This document provides an agenda and overview for a post-summit session on using technology to tell stories. The agenda includes introductions, activities on installation art and transmedia storytelling, and discussions on implications for the classroom. Quotes throughout emphasize how technology allows for new forms of storytelling and participatory culture. The goal is to teach digital literacy skills and scaffold creative projects that have students exploring memory, building worlds, and cultivating collective intelligence through immersive stories.
The Digital Storytelling Cafe: Intro to digital storytelling with PhotostoryJen Hegna
Digital storytelling combines a story with digital visuals, text, narration, video and music. It revolves around a theme and viewpoint. Stories can be interactive and connected to other stories. Digital storytelling builds 21st century skills like creativity, critical thinking, problem solving and communication skills. It can be used to explore historical themes or teach informational topics. Teachers can use digital storytelling to engage students and make difficult content more understandable. The creation of digital stories involves researching a topic, writing a story, adding digital elements, and refining the final product.
The document discusses developing multiliteracies in secondary classrooms. It summarizes perspectives from experts on 21st century skills needed in the workplace, including collaboration, digital literacy, and critical thinking skills. The presentation recommends teachers support these skills by thoughtfully integrating technologies, project-based learning, and encouraging students to develop their own ideas and share their work. It provides examples of digital tools and ends by emphasizing the importance of developing students' abilities to tackle complex problems and envision solutions.
Slide deck from AAM Annual Meeting in 2015: Digital Storytelling: The Dream, the Team, the Results
Media and Technology track
Tuesday, April 28, 2015
Museums can deepen audience engagement through effective storytelling. Delivering content has never been easier, due to digital interfaces and personal, portable technologies. Without a strong interpretive strategy and the right tools to craft and share our stories, we may be missing opportunities. Join this panel of experts as they describe real-world projects, share results that show the impact of digital storytelling on engagement, and demonstrate a new, free storytelling software.
Learner Outcomes
1. Attendees will learn about interpretive strategy methods and the project team approach to create and share engaging stories on digital platforms.
2. Attendees will learn about combining rapid prototyping methods with formal evaluations to create digital storytelling that delights audiences.
3. Attendees will learn how to download and use a free (open source) set of storytelling software tools developed by the Minneapolis Institute of Arts.
SXSW is an event that provides opportunities for meeting people, gaining inspiration from speakers, and sparking new ideas. The document discusses experiences at SXSW including initially being unsure how to answer what SXSW is about, realizing later that the event provides value through social interactions and shared experiences with others. Attendees are encouraged to balance focused learning with socializing and interacting with others physically rather than just digitally to have a more positive experience.
This is the first of two presentations conducted back-to-back at the Institute for Learning Innovation at the University of Leicester on 5th April 2013. The second part is at https://www.slideshare.net/Mark_Childs/space-embodiment-identity/ There is a video of me talking using these slides at https://vimeo.com/68847832
Maps for Understanding VR & Reality: Kent Bye's ITC KeynoteKent Bye
These are the maps that I use to understand reality & virtual reality, but can also be used as experiential design frameworks. This is the keynote I gave at the Immersive Technology Conference in Houston, TX on Monday, November 6th, 2017.
Evolving libraries: What's at our core?rudibrarian
Are libraries “book warehouses” or “knowledge makerspaces”? The nature of “things” patrons create with library tools has changed in recent years as educators and libraries incorporate new technologies and new media in the learning experience and as methods of communication become increasingly (digitally) visual. However, this increasing complexity of tools has not changed the library’s central role of providing the space for information consumption, the training in support of various literacies, and support of knowledge creation in whatever form the researcher requires. The only thing that has really changed is the nature of the tools libraries support. Are we providing a broader array of tools needed to support multiple-media learning and literacy that enhances our relevancy to constituents—and to funding agencies? Join the discussion!
This document discusses the need for technology in schools to enhance student learning. It outlines a technology wishlist including devices like laptops, projectors, and smartboards. The document then discusses how technology can support different learning styles based on Gardner's theory of multiple intelligences and constructivist learning theory by allowing students to learn through doing and making real-world connections. It provides examples of how different technologies can engage different intelligences, such as using podcasts, blogs and wikis for verbal learners or science tools and sensors for naturalists. The document concludes that technology can aid both student learning and teacher productivity when used appropriately.
The Digital Storytelling Cafe: Intro to digital storytelling with PhotostoryJen Hegna
Digital storytelling combines a story with digital visuals, text, narration, video and music. It revolves around a theme and viewpoint. Stories can be interactive and connected to other stories. Digital storytelling builds 21st century skills like creativity, critical thinking, problem solving and communication skills. It can be used to explore historical themes or teach informational topics. Teachers can use digital storytelling to engage students and make difficult content more understandable. The creation of digital stories involves researching a topic, writing a story, adding digital elements, and refining the final product.
The document discusses developing multiliteracies in secondary classrooms. It summarizes perspectives from experts on 21st century skills needed in the workplace, including collaboration, digital literacy, and critical thinking skills. The presentation recommends teachers support these skills by thoughtfully integrating technologies, project-based learning, and encouraging students to develop their own ideas and share their work. It provides examples of digital tools and ends by emphasizing the importance of developing students' abilities to tackle complex problems and envision solutions.
Slide deck from AAM Annual Meeting in 2015: Digital Storytelling: The Dream, the Team, the Results
Media and Technology track
Tuesday, April 28, 2015
Museums can deepen audience engagement through effective storytelling. Delivering content has never been easier, due to digital interfaces and personal, portable technologies. Without a strong interpretive strategy and the right tools to craft and share our stories, we may be missing opportunities. Join this panel of experts as they describe real-world projects, share results that show the impact of digital storytelling on engagement, and demonstrate a new, free storytelling software.
Learner Outcomes
1. Attendees will learn about interpretive strategy methods and the project team approach to create and share engaging stories on digital platforms.
2. Attendees will learn about combining rapid prototyping methods with formal evaluations to create digital storytelling that delights audiences.
3. Attendees will learn how to download and use a free (open source) set of storytelling software tools developed by the Minneapolis Institute of Arts.
