This document describes a digital storytelling training course in Copenhagen from November 2015. It provides an overview of the course content including topics like microstorytelling, digital story components, the storytelling process, and examples of past projects using digital storytelling for topics like human rights, community building, and intergenerational sharing of life stories. The training is led by experienced facilitators and aims to teach digital storytelling skills and their applications for knowledge sharing, communication, and empowerment.
Folkeskolen er godt nok mere i defensiven end AGF. Laver en del kommunikationsarbejde for folkeskolen - her er slides fra en præsentation, der måske har kollektiv interesse, selv om slides godt nok sjældent har det :-)
This document describes a digital storytelling training course in Copenhagen from November 2015. It provides an overview of the course content including topics like microstorytelling, digital story components, the storytelling process, and examples of past projects using digital storytelling for topics like human rights, community building, and intergenerational sharing of life stories. The training is led by experienced facilitators and aims to teach digital storytelling skills and their applications for knowledge sharing, communication, and empowerment.
Folkeskolen er godt nok mere i defensiven end AGF. Laver en del kommunikationsarbejde for folkeskolen - her er slides fra en præsentation, der måske har kollektiv interesse, selv om slides godt nok sjældent har det :-)
Datalogisk tænkning i et pædagogisk og didaktisk perspektiv. ICILS 2018Stine Ejsing-Duun
Teknologiforståelse bliver afprøvet i en række skoler, hvor lærere med kort forberedelse og uden egentlig uddannelse i faget skal varetage den nye faglighed. Faget er nyt, men der har været mange initiativer både nationalt og lokalt som har betydning for hvordan det ser ud i dag. Og selv om lærerne ikke har formel uddannelse i dette fag, så har de kompetencer fra andre fag som medbestemmer hvordan de forstår faget. Men det til trods står lærerne i en kompleks undervisningssituation, hvor forudindtagelser og improvisation hurtigt kan fylde en del. Oplægget forholder sig til den pædagogiske og didaktiske udfordring undervisere står i, når de sætter datalogisk tænkning på dagsordenen. Disse udfordringer omfatter kompleksiteten, faglighed, fordomme om elevers interesser og kompetencer herunder især hvilken rolle køn spiller i faget. Oplægget skitserer også strategier til at imødekomme disse udfordringer.
Oplæg ved Stine Ejsing-Dunn, ph.d. og lektor, Institut for Kommunikation og Psykologi, Aalborg Universitet.
Oplæg for Innovationskonsulenter 16.december 2009 samt 2. februar 2010. Portejøjle og projektstyrring på Hovedbiblioteket i Århus, en professionel ramme for projektarbejde.
Dette er en workshop som Anne Charlotte Petersen og jeg holdte på et sprogcenter. Formålet var at vise underviserne mulighederne ved at inddrage mobile enheder i undervisningen af f.eks. indvandrere
This document outlines a program to train facilitators in digital storytelling over 5 days. 31 people applied for the program and 10 were selected representing 5 different countries. The training covered various digital media formats like photo stories, video documentaries, short features, and infographics to produce an in-depth article.
This document summarizes the work of the Copenhagen Center for Digital Storytelling, which facilitates workshops on using personal storytelling and digital media as tools for empowerment. The center has run workshops in many countries since 2007 on topics like education, community building, self-development, and human rights. One of their current projects, "Challenge My Story", explores gender-related challenges faced by young people in Jordan through digital stories produced in workshops. The center provides training and resources to encourage the use of digital storytelling for personal reflection and social issues.
Datalogisk tænkning i et pædagogisk og didaktisk perspektiv. ICILS 2018Stine Ejsing-Duun
Teknologiforståelse bliver afprøvet i en række skoler, hvor lærere med kort forberedelse og uden egentlig uddannelse i faget skal varetage den nye faglighed. Faget er nyt, men der har været mange initiativer både nationalt og lokalt som har betydning for hvordan det ser ud i dag. Og selv om lærerne ikke har formel uddannelse i dette fag, så har de kompetencer fra andre fag som medbestemmer hvordan de forstår faget. Men det til trods står lærerne i en kompleks undervisningssituation, hvor forudindtagelser og improvisation hurtigt kan fylde en del. Oplægget forholder sig til den pædagogiske og didaktiske udfordring undervisere står i, når de sætter datalogisk tænkning på dagsordenen. Disse udfordringer omfatter kompleksiteten, faglighed, fordomme om elevers interesser og kompetencer herunder især hvilken rolle køn spiller i faget. Oplægget skitserer også strategier til at imødekomme disse udfordringer.
Oplæg ved Stine Ejsing-Dunn, ph.d. og lektor, Institut for Kommunikation og Psykologi, Aalborg Universitet.
Oplæg for Innovationskonsulenter 16.december 2009 samt 2. februar 2010. Portejøjle og projektstyrring på Hovedbiblioteket i Århus, en professionel ramme for projektarbejde.
