning and questioning what is learned. Storytelling, conversation, and visible progress are highlighted as key aspects of FutureLearn's pedagogy. The role of social interaction in catalyzing learning is also discussed. The document considers how certain educational methods can improve with massive scale online learning environments through techniques like peer review and collaborative documents.
Digital storytelling refers to using computer tools to tell stories or present ideas in a narrative, multimedia format. It can combine elements like timelines, audio, video and images. Digital storytelling has benefits in schools by creating meaningful learning opportunities for students. It allows students to showcase their own learning and skills while developing technical, research and writing abilities. Elements like point of view, emotional content, pacing and soundtrack are important to an effective digital story. Photo essays also use a series of images to tell a visual narrative or story without words. Information technology uses devices to store, process and exchange electronic data and information, providing relevant information to managers and employees for decision making. It allows organizations to build customer relationships and interact with external partners.
The document discusses digital storytelling, which uses multimedia tools to enhance written stories. Digital storytelling can be used to tell different types of stories for various purposes, such as explaining historical events or scientific concepts. It benefits students by helping them communicate effectively, develop technology skills, and strengthen their creativity. The process of creating a digital story involves brainstorming ideas, scripting, storyboarding, gathering resources, assembling the product, and distributing it. Available technologies for digital storytelling include blogs, audio and visual tools, and presentation software.
The first mistake of many online programs is that they try to replicate something we do in face-to-face classes, mapping the (sometimes pedagogically-sound, sometimes bizarre) traditions of on-ground institutions onto digital space.
We need to recognize that online learning uses a different platform, builds community in different ways, demands different pedagogies, has a different economy, functions at different scales, and requires different choices regarding curriculum than does on-ground education. Even where the same goal is desired, very different methods must be used to reach that goal.
Building coherent digital identity with a digital storytellingBeata Jones
The presentation discusses how a digital storytelling ePortfolio can bring coherence to one’s digital identity, showcasing a Digication exemplar portfolio and discussing strategies for structuring an effective digital identity development ePortfolio learning context.
Presentation given for a panel presentation at the AAC&U 2019 meeting. Abstract: In this panel presentation, three institutions explored how ePortfolio curriculum prompts new ways of thinking about education. In Northeastern University’s online master’s education program, students draw from and transform their earlier “learning ePortfolios” into professional ePortfolios showing accomplishment and career readiness. Key to this transition are four critical moves: remembering, analyzing, envisioning, and synthesizing. In Florida State University’s Rhetoric and Composition ePortfolio, a signature practice is selection, supported by an ePortfolio curatorial process helping students make decisions about what’s to select for the ePortfolio and what to leave behind. Across all three programs, students report that these supportive practices are fundamental.
What can we learn about ePortfolio programs by listening to graduates?Gail Matthews-DeNatale
AAC&U 2017 Presentation Abstract: The ePortfolio community has long been dedicated to documenting, analyzing, and communicating the value of ePortfolios in higher education. But what happens to our students after they graduate? How do alumni perceive the value of their ePortfolio experience? Do they incorporate evidence-based, multimodal, and metacognitive practices into their daily life and work, and if so in what ways? What other insights might they share? This session will present the prominent themes that emerged during interviews and email exchanges with graduates from Northeastern University and Florida State University. The session will also include time for attendees to explore how they might incorporate alumni outreach into their own ePortfolio work and research.
This document provides an overview of a graduate-level course on open education. The course introduces students to the philosophical foundations and principles of open learning as well as essential proficiencies for open educators. These proficiencies include understanding the origins and context of open education, developing information fluency to evaluate open resources, curating resources to support learning outcomes, designing open learning experiences, using educational technology, and incorporating open pedagogy. Through assignments like analyzing the history of openness, crowdsourcing resources, designing a mini open online course (MOOC), and facilitating a participatory learning experience, students develop skills in each proficiency area. Student reflections indicate the course helped shift their perspectives on education and increased their confidence in designing engaging
Enduring Impact What can we learn about ePortfolios by listening to program g...Gail Matthews-DeNatale
The document discusses research into ePortfolios by interviewing graduates of an online master's in education program. It focuses on how alumni describe their ePortfolio experience and what was distinctive and memorable about using ePortfolios for learning. Key discoveries included that ePortfolios helped support self-directed learning by allowing graduates to weave together personal and educational aspects of their lives. Graduates also noted the fluidity of perceived audiences for their ePortfolios, seeing them as resources for themselves, future students, others in their program, professionals in the field, supervisors, and organizational leaders.