SXSW is an event that provides opportunities for meeting people, gaining inspiration from speakers, and sparking new ideas. The document discusses experiences at SXSW including initially being unsure how to answer what SXSW is about, realizing later that the event provides value through social interactions and shared experiences with others. Attendees are encouraged to balance focused learning with socializing and interacting with others physically rather than just digitally to have a more positive experience.
This is the first of two presentations conducted back-to-back at the Institute for Learning Innovation at the University of Leicester on 5th April 2013. The second part is at https://www.slideshare.net/Mark_Childs/space-embodiment-identity/ There is a video of me talking using these slides at https://vimeo.com/68847832
Maps for Understanding VR & Reality: Kent Bye's ITC KeynoteKent Bye
These are the maps that I use to understand reality & virtual reality, but can also be used as experiential design frameworks. This is the keynote I gave at the Immersive Technology Conference in Houston, TX on Monday, November 6th, 2017.
Evolving libraries: What's at our core?rudibrarian
Are libraries “book warehouses” or “knowledge makerspaces”? The nature of “things” patrons create with library tools has changed in recent years as educators and libraries incorporate new technologies and new media in the learning experience and as methods of communication become increasingly (digitally) visual. However, this increasing complexity of tools has not changed the library’s central role of providing the space for information consumption, the training in support of various literacies, and support of knowledge creation in whatever form the researcher requires. The only thing that has really changed is the nature of the tools libraries support. Are we providing a broader array of tools needed to support multiple-media learning and literacy that enhances our relevancy to constituents—and to funding agencies? Join the discussion!
This document discusses the need for technology in schools to enhance student learning. It outlines a technology wishlist including devices like laptops, projectors, and smartboards. The document then discusses how technology can support different learning styles based on Gardner's theory of multiple intelligences and constructivist learning theory by allowing students to learn through doing and making real-world connections. It provides examples of how different technologies can engage different intelligences, such as using podcasts, blogs and wikis for verbal learners or science tools and sensors for naturalists. The document concludes that technology can aid both student learning and teacher productivity when used appropriately.
Harnessing Educational Technology To Boost Confidence, Creativity and Social ...Sylvia's English Online
This document discusses harnessing educational technology to boost creativity. It covers several topics: 1) Using technology to develop students' social and emotional skills through collaborative activities. 2) Drawing on theories like Vygotsky's zone of proximal development to structure learning experiences that challenge students. 3) Integrating timeless teaching approaches like storytelling, task-based learning, and humanistic language teaching with digital tools to foster creativity.
These slides accompanied a session at Wellesley College (January 2013)
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 New Zealand License.
Book Kernel is an event-based publishing service that captures events in real-time by recording presentations, discussions, social media, and contextual information to create an evolving digital book. It aims to create a legacy of shared experiences from events by allowing commentary and additional content to be added to the book over time. The book is created during the event by a Book Pilot and can be viewed online or printed for delegates to take away. This summarizes the key aspects of Book Kernel's event capturing and publishing approach.
Stories can be used in three key ways in user experience design: to collect information about users' contexts, goals, and experiences; to understand themes and patterns in user behavior; and to design and evaluate new experiences that change aspects of users' worlds. Stories are already embedded in many user research and design methods, even if they are not explicitly called stories. Using stories can help provide depth to understanding users and efficiently communicate insights.
Hitting Your Mark - Content Strategy & OptimizationPardot
The document discusses content strategy and optimization. It emphasizes the importance of understanding users, their context and experiences. It notes users will decide whether to stay on a page within the first 10 seconds based on first impressions. It also discusses keeping content concise since users only read about 20% of text on average. The document advocates understanding users through personas and emphasizes creating positive emotional connections with users through relevant, well-presented content.
CWC Concept to Story - The Key to Experience DesignSiobhan O'Flynn
This document provides an overview of concepts, personas, and scenarios for designing digital experiences. It discusses moving from concepts to stories by developing narratives and themes around user experiences. Personas are introduced as a way to represent target users through profiles with names, photos, and backstories to promote empathy. Scenarios are described as narratives told from a user's point of view that provide richer context about how a user might interact with a product, service, or interface. An example scenario is then presented about a user interacting with a speculative recruitment website. The document aims to explain these techniques for understanding users and designing digital experiences and interactions.
The document discusses digital storytelling and how to develop and share big ideas. It suggests that a big idea is defined by its vision, mission, and relationship to its audience. A big idea can shift paradigms and should be summarized in one sentence that encompasses why the organization exists and who it exists for. The document also discusses how a big idea can be developed through an ideation process and can happen through gaining support and participation from an audience in a process of change.
Phronesis open space book of proceedings september 2010taniganderson
Open Space meeting summaries from September 14, 2010. Sessions discussed creating a receptive corporate culture to learning, the purpose of business in the 21st century, selecting ways to deliver learning, adapting mindsets for change, eradicating "training" from learning, benefits to participants beyond skills learnt, and engaging Gen Y and Z. Ideas focused on developing learning cultures, different learning styles, delivering flexible options, coaching approaches, and challenging organizational norms.
Users are People Too Adobe Max PresentationMeagan Fisher
Too often we create brands, experiences, and content that sacrifice humanity on the altar of conversion optimization. Join this session as we explore how to make our web and mobile experiences feel less like a business transaction and more like a conversation through human-oriented brand, marketing, and experience design.
Creative director, user advocate, and designer Meagan Fisher will share techniques that will help you honor the humanity of users through empathy-driven design and content.
Calongne vr simulations games ctu doctoral july 2017Cynthia Calongne
Two virtual reality, virtual worlds, games and simulation research workshops at the Colorado Technical University Doctoral Symposium July 12-13, 2017 hosted by Dr. Cynthia Calongne, aka Lyr Lobo in the Metaverse.
The document discusses experience design and storytelling across multiple platforms. It begins with Walt Disney's 10 rules for experience design, which focus on understanding audiences, empathy, clear storytelling and information architecture. Next, it discusses designing immersive transmedia experiences and storyworlds that engage audiences across websites, games and other platforms. It emphasizes designing for what people actually do and may do. The document advocates designing experiences over time through iterative 5D design.
