This document discusses digital storytelling at Cape Peninsula University of Technology (CPUT). It outlines two types of digital stories created - content-based stories that focus on academic topics, and experience-based stories where students reflect on personal experiences. Challenges of digital storytelling include technology issues, assessment, time constraints, and ensuring diverse literacy skills. Benefits include critical reflection, building student identity and agency, social cohesion, and engaging with diversity.
The presentation defines digital storytelling, reviews the learning benefits for college students, and offers sample projects and approaches.
For more info, including links to playable versions of the sample stories featured here as well as other, shorter versions of the presentation, 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. Feel free to share the site with students and colleagues!
The "Audio-visual management" module is focused to adults learners interested in exploring the possibilities of managing multimedia tools of hight level. This module brings the opportunity to work together the skills learned in the previous 4 modules with the aim to create an audiovisual project.
This module is part of a set of materials designed and developed in the project Telecentre Multimedia Academy (Lifelong learning - Grundtvig (2012-2014)) project.
The Telecentre Multimedia Academy is a project where Fundación Esplai worked with a consortium of 8 partners from Croatia, Latvia, Lithuania, Romania, Serbia and Hungary, whose coordinator is Telecentre Europe.
You can learn more about the Telecentre Multimedia Academy project in:
http://fundacionesplai.org/e-inclusion-internacional/tma/
Workshop on Contextualisation: How can AV contextualization practices benefit...Berber_H
Although various tools and functionalities are currently being developed to search, explore, and analyze digital audio-visual sources (AV), this workshop will focus on the next step: how to contextualize and publish research and remix practices with audio and/or video materials online. How can AV contextualization practices benefit best from the affordances of online publication? This workshop will explore selected scenarios for online publications exploring, using, commenting on and even remixing AV content. It will draw from both existing online publications, by scholars and by media professionals, and scenarios newly developed as part of a university course on doing television history online. The selected scenarios will then be tested and discussed by the participants of the workshop with regard to their own publication contexts.
EUscreenXL is exploring innovative ways to contextualize through publishing and remixing online with audio and/or video materials. Prototypes and functionalities for such new contextualisation strategies will be the topic of the workshop “Focus on Contextualization: How can AV contextualization practices benefit best from the affordances of online publication?” This event addresses content providers, creators, archivists scholars, and researchers alike. Participants are invited to test and challenge the prototypes and functionalities for online publications by exploring, using, and commenting them.
Workshop: Focus on Contextualization
Friday 31 October from 13:45 to 15:45
Casa del Cinema in Villa Borghese
Largo Marcello Mastroianni, 1, 00197 Rome
Workshop leaders: Berber Hagedoorn (Utrecht University), Daniel Ockeloen (Noterik BV), Mariana Salgado (Aalto University School of Art and Design), Willemien Sanders (Utrecht University), Eleonora Mazzoli (Utrecht University)
Workshop on Contextualisation: How can AV contextualization practices benefit...EUscreen
Workshop: Focus on Contextualization by Berber Hagedoorn (Utrecht University), Daniel Ockeloen (Noterik BV), Mariana Salgado (Aalto University School of Art and Design), Willemien Sanders (Utrecht University), Eleonora Mazzoli (Utrecht University) - a workshop held at EUscreenXL Rome Conference 'From Audience to User: Engaging with Audiovisual Heritage Online' (http://blog.euscreen.eu/conference-programme).
The presentation defines digital storytelling, reviews the learning benefits for college students, and offers sample projects and approaches.
For more info, including links to playable versions of the sample stories featured here as well as other, shorter versions of the presentation, 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. Feel free to share the site with students and colleagues!
The "Audio-visual management" module is focused to adults learners interested in exploring the possibilities of managing multimedia tools of hight level. This module brings the opportunity to work together the skills learned in the previous 4 modules with the aim to create an audiovisual project.
This module is part of a set of materials designed and developed in the project Telecentre Multimedia Academy (Lifelong learning - Grundtvig (2012-2014)) project.
The Telecentre Multimedia Academy is a project where Fundación Esplai worked with a consortium of 8 partners from Croatia, Latvia, Lithuania, Romania, Serbia and Hungary, whose coordinator is Telecentre Europe.