Enduring Impact: What can we learn about ePortfolios by listening to program ...Gail Matthews-DeNatale
This document discusses research into how alumni of a fully online master's program in education described their experiences using ePortfolios. The researcher interviewed alumni to understand how they described their ePortfolio experience and what was distinctive about their ePortfolio learning. Key discoveries included that alumni felt the ePortfolio helped with self-directed learning by allowing them to integrate personal and educational aspects of their life. Alumni also noted the ePortfolio gave them flexibility in how they perceived their audience for their work.
The document discusses an assignment given to students in the Master of Education program at Northeastern University aimed at helping students personalize and set competency goals. The assignment requires students to research competencies needed in their field, self-assess their current abilities, and develop a personalized competency model (PCM) outlining goals and strategies. Excerpts from student reflections show how the assignment helped one student identify project management skills needed for her dream job and exposed areas of weakness for another student to focus her learning. The summary concludes that one student applied for and was selected to her dream job after completing the assignment.
The Personal Competencies Model: Moving Beyond "One Size Fits All"Gail Matthews-DeNatale
This document introduces the Personal Competencies Model (PCM), which moves beyond a "one size fits all" approach to competencies. The PCM is introduced in a course on eLearning and used at various points to help students revisit and refine their competencies. It involves students researching competencies for their field, assessing their own competencies, and creating a narrative to reflect on areas of strength and growth. An example is provided of how the PCM was used with a higher education administration student. Lessons from initial implementations led to revisions to provide more guidance and examples to help students better connect their research to self-assessment and planning.
Making Student Learning Visible: Using Concept Map Analysis as an Assessment...Gail Matthews-DeNatale
Poster presented at the May 2015 Conference for Advancing Evidence-Based Teaching, Center for Advancing Learning and Teaching Through Research, Northeastern University, Boston, MA
The document summarizes the redesign of a Master's curriculum at Northeastern University. It includes:
- An overview of the redesign process from 2012-2013, which involved defining a program mission and competencies, curriculum mapping, and planning courses and assignments.
- Details on the program competencies, which aim to develop educators who can effect change and anticipate future needs, with a focus on professional skills and understanding the impact of changes.
- Examples of signature assignments and courses that are designed to demonstrate the program competencies through authentic work, including position statements, learning plans, and case studies.
- An explanation of how ePortfolios are used throughout the program to document student learning and development as
This document describes the goals and structure of an online master's program in science education. It aims to help K-8 teachers experience scientific inquiry firsthand, learn to think like scientists, and change how they teach science. The program includes introductory and module courses co-taught by scientists and educators. An example biology exploration course is discussed, highlighting lessons learned about designing online inquiry experiences. It is important for courses to identify central questions, provide opportunities for at-home investigations, and make the scientific process explicit. Data analysis and peer discussion allow students to further evidence gathering and generate theories together. The online environment can enact scientific inquiry, connect to students' lives, and foster discussion through shared differences.
November 2011 presentation given at a day-long assessment workshop co-sponsored by NERCOMP and ELI, titled Innovations in Learning: Measuring the Impact
Guiding Questions: Aligning Online Course Experiences with Teaching and Learn...Gail Matthews-DeNatale
This document summarizes a presentation about aligning the learning management system Vista with teaching and learning goals. It discusses:
1. The presentation provides an overview of how the instructors' philosophy of learning and goals for student learning influenced the design of Vista. It also explains challenges faced and lessons learned.
2. A learning sequence in Vista is described that scaffolds an inquiry-based process through investigations, readings, collaboration, feedback, and reflection. Rubrics are used to assess student work.
3. Both cognitive apprenticeship and engagement are fostered through individual and group work that allows dialogue between students and faculty. Formative assessment guides student learning.
This document provides guidance on qualitative research methods that can be used to understand users' perspectives. It discusses core beliefs of qualitative research like understanding users' lives and involving them in the design process. Common qualitative strategies discussed include surveys, focus groups, observation, interviews, and journal writing. Examples are provided of projects that used various strategies like focus groups, usability testing, and online journal prompts. Additional creative methods are suggested like photo elicitation, role playing, mapping, and shadowing. Tips are offered on conducting interviews, including asking open-ended questions, sequencing questions effectively, and allowing silence for elaboration. The document encourages practicing methods and having groups discuss what approaches would work for their specific research.