Worldview 2010 Symposium Community CollegesErin Lyjak
The document discusses new literacies in a digital age. It begins by asking what it means to be literate today and how new literacies can help people think, learn and work innovatively. It then discusses the concepts of new literacies, technological pedagogical content knowledge, and the importance of project-based learning and performance assessments. It concludes by asking how educators will contribute to the world of new literacies and their students' digital futures.
Community Discovery and Ideation: Creating Smart LibrariesOCLC
This document discusses how small libraries can create "smart spaces" through community discovery, ideation, and prototyping. It encourages libraries to authentically engage the community to understand needs and aspirations. Tools like interviews, surveys and workshops help with discovery. Ideas are then brainstormed and prototypes created to test concepts. Examples show how libraries have transformed unused spaces into active learning areas based on community input, like makerspaces, gardens, and tech labs. The process empowers communities and ensures the library remains relevant.
Boom! 5 Ed Disruptors For Your ConferencesJeff Hurt
Brain science is not a fad and neither is online learning. The more we learn about how we learn, the more opportunities we have to provide more meaningful and lasting learning experiences for attendees at our meetings and events. Explore a few top education innovations happening in all walks (including K-12, universities, the digital space, library science, adult education and on-the-job-learning) extract their core nuggets of wisdom and “translate” them for application to our world of conference and professional learning.
Students bring new literacies to school as digital natives but need guidance in developing deeper reading skills for the digital age. While technology encourages cursory reading, tools can also support thoughtful reading when teachers facilitate discussions about literacy practices and set up opportunities for connected, shared reading. Blogging and digital writing allow unique forms of expression when students understand the purposes and conventions. Mentor texts model deep engagement whether print or digital.
Hot Studio 1-Hr Design Challenge submissionAutodesk
The document describes two concepts for the future of reading: Library in the Clouds and The SuperFlyer 5000. Library in the Clouds envisions a centralized digital library that allows members to borrow and share access to ebooks and other materials. It describes several scenarios of how people might access and interact with materials. The SuperFlyer 5000 is a flexible e-reader device that can display materials and fold to fit in a pocket, with features like braille support and sharing content by touching devices together.
4 hypotheses
Social learning is inter-active but Culture is also materially embedded or embodied.
To teach and disseminate immersive Digital History and Virtual Heritage, interaction and the learning that results from that interaction is crucial (see Mosaker, 2001).
To improve interaction, examine games and why they are so successful; academic literature suggests games are best examples of interactive digital engagement (references in Champion, 2008 et al.).
Game-based interaction has to be modified for Digital heritage-virtual heritage.
1) The FDA has scheduled a VRBPAC panel review of Heplisav for November 14-15. A positive vote could lead to approval in Q1 2013.
2) Key issues to watch include unequivocal efficacy data, safety profile comparisons to current standard of care, and discussions of a rare autoimmune event seen in clinical trials.
3) The analyst maintains an Outperform rating and $9 price target, seeing Heplisav becoming the standard of care for hepatitis B vaccination if approved.
Harnessing Educational Technology To Boost Confidence, Creativity and Social ...Sylvia's English Online
This document discusses harnessing educational technology to boost creativity. It covers several topics: 1) Using technology to develop students' social and emotional skills through collaborative activities. 2) Drawing on theories like Vygotsky's zone of proximal development to structure learning experiences that challenge students. 3) Integrating timeless teaching approaches like storytelling, task-based learning, and humanistic language teaching with digital tools to foster creativity.
These slides accompanied a session at Wellesley College (January 2013)
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 New Zealand License.
Book Kernel is an event-based publishing service that captures events in real-time by recording presentations, discussions, social media, and contextual information to create an evolving digital book. It aims to create a legacy of shared experiences from events by allowing commentary and additional content to be added to the book over time. The book is created during the event by a Book Pilot and can be viewed online or printed for delegates to take away. This summarizes the key aspects of Book Kernel's event capturing and publishing approach.
Stories can be used in three key ways in user experience design: to collect information about users' contexts, goals, and experiences; to understand themes and patterns in user behavior; and to design and evaluate new experiences that change aspects of users' worlds. Stories are already embedded in many user research and design methods, even if they are not explicitly called stories. Using stories can help provide depth to understanding users and efficiently communicate insights.
Hitting Your Mark - Content Strategy & OptimizationPardot
The document discusses content strategy and optimization. It emphasizes the importance of understanding users, their context and experiences. It notes users will decide whether to stay on a page within the first 10 seconds based on first impressions. It also discusses keeping content concise since users only read about 20% of text on average. The document advocates understanding users through personas and emphasizes creating positive emotional connections with users through relevant, well-presented content.
CWC Concept to Story - The Key to Experience DesignSiobhan O'Flynn
This document provides an overview of concepts, personas, and scenarios for designing digital experiences. It discusses moving from concepts to stories by developing narratives and themes around user experiences. Personas are introduced as a way to represent target users through profiles with names, photos, and backstories to promote empathy. Scenarios are described as narratives told from a user's point of view that provide richer context about how a user might interact with a product, service, or interface. An example scenario is then presented about a user interacting with a speculative recruitment website. The document aims to explain these techniques for understanding users and designing digital experiences and interactions.
The document discusses digital storytelling and how to develop and share big ideas. It suggests that a big idea is defined by its vision, mission, and relationship to its audience. A big idea can shift paradigms and should be summarized in one sentence that encompasses why the organization exists and who it exists for. The document also discusses how a big idea can be developed through an ideation process and can happen through gaining support and participation from an audience in a process of change.
Phronesis open space book of proceedings september 2010taniganderson
Open Space meeting summaries from September 14, 2010. Sessions discussed creating a receptive corporate culture to learning, the purpose of business in the 21st century, selecting ways to deliver learning, adapting mindsets for change, eradicating "training" from learning, benefits to participants beyond skills learnt, and engaging Gen Y and Z. Ideas focused on developing learning cultures, different learning styles, delivering flexible options, coaching approaches, and challenging organizational norms.
