Social software for teaching and learning, mid-2008Bryan Alexander
1. The document discusses the rise of social media technologies known as Web 2.0 and their potential implications and applications for higher education, including collaborative writing platforms like wikis and blogs, social bookmarking, tagging, and networking sites.
2. It outlines several responses institutions could take, such as taking advantage of existing Web 2.0 projects and services, modifying or adapting them, and promoting digital and information literacy.
3. Examples of ways various schools and professors have incorporated social media into teaching are provided, such as through podcasting, blogging, digital storytelling, and multimedia assignments.
The document discusses using digital storytelling tasks in language classrooms. It provides an overview of digital storytelling and the hardware/software needed. It then presents examples of specific digital storytelling tasks developed by the authors for Spanish language students, including tasks focused on the Dominican Republic, Peru, Mexico, and Spain. The document aims to spark ideas for how teachers can use digital storytelling with their own students.
Slides from my presentation at the European Foundation for Quality in Elearning about how we create connections (thus the Velcro TM) for learning anytime, anywhere.
This document discusses the art of graphic facilitation, which uses visuals like diagrams, drawings, and charts to organize thoughts and capture ideas. Graphic facilitation can help groups listen, share identities, and negotiate together. It supports methods like World Cafe, Open Space, and strategic planning. While traditionally used for in-person meetings, visual techniques can also enhance phone calls and online meetings by helping participants "see" each other. Images created during discussions can establish context and create memories to continue the experience.
Moodle, MOOC’s and our model for distance learning. Trying to clear up some of the vagueness around distance learning. Where we stand in regards to our work and the emerging tsunami of MOOC's.
This document discusses e-learning and online tutoring. It describes four types of interaction in online learning: learner-interface, learner-content, learner-instructor, and learner-learner. It also discusses levels of interaction, functions of interaction, and strategies for assessment and supporting online learners. Additionally, it presents models for e-moderation and the R2D2 approach to learning, which involves reading, reflecting, displaying content learned, and doing activities.
Social software for teaching and learning, mid-2008Bryan Alexander
1. The document discusses the rise of social media technologies known as Web 2.0 and their potential implications and applications for higher education, including collaborative writing platforms like wikis and blogs, social bookmarking, tagging, and networking sites.
2. It outlines several responses institutions could take, such as taking advantage of existing Web 2.0 projects and services, modifying or adapting them, and promoting digital and information literacy.
3. Examples of ways various schools and professors have incorporated social media into teaching are provided, such as through podcasting, blogging, digital storytelling, and multimedia assignments.
The document discusses using digital storytelling tasks in language classrooms. It provides an overview of digital storytelling and the hardware/software needed. It then presents examples of specific digital storytelling tasks developed by the authors for Spanish language students, including tasks focused on the Dominican Republic, Peru, Mexico, and Spain. The document aims to spark ideas for how teachers can use digital storytelling with their own students.
Slides from my presentation at the European Foundation for Quality in Elearning about how we create connections (thus the Velcro TM) for learning anytime, anywhere.
This document discusses the art of graphic facilitation, which uses visuals like diagrams, drawings, and charts to organize thoughts and capture ideas. Graphic facilitation can help groups listen, share identities, and negotiate together. It supports methods like World Cafe, Open Space, and strategic planning. While traditionally used for in-person meetings, visual techniques can also enhance phone calls and online meetings by helping participants "see" each other. Images created during discussions can establish context and create memories to continue the experience.
Moodle, MOOC’s and our model for distance learning. Trying to clear up some of the vagueness around distance learning. Where we stand in regards to our work and the emerging tsunami of MOOC's.
This document discusses e-learning and online tutoring. It describes four types of interaction in online learning: learner-interface, learner-content, learner-instructor, and learner-learner. It also discusses levels of interaction, functions of interaction, and strategies for assessment and supporting online learners. Additionally, it presents models for e-moderation and the R2D2 approach to learning, which involves reading, reflecting, displaying content learned, and doing activities.
This project involves students from Turkey, Greece, France, and Italy exploring graffiti as a form of social expression. Over the school year, the students will get to know each other, research graffiti history and artists, take photos of graffiti in their communities, analyze messages, choose themes to focus on, collaboratively design a graffiti, and present their findings. Evaluation will include peer feedback, self-evaluation, and final online questionnaires. Communication tools like Twinspace, Skype, and various apps will support collaboration between the international partners.