You can learn more about the Telecentre Multimedia Academy project in:
http://fundacionesplai.org/e-inclusion-internacional/tma/
Workshop on Contextualisation: How can AV contextualization practices benefit...Berber_H
Although various tools and functionalities are currently being developed to search, explore, and analyze digital audio-visual sources (AV), this workshop will focus on the next step: how to contextualize and publish research and remix practices with audio and/or video materials online. How can AV contextualization practices benefit best from the affordances of online publication? This workshop will explore selected scenarios for online publications exploring, using, commenting on and even remixing AV content. It will draw from both existing online publications, by scholars and by media professionals, and scenarios newly developed as part of a university course on doing television history online. The selected scenarios will then be tested and discussed by the participants of the workshop with regard to their own publication contexts.
EUscreenXL is exploring innovative ways to contextualize through publishing and remixing online with audio and/or video materials. Prototypes and functionalities for such new contextualisation strategies will be the topic of the workshop “Focus on Contextualization: How can AV contextualization practices benefit best from the affordances of online publication?” This event addresses content providers, creators, archivists scholars, and researchers alike. Participants are invited to test and challenge the prototypes and functionalities for online publications by exploring, using, and commenting them.
Workshop: Focus on Contextualization
Friday 31 October from 13:45 to 15:45
Casa del Cinema in Villa Borghese
Largo Marcello Mastroianni, 1, 00197 Rome
Workshop leaders: Berber Hagedoorn (Utrecht University), Daniel Ockeloen (Noterik BV), Mariana Salgado (Aalto University School of Art and Design), Willemien Sanders (Utrecht University), Eleonora Mazzoli (Utrecht University)
Workshop on Contextualisation: How can AV contextualization practices benefit...EUscreen
Workshop: Focus on Contextualization by Berber Hagedoorn (Utrecht University), Daniel Ockeloen (Noterik BV), Mariana Salgado (Aalto University School of Art and Design), Willemien Sanders (Utrecht University), Eleonora Mazzoli (Utrecht University) - a workshop held at EUscreenXL Rome Conference 'From Audience to User: Engaging with Audiovisual Heritage Online' (http://blog.euscreen.eu/conference-programme).
A Workshop on Contextualization, or:How can AV contextualization practices b...Mariana Salgado
This presentation was used in Octuber 2014 in a Workshop in The EUscreenXL Conferrence. Authors: Berber Hagedoorn, Willemien Sanders, Mariana Salgado, Daniel Ockeloen and Eleonora Mazzoli.
UTS Postgraduate futures: Designing an interactive learner experience in CanvasCarmen Vallis
The Postgraduate.futures initiative at UTS co-designs postgraduate learning with academics for an interactive learner experience. At Canvascon Sydney 2018 we demonstrated some interactive solutions, developed in response to pedagogical challenges. We outlines the experience of working together on a subject, the journey and the changes that have resulted in a more interactive experience in Canvas.
Let's use the iPad to create not be another electronic worksheet. Simple apps to create content that reflect student's understanding of the curriculum.
A Workshop on Contextualization, or:How can AV contextualization practices b...Mariana Salgado
This presentation was used in Octuber 2014 in a Workshop in The EUscreenXL Conferrence. Authors: Berber Hagedoorn, Willemien Sanders, Mariana Salgado, Daniel Ockeloen and Eleonora Mazzoli.
UTS Postgraduate futures: Designing an interactive learner experience in CanvasCarmen Vallis
The Postgraduate.futures initiative at UTS co-designs postgraduate learning with academics for an interactive learner experience. At Canvascon Sydney 2018 we demonstrated some interactive solutions, developed in response to pedagogical challenges. We outlines the experience of working together on a subject, the journey and the changes that have resulted in a more interactive experience in Canvas.
Let's use the iPad to create not be another electronic worksheet. Simple apps to create content that reflect student's understanding of the curriculum.
This presentation will use a number of digital stories produced by students in the architectural technology and interior design departments at the Cape Peninsula University of Technology, to illustrate how learning can be fun. Rather than writing essays, students produce all the required written and graphic work (precis, story board, script etc.) towards producing a short (3-5 minute) multi-media artefact. These projects show how interesting unintended outcomes are achieved, through authentic and fun learning practice.
Inaugural Lecture
John Cook
Date: Tuesday 3rd of Feb, 2009
Time: 6pm
Venue: Henry Thomas room, Holloway Road, London Metropolitan University
Introduced by Brian Roper, Vice-Chancellor London Metropolitan University
Spaces, places and technologies: can we know, value and shape policy to provi...Martin Oliver
Values can be espoused; they can be enacted; but they can also be represented in the way that structures and systems are created (Feenberg, 1999). Students’ engagement with Higher Education is shaped in important ways by the spaces in which they study, the resources they work with and the materials they produce, things that are widely overlooked in educational research (Fenwick, Edwards & Sawchuk, 2011). This lack of scrutiny limits our ability to understand the values of higher education, and how they vary not only by discipline but also setting – which is an issue, since technologies (including resources and designed spaces) are so much more durable than talk or action in the way that they shape society (Latour, 1999).