This document summarizes a webinar on play-based learning with technology. The webinar objectives were to discuss theories of playful learning, share faculty examples of play-based learning experiences, and provide advice for developing playful learning experiences. The webinar presenters discussed various theories of play and what cognitive processes occur during play, such as improvisation and risk-taking. Faculty from Middle Tennessee State University shared examples of using games and simulations for practice, data manipulation, and role-playing to apply course concepts. The presenters concluded by providing questions to guide the design of successful play-based learning experiences and linking to additional resources.
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.
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.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
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.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
1. “Stories are the
large and small
instruments of
meaning, of
explanation, that
we store in our
memories.”
Joe Lambert / Roger Schank
“Tell me a fact
and I’ll learn.
Tell me a truth
and I’ll believe.
Tell me a story
and I’ll remember
forever.”
Saying
2. Digital Storytelling
Gail Matthews-DeNatale, Ph.D.
Associate Director, Academic Technology
Sylvia Maxfield, Ph.D.
Associate Professor, School of Management
Melissa Perna
Melissa Makofske
School of Management Graduate Students
Simmons College
4. Presentation Overview
1. Gail: What are digital stories?
What does it feel like to make
one? What’s the educational
value?
2. Sylvia: How and why I added a
digital case option to my class.
3. Melissa2
: Our digital case and our
perspective on the experience
5. Part I
What are digital stories?
What does it feel like to make one?
What’s the educational value?
7. In comparison, what are
the similarities/differences
between the experiences
of academic writing and
digital story-making?
8. “Digital stories” are manifestations
(evidence) of student thought
But the same can be said of
writing. What’s so special about
digital storytelling?
10. What’s the value of
(digital) storytelling for
higher education?
11. Challenging Questions for Educators
How can we help students increase
the amount of time they devote to
reflection and critical thinking?
How can we help students articulate
what they are learning?
How can we help students
remember and care about learning?
12. The Value of Digital Storytelling
Memorable, Reflective, Transformative …
13. •Combines visual, aural, and kinesthetic
learning
•Iterative production process encourages
revisiting, reflecting on meaning
•Increases literacy/fluency across media
•Connects prior life experiences, course,
and other co-curricular learning
•Can be shared beyond academia
The Value of Digital Story-Making
15. A Word on the Value of Rubrics
Storyboard/Script Feedback
Criteria
Outstanding Satisfactory Poor Why?
Has A Point (of View)
- purpose
- stance
Engaging
- interesting
- surprising
- thought-provoking
Quality Script/Voice
- well spoken
- good pacing
- music, if any, furthers message
Use of Images/Video
- w. voice, adds new dimension
- visual flow
Wise Economy/Detail
- pacing
- pare away AND
- dig deeper
16. What are the “lessons
learned,” our tips and
recommendations for
support?
17. Inevitability and Importance of
•The Process
(instructional design, feedback)
•Collaboration
(the joys and pitfalls)
•The Experience
(intense and somewhat out of control)
Observations and Recommendations
18. “Those who do not have power
over the story that dominates their
lives, the power to retell it, rethink
it, deconstruct it, joke about it, and
change it as times change, truly
are powerless, because they
cannot think new thoughts. ”
Salman Rushdie
Final Words
Editor's Notes
Have this up as people enter the room
GAIL
This presentation is designed to represent a range of perspectives on digital storytelling in higher education. Present with you today are three “takes”
Support Staff and Instructional Design (Gail)
Faculty (Sylvia)
Student (Melissa and Melissa)
In preparation for this presentation, we interviewed several faculty and students.
GAIL
Thanks to Rachel, Ellen, and Vaughn For lending their voices to this presentation so that you could hear their perspectives.
So, in essence, there are six presenters for this session!!! This is why you may hear more from some of us than from others.
GAIL
Presentation in three parts:
1. Gail: What are digital stories? What does it feel like to make one? What’s the educational value?
2. Sylvia: How and why I added a digital case option to my class.
3. Melissa2: Our digital case and our perspective on the experience.
GAIL
Digital storytelling IN GENERAL is the use of digital media and the Internet to serve storytelling purposes. It could involve web pages, maps, mobile phones … the possibilities are endless.