Composition Redefined Real World Examplesdevoncadams
The document discusses the importance of 21st century skills and redefining composition and literacy for the modern world. It provides examples of assignments that develop these skills, including having students create "secrets" from literary characters, reflect on inspirational quotes, engage with science fiction through online wikis and games, demonstrate concepts through pictures, create annotated bibliographies digitally, and present information through virtual timelines and maps. The goal is to move beyond traditional classroom approaches and incorporate new technologies, collaboration, creativity, problem solving and other skills needed for today's world.
This document outlines a project on graffiti art that will involve students from Turkey, Greece, France, and Italy. Over the course of a school year, the students will:
1) Learn about the history and social messages of graffiti through online research and photo sharing.
2) Analyze graffiti photos taken in their own cities and discuss themes.
3) Collaboratively design a multilingual graffiti artwork expressing important messages.
4) Present their work and experiences to their local communities and evaluate each other's contributions.
The goals are for students to improve language skills while exploring graffiti as a form of social expression across Europe.
This document provides an overview of a one credit technology course for arts management students. The course will explore how arts organizations can select and use digital technologies to engage audiences. Over six classes, students will learn hands-on skills like project management, web publishing and analytics. They will also discuss trends like digital engagement and developing strategies. Guest speakers will discuss events/ticketing and a digital strategy case study. Readings and assignments will cover topics like social media, email marketing and fundraising tools. The goal is for students to leave with a toolkit of digital skills for arts careers.
The document discusses the emergence of storytelling using Web 2.0 technologies. It provides examples of how platforms like blogs, wikis, social media, photos and videos have enabled new forms of collaborative and serialized storytelling. It also outlines some best practices for creating Web 2.0 stories, such as developing characters, settings, and chunking content into discrete portions to encourage ongoing engagement.
The document discusses the history and concepts of Web 2.0 and virtual worlds, and their potential applications for education. It outlines some of the key components and movements in Web 2.0 like blogs, wikis, social networking sites, and user-generated content. It also discusses early virtual worlds and their precursors. The document then explores some pedagogical approaches and issues to consider when using Web 2.0 and virtual worlds for education, such as principles of distributed conversation and collaborative writing.
Edited margaret wister final presentation are598mwister
The document discusses the process of digital ethnography and conducting research in virtual worlds like Second Life. It explains the three main stages: data collection, content analysis, and comparative analysis. It then provides examples from a graduate art education course where students explored and engaged with art in Second Life, including building sculptures, visiting galleries, and collaborating on a classroom project. Students found the environment challenging but appreciated the creative outlet and exploring other students' work.
This module provides an introduction to the study of digital media cultures and the internet. Students will learn about the history and development of technologies like personal computers, video games, and mobile devices. They will examine how these technologies have impacted issues such as interactivity, participation, and digital media phenomena. The module will involve lectures, seminars, and tutorials. Students will complete two case studies and a final essay to assess their understanding of key concepts and critical issues related to digital media.
The document discusses emerging technologies for teaching and learning in 2010 and beyond. It covers a wide range of technologies from blogging and social media to ebooks, smartphones, augmented reality, and tablets. It also examines how these technologies may change teaching practices like increasing discussion, live polling, and content delivery both in and outside the classroom. The future of education is portrayed as moving towards a more portable, connected, and personalized learning experience through a growing "device ecology".
1. The document discusses the importance of museums adopting social media platforms like Facebook, Flickr, YouTube, and blogs to engage with modern internet users and encourage participation, sharing, and community building.
2. It provides examples of leading museums that have created popular presences on various social networks and highlights best practices.
3. The Museu Picasso project aims to fully integrate social media into its operations by establishing profiles on key platforms and encouraging user-generated content to make its collection more accessible and engage new audiences.
1. The document discusses the importance of museums adopting social media platforms like Facebook, Flickr, YouTube, and blogs to engage with modern internet users and encourage participation, sharing, and community building.
2. It provides examples of leading museums that have created popular presences on various social networks and highlights best practices.
3. The Museu Picasso project aims to fully integrate social media into its operations by establishing profiles on key platforms and encouraging user-generated content to make its collection more accessible and engage new audiences.