In this paper, we report on a research project that explored sociomaterial aspects of students’ experiences of learning. 12 students (3 each of PGCE students, Masters’ students, Doctoral students and Masters’ students studying at a distance) undertook multimodal journaling over a period of 9 months to document the ways in which they used resources, technologies and spaces to be ‘digitally literate’, in order to achieve success in their studies. In addition to generating images, videos and field notes, the students were each interviewed three or more times to generate accounts of their studies.
The analysis of this dataset showed how markedly different ‘success’ was, in terms of resources and practices, to different students. It demonstrated that the phrase, “the student experience”, is misleadingly singular: students’ experiences varied considerably. It also revealed where and when their learning was or was not valued. Examples of such situations will be provided, to show how the configuration of spaces, technologies and other resources affects students’ ability to succeed in their studies, and what individuals did to overcome these.
Finally, we will illustrate how these issues relate to institutional policy making, looking at an example of how evidence about student experience does (and does not) link through to institutional action.
UPDATED: Everything old is new again…or is it?Jo Kay
Updated to include audience responses and participation!
Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.
Being Human Today: Transcontental Border Crossing in the Times of Facebook an...Daniela Gachago
Presentation at the Emerging Technologies and Authentic Learning in Vocational Education conference, 31st August - 3rd of September 2015, Cape Town, South Africa
2. 1. Context
2. Content vs experience-
based digital stories
3. Challenges
Why digital narratives?
3. What Happens When You Turn Your
Back In A 21st Century Classroom…
http://www.teachthought.com/technology/what-happens-when-you-turn-your-back-in-a-21st-century-classroom/
Context / background
4. • My computer is the nucleus of my workspace
• When I need information I go online
• Besides IM or email my cell phone is my primary method of
communication
• I’m usually juggling five things at once
• My attention span is very small
• I want instant gratification
• I get bored very easily
Oblinger 2008
New generation of students
9. • Stories of Metal
• Stories of Timber
• Digital children books
• FoodTech stories
• Environmental
management stories
• Youth employment tax
breaks
• English language
lessons
• Dental technology
Content-based
stories
• Caring for patients
with disabilities
• Role of community
nurses/social issues
• GIS / mapping stories
• Stories of sustainability
and architecture
• A response to Penny
Siopis
Hybrid stories
•My ECP Design journey
•My teacher identity
•Social issues in Education
•Stories of transformation
•A day in my life…
Experience-
based stories
19. • Flexibility / Adaptability
• Digital literacies (Ohler 2006)
• Authentic acquisition of content
• Alternative assessment tool
• Link to communities – bridging
academic content and personal
lives
• Engaging 21st century students
(Robin 2008)
• Multimodality (Brushwood 2014, Hull
2005, Vaseduvan 2010), learning with all
senses
• Development of local content
Why digital narratives?
20. Student feedback
If you’re reading something and you get to watch it , so
you’re absorbing it, hearing it and you’re doing it
especially because part of you were doing the whole
thingy. So as you’re doing it, you’re learning from it and
it was fun like most videos it was fun.
So you kind of want to play the video over and over and
you know… it was the fun part like apply what you learnt
into the movie …
Thembani: I feel like the video it’s kind of good way of
learning like I will prefer the video like in anything.
Interviewer: Why?
22. Experience based stories
FACULTY OF INFORMATICS & DESIGN
Cape Peninsula University of Technology
Department of Architectural Technology
• First year students:
Fulltime Extended Curriculum NDip Architectural Technology
• Fourth year students:
Part-time BTech Architectural Technology (Applied Design)
23. First year students: Extended Curriculum Programme
Brief: Reflect on own role and responsibility in terms of
sustainability and the environment, as a future architectural/
design professional.