Users are People Too Adobe Max PresentationMeagan Fisher
Too often we create brands, experiences, and content that sacrifice humanity on the altar of conversion optimization. Join this session as we explore how to make our web and mobile experiences feel less like a business transaction and more like a conversation through human-oriented brand, marketing, and experience design.
Creative director, user advocate, and designer Meagan Fisher will share techniques that will help you honor the humanity of users through empathy-driven design and content.
Calongne vr simulations games ctu doctoral july 2017Cynthia Calongne
Two virtual reality, virtual worlds, games and simulation research workshops at the Colorado Technical University Doctoral Symposium July 12-13, 2017 hosted by Dr. Cynthia Calongne, aka Lyr Lobo in the Metaverse.
The document discusses experience design and storytelling across multiple platforms. It begins with Walt Disney's 10 rules for experience design, which focus on understanding audiences, empathy, clear storytelling and information architecture. Next, it discusses designing immersive transmedia experiences and storyworlds that engage audiences across websites, games and other platforms. It emphasizes designing for what people actually do and may do. The document advocates designing experiences over time through iterative 5D design.
Worldview 2010 Symposium Community CollegesErin Lyjak
The document discusses new literacies in a digital age. It begins by asking what it means to be literate today and how new literacies can help people think, learn and work innovatively. It then discusses the concepts of new literacies, technological pedagogical content knowledge, and the importance of project-based learning and performance assessments. It concludes by asking how educators will contribute to the world of new literacies and their students' digital futures.
Community Discovery and Ideation: Creating Smart LibrariesOCLC
This document discusses how small libraries can create "smart spaces" through community discovery, ideation, and prototyping. It encourages libraries to authentically engage the community to understand needs and aspirations. Tools like interviews, surveys and workshops help with discovery. Ideas are then brainstormed and prototypes created to test concepts. Examples show how libraries have transformed unused spaces into active learning areas based on community input, like makerspaces, gardens, and tech labs. The process empowers communities and ensures the library remains relevant.
Boom! 5 Ed Disruptors For Your ConferencesJeff Hurt
Brain science is not a fad and neither is online learning. The more we learn about how we learn, the more opportunities we have to provide more meaningful and lasting learning experiences for attendees at our meetings and events. Explore a few top education innovations happening in all walks (including K-12, universities, the digital space, library science, adult education and on-the-job-learning) extract their core nuggets of wisdom and “translate” them for application to our world of conference and professional learning.
Students bring new literacies to school as digital natives but need guidance in developing deeper reading skills for the digital age. While technology encourages cursory reading, tools can also support thoughtful reading when teachers facilitate discussions about literacy practices and set up opportunities for connected, shared reading. Blogging and digital writing allow unique forms of expression when students understand the purposes and conventions. Mentor texts model deep engagement whether print or digital.
Hot Studio 1-Hr Design Challenge submissionAutodesk
The document describes two concepts for the future of reading: Library in the Clouds and The SuperFlyer 5000. Library in the Clouds envisions a centralized digital library that allows members to borrow and share access to ebooks and other materials. It describes several scenarios of how people might access and interact with materials. The SuperFlyer 5000 is a flexible e-reader device that can display materials and fold to fit in a pocket, with features like braille support and sharing content by touching devices together.
4 hypotheses
Social learning is inter-active but Culture is also materially embedded or embodied.
To teach and disseminate immersive Digital History and Virtual Heritage, interaction and the learning that results from that interaction is crucial (see Mosaker, 2001).
To improve interaction, examine games and why they are so successful; academic literature suggests games are best examples of interactive digital engagement (references in Champion, 2008 et al.).
Game-based interaction has to be modified for Digital heritage-virtual heritage.
1) The FDA has scheduled a VRBPAC panel review of Heplisav for November 14-15. A positive vote could lead to approval in Q1 2013.
2) Key issues to watch include unequivocal efficacy data, safety profile comparisons to current standard of care, and discussions of a rare autoimmune event seen in clinical trials.
3) The analyst maintains an Outperform rating and $9 price target, seeing Heplisav becoming the standard of care for hepatitis B vaccination if approved.
This document describes management advisory and private equity consulting services provided by Alex Bezinge. The services include business diagnostics, performance improvement strategies, and board advisory services. Key differentiators include experience in both private equity and industrial operations, as well as providing full process support from analysis to implementation to conclusions. Example projects involve strategies like product development, cost reduction, and turnarounds. Broad international experience and a network of experts allow for flexible customized solutions.
- The FDA's Vaccines and Related Biological Products Advisory Committee (AdCom) will meet on November 14-15, 2012 to review data for HEPLISAV, Dynavax's two-dose hepatitis B vaccine.
- The analyst expects a positive recommendation from the AdCom for HEPLISAV and ultimately FDA approval by the February 24, 2013 PDUFA date.
- The analyst maintains a "Buy" rating and $10 price target for Dynavax based on projected profitability in 2015 following regulatory approval and launch of HEPLISAV in early 2013.
This document provides an analysis and investment recommendation for Omeros Corporation (OMER) by WBB Securities, LLC. The analyst maintains a Strong Buy rating and $20 price target for OMER based on a sum-of-the-parts valuation of OMER's pipeline, which includes two Phase III product candidates, two phosphodiesterase programs, and a library of G protein-coupled receptors (GPCRs). The analyst believes OMER is undervalued and that its pipeline will attract acquisition interest from large pharmaceutical companies seeking to replenish theirs.
A proposal for a unified canadian bmx programclarkerj
This document proposes a unified Canadian BMX program with the central goal of uniting the fractured BMX community in Canada. It lays out pieces of the proposal, including emphasizing local tracks as the foundation, identifying emerging talent, developing junior and elite riders, creating a new national race series, improving coaching and facilities, and addressing potential opposition. The plan aims to work on all levels from local to national to foster cooperation and growth in the sport.
The document summarizes a property for sale located in the Pinnock Beach Estate in Lekki, Lagos. The 4 bedroom property sits on 500 square meters of land and features a large master bedroom, two living rooms, fully fitted kitchen, and central utilities provided by the estate including sewage, power, and water. The shell structure is listed at 80 million naira while a fully completed and fitted property is 100 million naira. Contact information is provided for further details.