A Museum Journey from Web 1.0 to Web 2.0Conxa Rodà
A quick overview on museums of the world 2.0 presence and presentation of Museu Picasso of Barcelona 2.0 process. Slides are probably not of the best trendy multimedia design, but content is tasty (hopefully!).
Digital Culture and the Shaking Hand of ChangeMichael Edson
The presentation shows how to create and use a "problem space" to organize complex challenges. The central metaphor for the talk is the "civic handshake" — a process by which different parts of society cooperate through the informal exchange of information and the sharing of responsibilities.
The document discusses the emergence of storytelling using Web 2.0 technologies. It provides examples of how blogs, wikis, social media, photos and videos are being used to tell stories in serialized, collaborative and interactive ways. The document also considers pedagogical uses and the future of "Web 2.0 storytelling," as new forms continue to develop that combine different media into immersive narratives.
The presentation discusses emerging literacies and argues that school curriculum mus tbe revised to teach students to manage information, make meaning from multimodal text and represent knowledge and information. The session also introduces an idea of social networking literacy.
This document provides an overview of a presentation on mobile interpretation and experience design at Balboa Park. It discusses moving from traditional audio tours to audience-led mobile content and experiences. The presentation covers theory, such as considering the target audience and their questions, and practice, like identifying key messages and choosing appropriate content modalities and voices. It also provides examples of mobile interpretation projects and resources for continuing discussion.
The document discusses technology expectations in education for the Millennial generation. It notes that Millennials are accustomed to ubiquitous computing, continuous broadband access, creating new online content, and interactive virtual environments. It recommends that schools provide these types of technologies to meet students' expectations, including handheld devices, wireless access, collaborative online documents, social media, and video sharing. The document also stresses the importance of differentiated instruction and assessing students in ways aligned with new media.
This document discusses teaching digital humanities. It defines digital humanities as using digital media to represent primary and secondary sources like text and images, and to engage in scholarly communication. Key aspects include practical and critical understanding of digital representation in networked media. The author teaches several undergraduate courses involving digital humanities, including relating art history to databases and having students build digital collections. Common goals are media fluency, theoretical knowledge, and design sensibility. Issues that arise include balancing practical and critical approaches and deciding what technological skills to teach. The author advises focusing courses, emphasizing hands-on learning, and connecting technology lessons to specific content.
The Digital Cultures & Technologies program at Saint John Fisher College provides an interdisciplinary education in digital media and emerging technologies. Students are required to double major and can choose from tracks in computer science, content creation, information technology, and social media analytics. The program offers courses in web design, programming, video production, and digital storytelling. It provides facilities with Mac and PC labs and software like Photoshop and Final Cut Pro. Graduates pursue careers in fields like web design, app development, social media management, and more with opportunities for internships.
This project involves students from Turkey, Greece, France, and Italy exploring graffiti as a form of social expression. Over the school year, the students will get to know each other, research graffiti history and artists, take photos of graffiti in their communities, analyze messages, choose themes to focus on, collaboratively design a graffiti, and present their findings. Evaluation will include peer feedback, self-evaluation, and final online questionnaires. Communication tools like Twinspace, Skype, and various apps will support collaboration between the international partners.
Composition Redefined Real World Examplesdevoncadams
The document discusses the importance of 21st century skills and redefining composition and literacy for the modern world. It provides examples of assignments that develop these skills, including having students create "secrets" from literary characters, reflect on inspirational quotes, engage with science fiction through online wikis and games, demonstrate concepts through pictures, create annotated bibliographies digitally, and present information through virtual timelines and maps. The goal is to move beyond traditional classroom approaches and incorporate new technologies, collaboration, creativity, problem solving and other skills needed for today's world.
This document outlines a project on graffiti art that will involve students from Turkey, Greece, France, and Italy. Over the course of a school year, the students will:
1) Learn about the history and social messages of graffiti through online research and photo sharing.
2) Analyze graffiti photos taken in their own cities and discuss themes.
3) Collaboratively design a multilingual graffiti artwork expressing important messages.
4) Present their work and experiences to their local communities and evaluate each other's contributions.
The goals are for students to improve language skills while exploring graffiti as a form of social expression across Europe.
This document provides an overview of a one credit technology course for arts management students. The course will explore how arts organizations can select and use digital technologies to engage audiences. Over six classes, students will learn hands-on skills like project management, web publishing and analytics. They will also discuss trends like digital engagement and developing strategies. Guest speakers will discuss events/ticketing and a digital strategy case study. Readings and assignments will cover topics like social media, email marketing and fundraising tools. The goal is for students to leave with a toolkit of digital skills for arts careers.