Software: Photostory (3 weeks)
Experience based stories
25. Briefing, visit to Kirstenbosch, reflection
DST Workshop 1
DST introduction, community map, title and start statement of intent
DST Workshop 2
Statement of intent, concept and start of storyboard, start on script
DST Workshop 3
Photostory introduction, finalising script, start on photostory
DST Workshop 4
Recording and editing in photostory
DST Workshop 5
Presentation and assessment of movies
Experience based stories
26. Briefing, visit to Kirstenbosch, reflection
DST Workshop 1
DST introduction, community map, title and statement of intent
DST Workshop 2
Statement of intent, concept and start of storyboard, start on script
DST Workshop 3
Photostory introduction, finalising script, start on photostory
DST Workshop 4
Recording and editing in photostory
DST Workshop 5
Presentation and assessment of movies
Experience based stories
27. Briefing, visit to Kirstenbosch, reflection
DST Workshop 1
DST introduction, community map, title and start statement of intent
DST Workshop 2
Statement of intent, concept and start of storyboard, start on script
DST Workshop 3
Photostory introduction, finalising script, start on photostory
DST Workshop 4
Recording and editing in photostory
DST Workshop 5
Presentation and assessment of movies
Experience based stories
28. Briefing, visit to Kirstenbosch, reflection
DST Workshop 1
DST introduction, community map, title and statement of intent
DST Workshop 2
Statement of intent, concept and start of storyboard, start on script
DST Workshop 3
Photostory introduction, finalising script, start on photostory
DST Workshop 4
Recording and editing in photostory
DST Workshop 5
Presentation and assessment of movies
Experience based stories
29. Briefing, visit to Kirstenbosch, reflection
DST Workshop 1
DST introduction, community map, title and statement of intent
DST Workshop 2
Statement of intent, concept and start of storyboard, start on script
DST Workshop 3
Photostory introduction, finalising script, start on photostory
DST Workshop 4
Recording and editing in photostory
DST Workshop 5
Presentation and assessment of movies
Experience based stories
30. Fourth year students (part-time):
BTech Architectural Technology (Applied Design)
“This is me” – a personal reflection
Software: cowbird.com [1 week]
Experience based stories
Assessment criteria
- Clarity of the message
- Quality of graphic, verbal/ sound &
written communication
- Overall composition
- Use of the technology employed
34. Experience based stories
Having been grown and spent many years in a deep rural villages, in an area where
you would hardly see a vehicle. I can still remember, I was amongst those who where
scared of. All we were familiar with was helicopter, we use to stare and wave at them.
Such experiences and myths, made me change and develop ways of thinking and do
things differently. I strongly believe if it wasn't for that I wouldn't have had faith and
chose the career I have chosen (architecture). I remember when i was doing grade
11, having had this dream of being the person who designs, in fact who draw houses
not knowing that person is an architect.
Here I come, my first visit in the city Cape Town seeing tall buildings, lots of high ways.
Up to so far the journey still continues, up until I become a first architect from my
village...
Ayanda Ntsingana, part time BTech student 2014
35. Focus on social justice
We listen to stories in order to be
changed (Krog, Mpolweni, Ratele 2009)
38. So yes, if you get exposed to
another person’s
culture, surely you will
respect that culture
eventually and you will learn
about that person and you
see that person with more
respect and in a better light.
Sharing and respect
Everybody has their own story to tell. So digital
story allows you to tell your specific story and
share it amongst everybody in your classroom.
39. When my story was played along
with everyone’s story, I could not
help but get emotional, for the
first time in four years I cried and
felt very proud and less ashamed
of my background…and another
thing that made me feel very
proud was when some colleagues
of mine were touched and
inspired by my story. I will never
forget that Wednesday, because I
got to know my fellow students
more, they got to know me
more…
Human connection
40. • Critical reflection (Long 2011, Ivala et al 2013)
• Student identity / agency(Hull and Katz 2006)
• Social cohesion / social pedagogy (Benmayor 2008)
• Social justice education (Simsek 2012; Condy et al
2013, Gachago et al 2013)
• Engagement with diversity (Koyabashi 2012; Condy et al 2011)
• Interplay of emotional and cognitive labour
(Coventry 2008, Opperman 2008)
• Pedagogy of discomfort (Gachago et al 2013)
• Counterstorytelling / alternative capital (Vaseduvan
2010, Gachago et al. in press, Yosso 2005)
Benefits of digital storytelling
41. • Technology
• Assessment
• Time
• Quiet recording space
• Diverse literacy skills – importance of team teaching
• Support – peer facilitators
• Adapting model to specific discipline
• Process vs product
• Dissemination of stories (access, copyright)
• Ethical issues (counselling etc)
Challenges of DST projects
44. References
• Benmayor, R. 2008. “Digital storytelling as a signature pedagoy for the new humanities,” Arts and Humanities in Higher Education (7), pp. 188–204.