HOWEVER, “Digital storytelling” has come to mean a 3-5 minute video produced in final cut or iMovie, often using voice-over narrative and still images. It’s a distinct GENRE of video production.
This is because Joe Lambert, of the Center for Digital Storytelling, uses this format for his DS workshops. What follows is an example of a story produced by a faculty member during the 2006 Simmons Faculty Institute.
CLICK TO SEE EXAMPE – WARN THAT IT’S HEAVY
GAIL?
Produced over three days in the context of a summer institute, facilitated by Joe Lambert of the Center for Digital Storytelling
Warn that this is a powerful piece
After video –
Ellen has since used this piece for a number of purposes. She shared it with her brother, which set the stage for a “healing” conversation that she says would not have been possible otherwise
She also presented it at a faculty lunch during which she described the process and benefits with her peers
GAIL?
GAIL?
Why get into this? Two reasons:
1. UNDERSTANDING THE GESTALT OF DIGITAL STORYMAKING IS A RESEARCH INTEREST OF MINE. I don’t think we devote enough attention to how learning _feels_. There is a physicality to experiential learning that can’t – and shouldn’t – be denied. It can be difficult to express in words, but we need to do what we can to understand this aspect of the learning experience. Without a nuanced understanding of how different modes of learning feel, it can be difficult, from an instructional design perspective, to understand what types of learning experiences would be best suited to a particular learning goal.
2. In open-ended interviews with students about their digital story-making experiences, the comparison between writing and digital story-making came up often.
HERE’S WHAT OUR INTERVIEWEES HAD TO SAY (CLICK)
Here is what our interviewees had to say:
TITLE: What’s the difference between writing and digital storytelling?
TITLE: Difference in flow
Vaughn - 00:11:09;26 While you’re writing, either through a keyboard or sitting down and writing in a book, it’s all in your head and coming out through your eyes onto the page. The images that are in your head are becoming the words that your hands are writing. But with iMovie you can take actual images out of the world that you see and show them to other people. 00:11:39;28
Ellen - 00:02:31:? You know it was hard work, but it was good hard work. It was very focused hard work – the kind of thing you can see losing time with. …. Much more time than you have. 00:02:44:17
TITLE: Goes beyond the “five paragraph essay”
Rachel - 00:08:52:? When you’re writing a term paper, you’re just using words and you have a structure to do it. But with storytelling, it’s a completely blank board and you can do whatever you want with it. You have all these thoughts in your head about what you want it to be, and you have all these experiences, and you have your journaling, and other things throughout the way. For you to get across your message and what you’re trying to say in a way that’s visual, audio, and with text, I think is really using different parts of your brain.…Using all the senses vs. just reading it. 00:09:43:?
TITLE: Can represent internal and external worlds
Vaughn - 00:11:52;02 There are so many times when I wish I could record my thoughts, like attach something to my head and let people see what I’m seeing while I’m writing. But with the iMovie I can actually do that. Though it’s not exactly the way I picture it in my head, it’s the best interpretation I can give them. It’s also very real, because it can come out of the actual world 00:12:17;05
GAIL?
GAIL?
Engagement, time on task, refuting and/or refining ideas
Metacognition – understanding how they learn, “owning” their learning, learning how to learn
Making learning both memorable and manageable
DURING INTERVIEWS, WE REALIZED THAT DS ADDRESSES THESE NEEDS IN A PROFOUND MANNER – warn that this is the longest clip of the presentation (CLICK)
Here is what our interviewees had to say:
TITLE: What’s the educational value of digital storytelling?
TITLE: Makes learning memorable
Vaughn - 00:34:34;00 It was a memorable time and this is actually something that I can remember. I can’t remember much else about my life, but I can remember certain parts, and this is one of the things that I remember because I have things to remind me and I did have mishaps, and I did have misadventures, and it made it more fun – it was a great semester. It was a very profound learning curve for me that semester.