The document discusses the emergence of storytelling using Web 2.0 technologies. It provides examples of how platforms like blogs, wikis, social media, photos and videos have enabled new forms of collaborative and serialized storytelling. It also outlines some best practices for creating Web 2.0 stories, such as developing characters, settings, and chunking content into discrete portions to encourage ongoing engagement.
The document discusses the history and concepts of Web 2.0 and virtual worlds, and their potential applications for education. It outlines some of the key components and movements in Web 2.0 like blogs, wikis, social networking sites, and user-generated content. It also discusses early virtual worlds and their precursors. The document then explores some pedagogical approaches and issues to consider when using Web 2.0 and virtual worlds for education, such as principles of distributed conversation and collaborative writing.
Edited margaret wister final presentation are598mwister
The document discusses the process of digital ethnography and conducting research in virtual worlds like Second Life. It explains the three main stages: data collection, content analysis, and comparative analysis. It then provides examples from a graduate art education course where students explored and engaged with art in Second Life, including building sculptures, visiting galleries, and collaborating on a classroom project. Students found the environment challenging but appreciated the creative outlet and exploring other students' work.
This module provides an introduction to the study of digital media cultures and the internet. Students will learn about the history and development of technologies like personal computers, video games, and mobile devices. They will examine how these technologies have impacted issues such as interactivity, participation, and digital media phenomena. The module will involve lectures, seminars, and tutorials. Students will complete two case studies and a final essay to assess their understanding of key concepts and critical issues related to digital media.
The document discusses emerging technologies for teaching and learning in 2010 and beyond. It covers a wide range of technologies from blogging and social media to ebooks, smartphones, augmented reality, and tablets. It also examines how these technologies may change teaching practices like increasing discussion, live polling, and content delivery both in and outside the classroom. The future of education is portrayed as moving towards a more portable, connected, and personalized learning experience through a growing "device ecology".
1. The document discusses the importance of museums adopting social media platforms like Facebook, Flickr, YouTube, and blogs to engage with modern internet users and encourage participation, sharing, and community building.
2. It provides examples of leading museums that have created popular presences on various social networks and highlights best practices.
3. The Museu Picasso project aims to fully integrate social media into its operations by establishing profiles on key platforms and encouraging user-generated content to make its collection more accessible and engage new audiences.
1. The document discusses the importance of museums adopting social media platforms like Facebook, Flickr, YouTube, and blogs to engage with modern internet users and encourage participation, sharing, and community building.
2. It provides examples of leading museums that have created popular presences on various social networks and highlights best practices.
3. The Museu Picasso project aims to fully integrate social media into its operations by establishing profiles on key platforms and encouraging user-generated content to make its collection more accessible and engage new audiences.
A Museum Journey from Web 1.0 to Web 2.0Conxa Rodà
A quick overview on museums of the world 2.0 presence and presentation of Museu Picasso of Barcelona 2.0 process. Slides are probably not of the best trendy multimedia design, but content is tasty (hopefully!).
Digital Culture and the Shaking Hand of ChangeMichael Edson
The presentation shows how to create and use a "problem space" to organize complex challenges. The central metaphor for the talk is the "civic handshake" — a process by which different parts of society cooperate through the informal exchange of information and the sharing of responsibilities.
The document discusses the emergence of storytelling using Web 2.0 technologies. It provides examples of how blogs, wikis, social media, photos and videos are being used to tell stories in serialized, collaborative and interactive ways. The document also considers pedagogical uses and the future of "Web 2.0 storytelling," as new forms continue to develop that combine different media into immersive narratives.
The presentation discusses emerging literacies and argues that school curriculum mus tbe revised to teach students to manage information, make meaning from multimodal text and represent knowledge and information. The session also introduces an idea of social networking literacy.
This document provides an overview of a presentation on mobile interpretation and experience design at Balboa Park. It discusses moving from traditional audio tours to audience-led mobile content and experiences. The presentation covers theory, such as considering the target audience and their questions, and practice, like identifying key messages and choosing appropriate content modalities and voices. It also provides examples of mobile interpretation projects and resources for continuing discussion.