The document outlines an agenda for a professional development workshop on integrating music, technology, and 21st century skills. The agenda includes introductions and background, a presentation of the 7E instructional model, and modules on topics like aural culture and identity, imagination and ideas, careers in music, and social relevance. Presenters will demonstrate how to use software like Audacity and Finale Notepad. Participants will learn about developing a Music and Media Communications course and lessons focused on composition, analysis, and collaboration.
This document outlines an agenda for a post-summit session on using technology to tell stories. The agenda includes introductions, presentations on transmedia storytelling and installing media, and hands-on activities like creating installations and pitching transmedia story ideas. Presenters discuss concepts like participatory culture, collective intelligence, and teaching digital natives. The goal is to explore how technology can enhance storytelling and engage students through creative media projects.
This document discusses embracing social media in the classroom. It begins by setting the context of how social media will shape 21st century learning. It then defines social media and discusses how today's learners have widespread use of digital technologies. The document outlines some guiding principles for using social media and considerations for integrating it into curriculum. It provides examples of how social media can be used effectively for collaboration, content sharing, and experiential learning. Challenges of using social media and the path to implementation are also addressed. Resources on social learning tools, privacy, and cognitive taxonomies are shared.
This document discusses the changing nature of learning in a networked world. It notes that learning is now anytime, anywhere, and done by anyone using mobile devices. Learning is networked, global, collaborative, self-directed, and authentic. Literacy now involves skills like building relationships online, sharing information globally, managing multiple streams of information, and developing ethical skills for online environments. Effective schools will embrace both traditional and digital/networked approaches to education by focusing on inquiry, authentic experiences, and having teachers also act as learners. Overall, the document advocates for being bold and not waiting to change in order to prepare students for a world that is constantly changing.
Critical thinking is the study of clear, reasoned thinking and making well-thought out judgments. It involves skills like rationality, self-awareness, and open-mindedness. Critical thinking is important for success in today's world as it enhances skills like language, creativity, and self-reflection. Implementing technologies like robotics, digital imaging, podcasting, and webquests requires critical thinking to consider aspects like goals, audience, and ensuring activities flow seamlessly. Developing a web show also requires critical thinking as students must consider elements like scripting, camera angles, and editing to effectively convey a story.
Critical thinking is the study of clear, reasoned thinking and making well-thought out judgments. It involves skills like rationality, self-awareness, and open-mindedness. Critical thinking is important for success in today's world as it enhances skills like language, creativity, and self-reflection. Implementing technologies like robotics, digital imaging, podcasting, and webquests requires critical thinking to consider aspects like goals, audience, and ensuring activities flow seamlessly. Developing a web show also requires critical thinking as students must consider elements like scripting, camera angles, and editing to effectively convey a story.
Invited workshop for the Humanities Research Center at Rice University, 7 March 2016.
This workshop will provide an overview of crowdsourcing in cultural heritage and consider the ethics and motivations for participation. International case studies will be discussed to provide real life illustrations of design tips and to inspire creative thinking.
Cultivating FQ- Future Intelligence Quotient - Anticipatory thinking and making intelligent decisions in the present that will ensure value over the LONG term.
In this talk, I applied the conversation to the forces that have created irreversible shift; what the implications are for the way in which work will happen in the future, and what skill sets will ensure the best chances of success.
This document discusses shifts towards digital fluency and embracing change in education. It notes that children are immersed in digital technologies from a young age, but the idea of "digital natives" is inaccurate as access and opportunities vary. It defines digital fluency as using technologies readily and strategically for learning, work and play. Communicating, connecting and collaborating online requires network literacies and understanding how networks function. Examples show using relevant modes, the power of global audiences, utilizing networks, and teaching/learning online. Embracing change involves planning for technology renewal, evaluating emerging technologies, responsible use policies, embracing free and open resources, understanding privacy and citizenship issues online.
Creating effective mobile learning in the social age - mLearnCon 2014 by Juli...Julian Stodd
The Social Age is a time of great change, in how we work and how we learn. To design effective mobile learning, we have to understand these new realities and ensure that what we design fits within the constraints and evolved behaviours that have emerged. These are the slides from the session i ran at mLearnCon 2014 in San Diego with the eLearning Guild.
This document discusses digital storytelling and its educational uses. Digital storytelling combines multimedia elements like graphics, audio, video and music to tell stories on a specific topic. It can be used to create personal narratives, examine historical themes, or inform and instruct on various topics. When used in education, digital storytelling can serve as a lesson hook, integrate multimedia, and make difficult content more understandable. It benefits students by improving research, writing, technology and other skills. Challenges include accessing technology and copyright issues. Research is needed on how digital storytelling supports learning and assessment.
The document provides an overview of 10 different tech tools that can help tackle challenges in the classroom, including tools for research, creativity, communication, collaboration, critical thinking, and problem solving. It then proceeds to describe each tool in more detail through text and images, highlighting their main features and how they can be used for educational purposes. The document concludes by emphasizing the importance of choosing the right tools and keeping up with new emerging technologies.
Keynote Address, 4 July 2013, South African Association for Science and Technology Education (SAASTE). Rethinking learning: Learning technologies in a networked society.
Train the trainer digital storytelling workshop at CPUT May 2013Daniela Gachago
This document discusses digital storytelling projects done with students at CPUT. It defines digital stories as multimedia stories created by students that combine images, text, recorded narration, and music. Digital storytelling helps develop students' digital literacies and engagement. Students provide feedback that digital stories are an enjoyable way to learn. The document outlines the planning process, software used, models for projects, and benefits which include social cohesion, identity development, and assessment. Challenges include technology access and adapting the model to disciplines. Contact information is provided for those interested in learning more.
The document discusses stimulating creative thinking through educational games and storytelling across transmedia platforms. It explores how creativity is important for innovation and career success. Transmedia uses multiple media like films, games and apps to tell interconnected stories. Storytelling engages students and helps them learn and remember concepts. The document proposes researching how to develop an educational transmedia game for ages 7-12 that encourages creative thinking through meaningful stories. It outlines methods like interviews and testing with students and experts.