Dette er en workshop som Anne Charlotte Petersen og jeg holdte på et sprogcenter. Formålet var at vise underviserne mulighederne ved at inddrage mobile enheder i undervisningen af f.eks. indvandrere
This document outlines a program to train facilitators in digital storytelling over 5 days. 31 people applied for the program and 10 were selected representing 5 different countries. The training covered various digital media formats like photo stories, video documentaries, short features, and infographics to produce an in-depth article.
This document summarizes the work of the Copenhagen Center for Digital Storytelling, which facilitates workshops on using personal storytelling and digital media as tools for empowerment. The center has run workshops in many countries since 2007 on topics like education, community building, self-development, and human rights. One of their current projects, "Challenge My Story", explores gender-related challenges faced by young people in Jordan through digital stories produced in workshops. The center provides training and resources to encourage the use of digital storytelling for personal reflection and social issues.
“Challenge My Story” is a project that aims to explore differences and similarities in challenges that young men and women in Jordan face in relation to gender-related topics such as discrimination, harassment and physical or mental abuse. Through the empowering method of Digital Storytelling, the project encourages debate on gender equality and gender roles in the Jordanian society. In this way, the production of digitalised personal stories becomes an incubator for debate as the stories convey opportunities as well as barriers which young Jordanian women and men face.
Digital storytelling is a method that combines oral storytelling with multimedia tools to create personal stories. A typical digital story is 2-3 minutes, includes a 250-300 word script, 20-30 images/video/illustrations, and a voiceover with music and sound effects. The stories are produced through a 3-day workshop process involving creativity, peer feedback, and technical production training.
This document provides an overview of digital storytelling. It defines digital storytelling as short, personal multimedia tales told from the heart that engage technical tools like images, graphics, music and sound mixed with a personal narrative. It outlines the typical format of a 2-3 minute digital story produced using tools like iMovie or Movie Maker. The document also describes the 7 step process for creating digital stories and provides examples of projects using digital storytelling for knowledge sharing, community building and self-development. It discusses new methods like using Google Earth, video diaries and Facebook and ideas around place-based stories, workshops and developing ideas.
Digital storytelling is a method that combines short personal stories told from the heart with multimedia elements like images, graphics, music and sound. It originated in Oakland in 2007 and has since spread internationally through workshops that guide participants through the process of crafting 2-3 minute digital stories on a personal topic using tools like iMovie. The typical digital story holds a 250-300 word script accompanied by 20-30 images and incorporates voice, music and sound effects. Participants learn reflection and identity skills through sharing their stories.
Digital storytelling is a method for creating and sharing personal stories using multimedia elements like images, music, and narration. The document discusses the history and origins of digital storytelling, how it started in the 1970s, and how the Center for Digital Storytelling has helped spread it worldwide through workshops. It provides examples of how digital storytelling can be used for education, community building, research, activism, and more. A typical digital story is 2-3 minutes long and combines a script of 250-300 words with 20-30 images, video, or other multimedia elements created over a 3-5 day workshop.
The document discusses digital storytelling, describing it as a short, first-person video narrative created by combining recorded voice, images, and music. It provides examples of how digital storytelling has been used for education, personal development, community building, and more. The workshop described in the document introduces participants to the process of writing, producing, and sharing short digital stories.
Digital storytelling is a short, first-person video narrative created by combining recorded voice, still images, and music. It typically holds a format of a 250-300 word script, 20-30 images/videos, and runs 2-3 minutes long. Digital storytelling was started in the 1970s-1990s and has since spread worldwide. It can be used for many objectives including education, personal development, teambuilding, community building, research, documentation, activism, politics, urban planning, therapy and health.
4. Historiefortællere Studenten Gode skrivekundskaber, velformuleret, uddannet til at skrive fagligt. Ingen kreativitet Forfatteren Perfekt til fiktion og at skrive historier der fanger. Perfektionistisk, kreativ men er hæmmet af den skriftlige form Kunstneren Meget non-linær i skrivestil: dialog, digte etc. visuel tænkende og svær at disponere den formelle skrivestil
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7. Skrive guide Én vs. tre historier Gemmer fortælleren historien eller er der mere end én historie i manuskriptet Vis vs.fortæl Brug billeder til at vise historien, så ikke den bliver kedelig. Find budskabet Skriv korte sætninger - med et budskab Stol på historien Hav tillid til din historie
8. Projektplanlægning Før: Deltagerformular – forbered målgruppen Analyse af målgruppen Planlægning og rekruttering Specialister på området? Teknisk udstyr klargøres? Hvor mange/meget? Tidsplan, postkort, storyboard etc.