The document discusses technology expectations in education for the Millennial generation. It notes that Millennials are accustomed to ubiquitous computing, continuous broadband access, creating new online content, and interactive virtual environments. It recommends that schools provide these types of technologies to meet students' expectations, including handheld devices, wireless access, collaborative online documents, social media, and video sharing. The document also stresses the importance of differentiated instruction and assessing students in ways aligned with new media.
This document discusses teaching digital humanities. It defines digital humanities as using digital media to represent primary and secondary sources like text and images, and to engage in scholarly communication. Key aspects include practical and critical understanding of digital representation in networked media. The author teaches several undergraduate courses involving digital humanities, including relating art history to databases and having students build digital collections. Common goals are media fluency, theoretical knowledge, and design sensibility. Issues that arise include balancing practical and critical approaches and deciding what technological skills to teach. The author advises focusing courses, emphasizing hands-on learning, and connecting technology lessons to specific content.
Similar to Experimentation And Artistic Creation (20)
The Digital Cultures & Technologies program at Saint John Fisher College provides an interdisciplinary education in digital media and emerging technologies. Students are required to double major and can choose from tracks in computer science, content creation, information technology, and social media analytics. The program offers courses in web design, programming, video production, and digital storytelling. It provides facilities with Mac and PC labs and software like Photoshop and Final Cut Pro. Graduates pursue careers in fields like web design, app development, social media management, and more with opportunities for internships.
Missing daddy: The Exclusion of Fathers from Mainstream Parenting MagazinesJeremy Sarachan
This document summarizes a study that analyzed the portrayal of fathers in popular parenting magazines. The study found that while portrayals were sometimes neutral or positive, over 50% of mentions of fathers were negative or depicted them in stereotypical roles such as bumbling assistants to mothers. Common negative portrayals included fathers being portrayed as lazy or incompetent compared to mothers. The study suggests parenting magazines should work to balance gender representation and portray fathers in a more equal light as capable parents on par with mothers.
This document discusses a student documentary video project from a communications class. The project involved students pitching, outlining, and producing 4-6 minute documentary videos on self-selected topics to be shared on YouTube. The class covered documentary styles, video production skills, and addressed legal issues. Students received guidance on filming techniques and presented their final projects publicly and in a written paper. The document provides examples of two student-produced videos and discusses experimenting with incorporating digital media issues into the class.
This document discusses how social networking and mobile technologies are improving learning and preparing students for 21st century careers. It notes that today's students, or "digital natives", are fluent in technologies like social media, smartphones, and using the internet for both consumption and creation of content. The document suggests that schools should leverage these technologies students already know, like allowing smartphones in class and using open book tests, wikis, and student-generated content, rather than focusing only on facts and textbooks. The goal is for students to leave school better able to apply their skills and knowledge, rather than just reciting facts.
The document summarizes the findings of a survey of 401 communication department chairs on their curriculum practices regarding convergence education. Key findings include:
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2) Popular topics taught across multiple classes include digital storytelling and convergent journalism.
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Ocean Lotus cyber threat actors represent a sophisticated, persistent, and politically motivated group that poses a significant risk to organizations and individuals in the Southeast Asian region. Their continuous evolution and adaptability underscore the need for robust cybersecurity measures and international cooperation to identify and mitigate the threats posed by such advanced persistent threat groups.
Generating privacy-protected synthetic data using Secludy and MilvusZilliz
During this demo, the founders of Secludy will demonstrate how their system utilizes Milvus to store and manipulate embeddings for generating privacy-protected synthetic data. Their approach not only maintains the confidentiality of the original data but also enhances the utility and scalability of LLMs under privacy constraints. Attendees, including machine learning engineers, data scientists, and data managers, will witness first-hand how Secludy's integration with Milvus empowers organizations to harness the power of LLMs securely and efficiently.
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The original Czech 🇨🇿 version of the presentation can be found here: https://www.slideshare.net/slideshow/hlavni-novinky-souvisejici-s-ccs-tsi-2023-2023-1695/269688092 .
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5th LF Energy Power Grid Model Meet-up SlidesDanBrown980551
5th Power Grid Model Meet-up
It is with great pleasure that we extend to you an invitation to the 5th Power Grid Model Meet-up, scheduled for 6th June 2024. This event will adopt a hybrid format, allowing participants to join us either through an online Mircosoft Teams session or in person at TU/e located at Den Dolech 2, Eindhoven, Netherlands. The meet-up will be hosted by Eindhoven University of Technology (TU/e), a research university specializing in engineering science & technology.