Beyond the page digital storytelling through gamesCathie Howe
Telling stories through games. Engaging students in digital story telling through designing computer games, transmedia stories and alternate reality games.
Escaping the Knowledge Management Black Hole: New Approaches to Leveraging Or...Paul Culmsee
The document discusses challenges with managing tacit knowledge and debates different approaches. It argues that fully codifying tacit knowledge into explicit documentation is difficult and can have downsides. Instead, it proposes capturing experts' reflections on video and linking them to dialogue maps that represent the rationale without over-codifying details. This preserves context while allowing others to navigate complex discussions. The approach aims to efficiently leverage expert time and knowledge within SharePoint systems.
This document discusses how storytelling has evolved with immersive simulations. Simulations allow audiences to interact with and become part of the story. The document provides an overview of topics such as adapting storytelling techniques to simulations, examples of storyboarding, and technology tools for creating immersive simulations. It also discusses best practices for simulation design including scenario, character, and story development as well as tools like Adobe Captivate, Articulate Storyline, and SimWriter for building interactive simulations.
The document discusses digital storytelling, which involves using multimedia such as text, images, film, and sound to tell a story. It provides tips for crafting digital stories, such as having a point of view, dramatic question, emotional content, effective use of voice, soundtrack, economy, and pacing. The process of creating digital stories involves researching, writing, organizing, using technology, presenting, interviewing, collaborating, problem-solving, and assessing. Benefits of digital storytelling include helping students organize ideas, build confidence, reduce difficulties with spelling and writing, and make learning about content rather than the student. Ongoing research is exploring the effectiveness of digital storytelling in education.
This document discusses the importance of design research and strategy. It provides examples of guerrilla design research techniques people can use without large budgets. These include observing analogous environments to understand user behaviors, roles, and relationships. The document recommends identifying patterns in the data and translating observations into insights that guide product development. It then gives an example of how to apply these techniques by observing a skate park to develop an understanding of how skills are taught, mentored, and developed among users that could inform the design of a mobile social networking app.
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.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
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.
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.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
2. Welcome to the Post-Summit!
• What do you hope to learn in
this session?
• How have you used
technology to tell a story?
3. “Technology is the campfire
around which we tell our
stories.”
−Laurie Anderson
4. 10:00-10:20 Introduction & Background
10:20-10:30 First Semester Overview
10:30-11:30 Activity: Installation
11:30-12:00 Lunch
12:00-12:10 Intro. to Transmedia Storytelling
12:10-12:20 Second Semester Overview
12:20-1:20 Activity: Transmedia Storytelling
1:20-1:30 7E Lesson Framework Analysis
1:30-1:40 Implications for the Classroom
1:40-2:00 Resources, Questions & Closing
5.
6. “We are now in the middle of a
second Gutenberg shift from
book fluency to screen fluency,
from literacy to visuality.”
- Kevin Kelly, Senior Editor of WIRED
7.
8. An Unprecedented Opportunity
• Media are converging
• Participatory culture is on the rise
• Design thinking is beginning to
drive businesses
• Screens are replacing texts as
primary tools of communication
9.
10. IBM 2010
Global
1,500 leaders
CEO 60 countries
Survey
Creativity is the
#1 leadership
competency
for the future.
15. Innovative Course Description
• TEA-Approved Innovative Course
• Available 2012-2013 School Year
• PEIMS #N1170145 Abbreviation: ARMECOM2
• State Elective Credit: 1
16. Texas Policy Support: Standards
Texas Essential
Knowledge and Skills
for Fine Arts
Texas Essential
Knowledge and Skills
for Technology
Applications
Texas College and
Career Readiness
Standards
17. Essential Knowledge and Skills
1. Perception & Information Acquisition
2. Creative Expression & Communication
3. Historical/Cultural Studies
4. Response, Evaluation, and Media Literacy
5. Problem Solving
6. Participatory Culture
18. Scaffolding & Alignment
AMC I
1. Visual Culture & Identity
2. Imagination & Ideas
3. Collaboration & Communication
4. Social Relevance & Community
AMC II
1. Exploring Personal Memory
2. Imagining New Worlds
3. Creating Immersive Stories
4. Feeding Collective Intelligence
19. “Participatory culture shifts the
focus of literacy from one of
individual expression to
community involvement.”
− Henry Jenkins
26. Module 2: Imagining New Worlds
• Lesson 1: Altered Environments and World
Building
• Lesson 2: Idea Lab – Group Installation
Brainstorm
• Lesson 3: Site-Specific Installation
27. “The artist’s world is limitless. It
can be found anywhere, far from
where he lives or a few feet away.
It is always on his doorstep.”
−Paul Strand, American photographer and filmmaker
28. Activity: Site-Specific Installation
Task: Alter this environment using materials &
responding to word on index card at your table.
Timeboxing – Short sprints to reach “impossible” goals
Brainstorming & creative production technique based on
work of Mihaly Csikszentmihalyi (Flow)
5 min 5 min 15 min 15 min
Brainstorm Sketch, Build & Evaluate and
Concept Negotiate, Create Art modify, finalize
Distribute building
Workload
29.
30. What is transmedia storytelling?
• Multiple
media
formats
• Complex
worlds
• Multiple
entry
points
31. Basic Structures of a Story
• Exposition – where a story starts
• Plot
• Setting
• Character
• Rising Action
• Falling Action
• Climax
• Resolution or denouement
33. Linear vs. Non-linear stories
Written Texts, Printed Media, Film/Video
Games, Hypertext
and Online Media
34. Creating the Multiverse
a multiverse is
defined as “an infinite
realm of being or
potential being of
which the universe is
regarded as a part or
instance.”
39. Module 4: Feeding Collective Intelligence
• Lesson 1: Interactive Stories and Game Designs
• Lesson 2: The “Happening”
• Lesson 3: Reflections – Digital Portfolio
Assembly
40. Activity: Transmedia Storytelling
• Create a poster to represent and “pitch” your
story as if to a producer.
• Build off of our installation in some way.
• Each group will have 5 minutes to engage us
with their story.
• Your media and constraints will vary by group.