00:34:55;00
TITLE: Production process fosters reflection … and transformation
Ellen - 00:08:48:? There was something about working so intensely and in a concentrated fashion with both the dialogue and then matching photographs to it or some kind of visual image that as a producer or whatever, you are, you know you’re so present with the material and the message you’re trying to convey and how you’re trying to convey it and what you want to say that you also have to think much more deeply and complexly about what it is that you want to say.
And I think through that process of analyzing it, you can come up with different versions – gez, I’ve thought about it so much, I actually feel a little bit different about it – now I want to say something different than I thought I was going to say when I started. And I think that’s the feedback loop that the more that you’re with the content and you’re really introspective and you’re reflective about … The telling of the story transforms you and transforms the story. 00:10:00:00
TITLE: Demonstrates the progression of learning
Vaughn - 00:02:35;20 I put a lot of effort into it, but in two different ways. Into one class, and then also into life outside of class. And the movie at the end showed my effort and told my story, not only my story, but the story of the kid whom I was tutoring. It showed progression and it was a marker for that whole semester. And it’s a great thing to have, to keep. 00:03:05;18
TITLE: Encourages clarity of expression
Ellen - 00:28:33:? I think it is also good to help students organize what they want to say because you have to get very clear about what’s the message. What am I trying to say and why am I trying to say this?… a theme in many fields 00:28:34:?
TITLE: Increases student engagement
Rachel -~00:05:18:? I think I was a lot more connected to my final projects than I was with a research paper, because it was really from my thoughts, at the end of the day, after I had done the steps along the way, versus an outline that I had turned in.~00:05:29:10
TITLE: Fosters student-centered, authentic learning
Ellen - 00:14ish:?:? You’re speaking to a larger audience in some way. … thinking about my own beliefs about what people need to succeed in graduate education and how that’s changing … the work has changed … populations people are serving has changed. It doesn’t mean decreasing standards, it means rethinking standards. And so a process that isn’t strictly a written paper speaks to allowing people of very different kinds of learning abilities to engage in something – as opposed to “write this paper, memorize this for a test.
00:16:15:?
GAIL?
Addresses a range of learning styles
The physical process involves/requires intense review of material
Multi-modal, media literacy – DS makers gain new insight into the conventions and “grammar” associated with multimedia authoring.
After having the production experience, they are better positioned to evaluate the credibility of the web pages and videos of others
Students can embed their own experiences into the work
As opposed to a term paper, others outside of class/academic may find the product compelling
GAIL?
I’ve talked about the connection between _FEELING_ and _LEARNING_. Research indicates that experiences that are strongly felt (emotionally charged) are more memorable. But memory alone does not constitute learning. For a strong memory to be translated into learning, there needs to be another component – reflection and analysis.
Experience Research, Reading, Class Discussion, Lab Experiments, Service Learning, Study Abroad, etc.
Reflection/Analysis Sifting through “evidence” (aspects of the experience) to make connections, look for patterns, question prior assumptions, change your mind in light of evidence
Enhanced Personal Understanding Becomes part of repertoire, applied to other settings/domains
Contribute to Learning Community Share ideas and insights with others (cycle -> learning -> teaching)
Henry James once said that “Stories Happen to People who Know how to tell them.” Likewise, learning and meaning-making happens to people who know how to express what they’ve learned. This process shapes the story-maker’s world view – they start seeing stories (and opportunities for learning) in the world around them.
EXPERIENCE INCREASES ATTENTIVENESS MOVING FORWARD
GAIL?
HOW TO SUPPORT THE REFLECTION AND ANALYSIS COMPONENT OF THE LEARNING PROCESS? RUBRICS ARE PART OF IT
NOTE THAT RUBRIC, SAMPLE STORYBOARD, AND SAMPLE LEARNING SEQUENCE ARE IN THE BOOKLET
Importance of
THE PROCESS: Instructional design is an important component because, in putting together assignments, it can be challenging to get the mix of planning, training, and production “right” (and tempting to shortchange planning). Also, while some students may produce good results with little guidance, most benefit from feedback – peer and faculty.
COLLABORATION: These assignments require collaboration with trainers, coordination of lab time, etc. This also increases pressure on planning in advance. It can be a new, perhaps uncomfortable, feeling for faculty to have a portion of the class success not within their control.
EXPERIENCE: Faculty and students may have difficulty understanding the time commitment and the value of the process until they’ve had the experience. People are surprised by the time involved, mishaps, etc.