Power Grid Model
The global energy transition is placing new and unprecedented demands on Distribution System Operators (DSOs). Alongside upgrades to grid capacity, processes such as digitization, capacity optimization, and congestion management are becoming vital for delivering reliable services.
Power Grid Model is an open source project from Linux Foundation Energy and provides a calculation engine that is increasingly essential for DSOs. It offers a standards-based foundation enabling real-time power systems analysis, simulations of electrical power grids, and sophisticated what-if analysis. In addition, it enables in-depth studies and analysis of the electrical power grid’s behavior and performance. This comprehensive model incorporates essential factors such as power generation capacity, electrical losses, voltage levels, power flows, and system stability.
Power Grid Model is currently being applied in a wide variety of use cases, including grid planning, expansion, reliability, and congestion studies. It can also help in analyzing the impact of renewable energy integration, assessing the effects of disturbances or faults, and developing strategies for grid control and optimization.
What to expect
For the upcoming meetup we are organizing, we have an exciting lineup of activities planned:
-Insightful presentations covering two practical applications of the Power Grid Model.
-An update on the latest advancements in Power Grid -Model technology during the first and second quarters of 2024.
-An interactive brainstorming session to discuss and propose new feature requests.
-An opportunity to connect with fellow Power Grid Model enthusiasts and users.
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Partecipate alla presentazione per immergervi in una storia di interoperabilità, standard e formati aperti, per poi discutere del ruolo importante che i contributori hanno in una comunità open source sostenibile.
BIO: Sostenitrice del software libero e dei formati standard e aperti. È stata un membro attivo dei progetti Fedora e openSUSE e ha co-fondato l'Associazione LibreItalia dove è stata coinvolta in diversi eventi, migrazioni e formazione relativi a LibreOffice. In precedenza ha lavorato a migrazioni e corsi di formazione su LibreOffice per diverse amministrazioni pubbliche e privati. Da gennaio 2020 lavora in SUSE come Software Release Engineer per Uyuni e SUSE Manager e quando non segue la sua passione per i computer e per Geeko coltiva la sua curiosità per l'astronomia (da cui deriva il suo nickname deneb_alpha).
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In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
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The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
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See how organizational priorities and strategic approaches to data security and privacy are evolving around the globe.
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Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
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Experimentation And Artistic Creation
1. Experimentation and
Artistic Creation:
Storytelling and the Digital Media Course
Jeremy Sarachan
Assistant Professor, Communication/Journalism
St. John Fisher College
NMC 2009
3. Introduction to Digital Media
Offered three times to date.
COMM 260 Topics
Digital Media Tools
Cyberculture/Theory
Digital Storytelling
4. Place in curriculum
First course in Digital Media “track” within
Communication/Journalism major.
Production Elective.
Major Elective for Applied Information
Technology: Communication/
Journalism.
Fulfills a core requirement for all students.
(Perspectives in the Arts)
6. Core Learning Goals
Students will have at their disposal ways of identifying the
cultural assumptions implicit in artistic representations.
Students will discern how design or form influences
meaning.
Students will be able to analyze a work from a
variety of perspectives. (e.g., creative, formal/aesthetic,
cultural, critical)
Students will produce a creative project.
7. Facebook Pages
Used Blackboard for grades and to post PDFs.
http://tinyurl.com/comm260
Feel free to become a fan during 2009.
8. Theory Integrated into Class
Convey the qualities and value of
digital media.
Digital media offered as an art form.
Article links available on Facebook.
9. Wide Range of Articles
Wired Magazine
Scholarly
Classic
“The Work of Art in the Age of Mechanical Reproduction”
“Computer Lib” and “Dream Machines”
“A Rape in Cyberspace; or How an Evil Clown, a Haitian
Trickster Spirit, Two Wizards, and a Cast of Dozens Turned
a Database into a Society”
11. Blog Assignment
Fall Semester: personal blog and articles
Spring Semester: articles
Simple grading rubric
http://tinyurl.com/jennaex
Used Wordpress, Blogger or something else.
http://tinyurl.com/netvibesex
12. Wikis
First exploration of digital storytelling
Assignment completed in PBWiki.