• Brainstorm, collaborate, negotiate, share
• Work quickly – 40 minutes to poster
presentations
42. 7E Lesson Analysis
• Review the lesson handed to you in terms of the
7E framework.
• With your partner, analyze how the lesson moves
through the 7Es.
• What are some differences you observe between
this model and other visual arts lessons you have
seen in the past?
• What might be some of your predictions on how
these changes impact the learning experience?
43. Implications for the Classroom
• With a partner from a different group, discuss
the process you used to generate your story
ideas and think through how you might guide
a group of students through the actual
creation of these projects.
• What modifications to your classroom or
instruction might need to be made to help
students be successful with lessons like these?
44.
45. Lessons Learned continued
• Work with tech staff in advance
• Download, test, practice using software
• Don’t forget the small stuff—where to save
files
• Create weblists in advance
• Review best practices in social media
• Don’t be afraid of loud and messy group work
46. Technology & Supplies
• Art room & materials
• Digital cameras
(still and video)
• LED projector
• Internet connection
• Computers
• Color printer
51. Contact Information
Texas Cultural Trust
823 Congress Ave., Suite 650
Austin, TX 78701
http://txculturaltrust.org/
Amy Barbee, Executive Director
abarbee@txculturaltrust.org
Caroline Hammond, Project Manager
chammond@txculturaltrust.org
52. Contact Information
Resources for Learning
7035 Bee Cave Rd. #101
Austin, TX 78746
www.resourcesforlearning.net
Linda Wurzbach, President
lindaw@resourcesforlearning.net
Judy Jennings, Director of Assessment/Curriculum
judyj@resourcesforlearning.net
Amy Guadagnoli, Director of Creative Services
amyg@resourcesforlearning.net
53. Martha Graham quote.
“There is a vitality, a life force, an energy, a
quickening, that is translated through you
into action, and because there is only one
of you in all time, this expression is
unique.”
−Martha Graham
Editor's Notes
10:00 (start on time)Introduce yourself. Ask participants about backgrounds.AMC II is the second year, or next level of the innovative course using visual arts to teach digital literacy. Art and Media Communications is fundamentally about storytelling.12 lessons, 4 modules (3 per) 32 weeks------In Confronting the Challenges of Participatory Culture: Media Education for the 21st Century, media scholar Henry Jenkins notes, "participatory culture shifts the focus of literacy from one of individual expression to community involvement."[1] This statement articulates one key difference between the first-year innovative course, Art and Media Communications I, and this second-year course, Art and Media Communications II. In this course, students build on the foundational skills practiced in Art and Media Communications I and/or Art I to study how media serves as an amplifier for cultural content, especially as related to contemporary visual art. Not only do students develop more advanced art and technology skills working on small- and large-scale installation projects and transmedia narratives, but they also work intensively in collaborative, student-directed teams focused on community-oriented projects. Art teachers are invited to join us for a post-summit training that will provide them with the skills needed to teach the four thematic modules spanning 32 weeks and consist of 12 scaffolded, interrelated, student-directed projects that comprise this exciting new course.----Open in Browser Tabs (use Firefox as Safari will automatically load the YouTube video of the child with iPad)Katharina Grossehttp://www.katharinagrosse.com/work.php?id=1484&cat=MassMoCAhttp://www.sarahsze.com/Sarah Sze, the installation artist known for creating site-specific environments out of everyday objects like toothpicks, sponges, light bulbs and plastic bottles, has been chosen to represent the United States at the 2013 Venice Biennale. http://sites.asiasociety.org/sarahsze/works-by-the-artist/Big Bang, Big Boom animation (maybe share at break or at end)
Pair share. Introduce yourself to someone you do not already know.What do you hope to gain in this session?What was one story you told through technology this week?
The reason I wanted your introductions to focus on stories told through technology is that this course hinges on storytelling. Performance artist Laurie Anderson says “technology is the campfire around which we tell our stories.” Think about this: technology is not just a tool, and not just a medium, but a conduit – linking us through the sharing of ideas.
First a little background on the Arts and Digital Literacy Initiative – story from Amy Barbee re: Steve Jobs.Begin with story about Steve Jobs and the iPhone.Gutenberg Bible – widely credited with the rise in mass literacyMade the written text the dominant form of communication.That dominant form persisted until today.A new type of literacy is replacing the text and visual art teachers are poised to be at the forefront for teaching this type of literacy.Click to next slide (Kevin Kelly quote).*RFL purchased permission from iStockPhoto to use these images of Steve Jobs in non-commercial/editorial/educational presentations such as this one. The Gutenberg bible image is in the public domain and was also sourced legally from Wikimedia Commons at http://commons.wikimedia.org/wiki/File:Gutenberg_bible_Old_Testament_Epistle_of_St_Jerome.jpg
Read quote.Kevin Kelly is a senior editor at Wired magazine, a publication known for having its finger on the pulse of emerging trends in technology and popular culture.Kelly, K. (2008, November 23). Becoming Screen Literate: How the moving image is upending the printed word. The New York Times Magazine, 48-57.
Arts educators hold the keys to many of these problems. You are in a unique position.Several key factors.1. Media are converging….barriers are breaking down. Means of production for media have shifted to everyday computer user.The lines between media are dissolving. The web and new media are driving this. Think about a publication like the New York Times. No longer simply a print newspaper, now it offers video content, interactive blogs and commenting by readers, curricular materials such as Project Share, as well as things such as posters of famous photographs, books of famous events, and other visual assets that permeate our culture. That is just one brand!2. Participatory culture is on the rise.Digital communication touches everyone from corporations to individuals.It is the future of communication and commerce.The arts are to digital communication what grammar and spelling are to the written word.3. Design-thinking is driving businesses.Businesses that harness the power of design outpace their competitors.Daniel Pink: Abundance, Asia, and Automation4. Media and technologies are rapidly converging.Design Council org Design Index http://www.designcouncil.org.uk/publications/design-index/The “Age of Aesthetics” is here, complete with increasing and intensifying sensory appeals. (use toilet brush example)Postrel, V. (2003). The substance of style. (pp. 1-4New York: HarperCollins Publishers.