9. Udstyr Teknik: Download programmer: - links til CC - fildeling Høretelefoner Splitstik Filer: lydeffekter, musik, billeder Mikrofoner; snowball, yeti, Edirol Kamera: Vado HD, Sony TX100,Canon G11 iPhone /iPad
10. Projektplanlægning Under: Introduktion til DS Skab tryghed og sparring Overhold tiden Proceschart Teknisk assistance Kompetence og vidensdeling Rettigheder Fejring
Digital storytelling er en metode og en bevægelse som giver mennesket et stemme gennem brugen af computeren som værktøj . Digital Storytelling er både en form ( produkt ) , en metode ( proces ) , en bevægelse ( movement ) og et detaljeret tekst system . Som et produkt defineres digital stories som : “Digital Stories are short, personal, multimedia tales, told from the heart. Anyone can make them and publish them on screens anywhere.”(Meadows, 2001) Det er kort personlig historie, som bliver fortalt vha brugen af dagens multimodale teknologier ( computer; billed, lyd, tekst ) Det er ligesom et haiku – japansk digtform . Meget kort, strikt form . Afgrænset . Kan stå for sig selv . Ikke en serie . Stramme rammer ( i ds tiden ) .
Look out that the storyteller is not hiding the story. And see if there is more than one story being told is there enough details from the storyteller . Could anyone have written it - if this is the case there is a problem - lacks of personal comments - personal point of view Make phrases instead of sentences - dont write what you really say but replace long senteces that you wouldn´t normally say if you told the story face to face The storyteller feels confident and try to make the script even more tight. Try and ask how the story would look like in visual form - use storyboard as a tool to make the story even more ready.
Look out that the storyteller is not hiding the story. And see if there is more than one story being told is there enough details from the storyteller . Could anyone have written it - if this is the case there is a problem - lacks of personal comments - personal point of view Make phrases instead of sentences - dont write what you really say but replace long senteces that you wouldn´t normally say if you told the story face to face The storyteller feels confident and try to make the script even more tight. Try and ask how the story would look like in visual form - use storyboard as a tool to make the story even more ready.
Look out that the storyteller is not hiding the story. And see if there is more than one story being told is there enough details from the storyteller . Could anyone have written it - if this is the case there is a problem - lacks of personal comments - personal point of view Make phrases instead of sentences - dont write what you really say but replace long senteces that you wouldn´t normally say if you told the story face to face The storyteller feels confident and try to make the script even more tight. Try and ask how the story would look like in visual form - use storyboard as a tool to make the story even more ready.
Look out that the storyteller is not hiding the story. And see if there is more than one story being told is there enough details from the storyteller . Could anyone have written it - if this is the case there is a problem - lacks of personal comments - personal point of view Make phrases instead of sentences - dont write what you really say but replace long senteces that you wouldn´t normally say if you told the story face to face The storyteller feels confident and try to make the script even more tight. Try and ask how the story would look like in visual form - use storyboard as a tool to make the story even more ready.
Look out that the storyteller is not hiding the story. And see if there is more than one story being told is there enough details from the storyteller . Could anyone have written it - if this is the case there is a problem - lacks of personal comments - personal point of view Make phrases instead of sentences - dont write what you really say but replace long senteces that you wouldn´t normally say if you told the story face to face The storyteller feels confident and try to make the script even more tight. Try and ask how the story would look like in visual form - use storyboard as a tool to make the story even more ready.
Min baggrund for at tale om digital storytelling 6 måneder i Oakland : Udsatte børn / unge, digital udfordrede børn . Manglen på digitale kompetencer . Røde kors AD/HD - deprimeret Internatinal skole og Nørrebro Skole Silkeborg Ungdomsskole - flygtninge i alderen 15-25 år - International Day of sharing ligestories
Herhjemme har storytelling været meget udbredt som et praktisk brandingværktøj, og det var også vores første antagelse, at digital storytelling handler om branding. Men hvor storytelling-begrebet knytter sig til branding af virksomheder - om image-skabelse, er digital storytelling diamentralt modsat: det handler om den personlige historie, den ægte, hudløstærlige fortælling, der ikke har til formål at forføre sit publikum. FORMEN: Mange definitioner, men overordnet: En kombination af den mangeårige tradition med at fortælle historier, forenet med en eller flere af mulige multimedie værktøjer, bl,a. grafik, lyd, video, animation og web publicering. INDHOLD: Derfor er en digital historie i sin reneste form: er en kort, personlig film lavet med billeder, videoklip og egen fortællerstemme. Den kan handle om alt fra dit job, til barndom til forskningsresultater til familieminder. Alt er tilladt. Digital storytelling tager udgangspunkt i den ideologi, at alle mennesker har en vigtig historie at fortælle. Historiefortælling udgør et vigtigt element i menneskets kommunikationsevner og erfaringsdannelse. METODE, PRAKSIS OG MOVEMENT Digital storytelling er en metode og en bevægelse som giver mennesket et stemme gennem brugen af computeren som værktøj . Digital Storytelling er både en form ( produkt ) , en metode ( proces ) , en bevægelse ( movement ) og et detaljeret tekst system . Som et produkt defineres digital stories som : “Digital Stories are short, personal, multimedia tales, told from the heart. Anyone can make them and publish them on screens anywhere.”(Meadows, 2001) Det er kort personlig historie, som bliver fortalt vha brugen af dagens multimodale teknologier ( computer; billed, lyd, tekst ) Det er ligesom et haiku – japansk digtform . Meget kort, strikt form . Afgrænset . Kan stå for sig selv . Ikke en serie . Stramme rammer ( i ds tiden ) .