Graded on story coherence and participation.
http://tinyurl.com/wikistory
Wikipedia practice/improv
Editing is difficult for students
Next time, Twitter story
13. Podcasting
Used Garageband.
Fairy Tale Practice
Fall Semester: personal story (enhanced)
Spring Semester: personal story and “show”
http://tinyurl.com/skydivingjosh
http://tinyurl.com/sisterbecca
http://tinyurl.com/jackiediary
Next Semester: No enhanced podcast. One story and
one Commentary (to introduce political/performance art.)
14. Paper 1: New Media Art
1) Describe the work and discuss its form (considering the technological
requirements, including interactive elements; how it appears or stimulates
the senses; and aesthetic considerations.)
2) Discuss the work in terms of its content:
cultural or political meaning
aesthetic value
creative significance.
3) Discuss how the work might be viewed by different cultures.
What cultural assumptions have been made by the artist about the viewer
that would allow the viewer to appreciate/understand the work?
15. Flash
Fall Semester: Animation
Spring Semester: Animation and
Interactive Project
http://tinyurl.com/USmapex
Preferred topic for some students;
others found it difficult.
Keep it simple. Textbook used.
Provided step-by-step instructions.
16. Second Life: Identity
Second Paper:
1. How could one consider this creation of identity function as a form of
art? Consider creative, cultural, political, and/or formalistic
approaches (include at least two approaches in your paper.)
2. How do these approaches help one's understanding of avatar
creation as personal expression and of Second Life in general?
Students should include both research sources (at least three: scholarly
or popular press) and 2-3 brief interviews with Second Life citizens.
3. How does this analysis help us understand artistic expression in
Second Life?
17. Second Life: Culture
Tour (architecture, religion, and amusement)
Itinerary provided.
Students took photos and wrote about
experiences in blogs.
Birthing Center experience/Rules of Conduct
18. Second Life: Building
Building objects, furniture and dwellings
Some students were “hooked.”
Our land seemed to be getting smaller.
http://tinyurl.com/comm260SL
(for the SLURL to the NMC rented land)
19. Final Project
You are encouraged (but not required) to produce a work that encourages
collaboration (Web 2.0). You may work in groups of two if the project demands it.
The work must be substantial and worthy of two months effort. You will be graded on
whether the project has/is
1) A “finished quality”
2) Artistic in either the aesthetic and/or political sense
3) “Interesting”
4) “Innovative”
5) Leaves the user with a “lasting impression.”
(And the use of quotes confirm that I realize this is vague.)
A paper discussing their project as a form of new media art was also required.
The focus was “why was this project important.”
Students presented in a small auditorium and Second Life. (Don’t do this.)
20. The Projects: Examples
Students created online poster session
(Did you check out my Interactive?)
http://tinyurl.com/podcast1ex (Talk Show)
http://tinyurl.com/podcast2ex (Politics/Sexual Identity)
http://tinyurl.com/flash1ex (Choices/Stop Motion)
http://tinyurl.com/virtualmovement (Flash dance)
http://tinyurl.com/secretflash (Secrets /Flash)
http://tinyurl.com/secretsfb (Secrets/Facebook)
http://tinyurl.com/techlove (TechLove)
Stadium/Lacrosse
21. Interest Level for Each Topic
“Extremely” or “Very” interesting or useful
Facebook: 57%
Blogs: 35%
Wikis: 28%
Podcasts: 82%
Flash: 60%
Second Life: 71%
22. Assignment Ratings I
Which were worthwhile (students defined)?
66% or more of class chose “Extremely” or “Very.”
Podcast (both)
Flash (both)
Second Life: Building
Final Project
23. Assignment Ratings II
Which were not worthwhile (students defined)?
20% or more of class chose
“Somewhat” or “Not Worthwhile.”
Blog
Digital Media Art paper
Virtual Worlds paper
24. More time should be spent on...
Flash
...and a new course is coming Spring 2010.
25. Course Corrections
More digital storytelling focus
Twitter instead of wikis
More emphasis on performance in
Podcasting
Flash: Simpler interactivity
Second Life: more use of events
26. Teach this class!
Great flexibility to explore tools.
Allow students to understand the “why” in
addition to the “how.”
Recruits students to field/department.
27. How to find me
Would you like a copy of the survey?
Any questions or comments?
Contact me via Facebook (Jeremy Sarachan)
or at jsarachan@sjfc.edu or in (Jarold
String).