• Bruns, A. 2008. “The Future Is User-Led : The Path towards Widespread Produsage,” (8).
• Condy, J., Chigona, A., Gachago, D., and Ivala, E. 2013. “Paradoxes of social inclusion reflected in a digital story-telling project,” in Proceedings of the
15th annual conference on world wide web application, A. Koch and P. A. van Brakel (eds.), Cape Town.
• Condy, J., Chigona, A., Gachago, D., and Ivala, E. 2012. “Preservice students’ perceptions and experiences of digital storytelling in diverse classrooms,”
Turkish Online Journal of Educational Technology (TOJET) (11:3), pp. 278–285.
• Brushwood Rose, C., and Low, B. 2014. “Exploring the ‘craftedness’ of multimedia narratives: from creation to interpretation,” Visual Studies
(29:1), pp. 30–39.
• Coventry, M. 2008. “Engaging gender: student application of theory through digital storytelling,” Arts and Humanities in Higher Education (7:2), pp.
205–219.
• Gachago, D., Ivala, E., Condy, J. and Chigona, A. 2014 forthcoming 'Using Digital Counterstories as Multimodal Pedagogy among South African Pre-
service Student Educators to produce Stories of Resistance' , Electronic Journal for eLearning.
• Gachago, D., Ivala, E., Barnes, V., Gill, P., Felix-Minnaar, J., Morkel, J., & Vajat, N 2014 forthcoming. Towards the development of digital storytelling
practices for use in resource-poor environments, across disciplines and with students from diverse backgrounds. South African Journal for Higher
Education (SAJHE).
• Gachago, D., Ivala, E., Condy, J., and Chigona, A. 2013. “Journeys across Difference: Pre- Service Teacher Education Students’ Perceptions of a
Pedagogy of Discomfort in a Digital Storytelling Project in South Africa Daniela Gachago 1 , Eunice Ivala, Janet Condy and Agnes Chigona,” Critical
Studies in Teaching and Learning (1:1), pp. 22–52.
• Ivala, E., Gachago, D., Condy, J., and Chigona, A. 2013. “Digital Storytelling and Reflection in Higher Education: A Case of Pre-service Student Teachers
and Their Lecturers at a University of Technology,” Journal of Education and Training Studies (2:1), pp. 217–227.
• Hull, G. A., and Nelson, M. E. 2005. “Locating the Semiotic Power of Multimodality,” Written Communication (22), pp. 224–261.
• Hull, G. A., and James, M. A. 2007. “Geographies of hope: A study of urban landscapes and a university-community collaborative.,” in Blurring
boundaries: Developing writers, researchers, and teachers: A tribute to William L. Smith, P. O’Neill (ed.), Cresskill, NJ: Hampton Press, pp. 250–289.
• Kobayashi, M. 2012. “A digital storytelling project in a multicultural education class for pre- service teachers,” Journal of Education for Teaching
(38:2), pp. 215–219.
• Lambert, J. 2013. Digital storytelling: capturing lives, creating communities, (4th ed.) New York: Routledge.
• Long, B. 2011. “Digital Storytelling and Meaning Making: Critical Reflection , Creativity and Technology in Pre-service Teacher Education,” in
Proceedings of the Digital storytelling conference, pp. 1–27.
• Oblinger, D. G. 2008. “Growing up with Google - What it means to education,” .
• Ohler, J. 2006. “The World of Digital Storytelling,” Educational Leadership (63:4), pp. 44–47.
• Oppermann, M. 2008. “Digital storytelling and American Studies: critical trajectories from the emotional to the epistemological,” Arts and Humanities
in Higher Education (7:2), pp. 171–187
• Robin, B. R. 2008. “Digital Storytelling : A Powerful Technology Tool for the 21st Century Classroom,” Theory Into Practice (47:3), pp. 220–228.
• Simsek, B. 2012. “Enhancing Women’ s Participation in Turkey through Digital Storytelling,” Journal of Cultural Science (5:2), pp. 28–46.
• Vasudevan, L., Schultz, K., and Bateman, J. 2010. “Rethinking Composing in a Digital Age: Authoring Literate Identities Through Multimodal
Storytelling,” Written Communication (27:4), pp. 442–468.
• Yosso, T.J. 2005. Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1): 69–91.
Available at: http://www.tandfonline.com/doi/abs/10.1080/1361332052000341006 [Accessed March 10, 2012].