These four external trends offer up an unprecedented opportunity for arts educators.
Students Need These Skills to ThriveSkills in creativity have slowly been declining for the past two decades. A recent study by the Conference Board reports that employers rate creativity and innovation among the top five important skills for workers and believe that the most essential skills for demonstrating creativity are the ability to identify new patterns of behavior or new combinations of actions and integrate knowledge across different disciplines. The same employers rank arts study as the second most important indicator of a potential creative worker, second only to a track record in entrepreneurship (Lichtenberg et al., 2008).Top CEOs consistently rank these skills as the “#1 leadership competency” of the future.This is due to creativity’s role in helping leaders sort through the ever growing complexity in the business world.For example, Frank Rose, a media editor for Wired, writes about the daunting amount of information the world population is producing in his new book, The Art of Immersion. Rose cites a UC Berkley study that found in 2002, the world produced “5 exabytes of information on print, film, tape, and hard drives.”An exabyte is a billion billion bytes. So 5 billion, billion bytes. Rose does the math: this is equivalent to half-a million copies of the Library of Congress print collection. Or, put another way, a Library of Congress print collection produced every 57 seconds. That was in 2002. We can imagine this rate has increased exponentially.Sources: http://www.newsweek.com/2010/07/10/the-creativity-crisis.htmlRose, F. (2011). The Art of Immersion. W.W. Norton: New York. Pp 110-111.http://www.pcah.gov/sites/default/files/photos/PCAH_Reinvesting_4web.pdfhttp://www.aep-arts.org/files/publications/CriticalLinks.pdf?PHPSESSID=16eb1b4b4c33e473d37545971407393ehttp://www.artsusa.org/pdf/information_services/research/policy_roundtable/ready_to_innovate.pdf
Last year’s IBM 2010 Global CEO survey found that CEOs in 60 countries believe creativity is the most important leadership quality and that creativity helps employees capitalize on complexity (IBM, 2010). For the study, IBM researchers interviewed 1,500 CEOs across a wide spectrum of industry sectors in 60 countries and 33 industries. Repeatedly, CEOs defined creativity as the “#1 leadership competency” and saw it as an essential “leadership style” that needs to be cultivated in today’s students.The survey was conducted via 1,500 face-to-face interviews with CEOs and other leaders. According to IBM CEO Samuel Palmisano in his letter at the front of the report, CEO’s report the following:“The world’s private and public sector leaders believe that a rapidescalation of “complexity” is the biggest challenge confronting them.They expect it to continue — indeed, to accelerate — in the coming years.They are equally clear that their enterprises today are not equipped tocope effectively with this complexity in the global environment.Finally, they identify “creativity” as the single most important leadershipcompetency for enterprises seeking a path through this complexity.”
Discover The first quarter of the double diamond model marks the start of the project. This begins with an initial idea or inspiration, often sourced from a discovery phase in which user needs are identified. These include: — Market research — User research — Managing information — Design research groups. Define The second quarter of the double diamond model represents the definition stage, in which interpretation and alignment of these needs to business objectives is achieved. Key activities during the Define stage are: — Project development — Project management — Project sign-off. Develop The third quarter marks a period of development where design-led solutions are developed, iterated and tested within the company. Key activities and objectives during the Develop stage are: — Multi-disciplinary working — Visual management — Development methods — Testing. Deliver The final quarter of the double diamond model represents the delivery stage, where the resulting product or service is finalised and launched in the relevant market. The key activities and objectives during this stage are: — Final testing, approval and launch — Targets, evaluation and feedback loops Design Council (2007). Eleven lessons: managing design in eleven global brands A study of the design process. Retrieved June 13 from http://www.designcouncil.org.uk/elevenlessons.
Many of them are already coming to the classroom with skills in navigating digital media. For instance, take a look at this video from YouTube of a 9 month old who is trying to use a magazine like an iPad. For her, the magazine is broken. Think about this level of interactivity and engagement. Students are coming into school expecting immersive interactive experiences. It is up to us to provide them with experiences that help them forge meaningful paths through the complex world they will face.http://www.youtube.com/watch?NR=1&feature=endscreen&v=aXV-yaFmQNkhttp://www.youtube.com/watch?v=KQ45r05mvSc&feature=related 9month old2 year old works iPad perfect.http://www.youtube.com/watch_popup?v=uqF2gryy4Gs&vq=large#t=13 (cbs version)
The course must teach students how toReflect and evaluateOffer feedback and criticismThink conceptuallyWork as a team and in various rolesCreate meaningful projects of value to them and their communities
PEIMS32 weeks12 lessons, 4 modules, 3 per moduleArt and Media Communications IIARMECOM2PEIMS N11701451
Art II TEKS “Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks.Perception A “interpret visual parallels between the structures of natural and human-made environments.
Note participatory culture when you look at these modules.
Guiding principle in course.
Processing activity.Jenkins – MacArthur report“Confronting the Challenges of Participatory Culture: Media Education for the 21st Century”Play: the capacity to experiment with one’s surroundings as a form of problem-solving.Simulation: the ability to interpret and construct dynamic models of real world processes.Performance: the ability to adopt alternative identities for the purpose of improvisation and discovery.Appropriation: the ability to meaningfully sample and remix media content.Multi-tasking: the ability to scan one’s environment and shift focus onto salient details on an ad hoc basis.Distributed Cognition: the ability to interact meaningfully with tools that expand our mental capacities.Collective Intelligence: the ability to pool knowledge and compare notes with others towards a common goal.Judgment: the ability to evaluate the reliability and credibility of different information sources.Transmedia Navigation: the ability to deal with the flow of stories and information across multiple modalities.Networking: the ability to search for, synthesize, and disseminate information.Negotiation: the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative sets of norms.
Viewed at a high level, the course moves students through three significant conceptual shifts over the course of the year. Students move from:Telling personal stories to telling collective storiesViewing art as a static object to art as evolving and interactiveWorking in two dimensions to working in three and four (i.e., 3-D + time) dimensions.
10:20In Module 1, Exploring Personal Memory, students study how artists mine their environments for emotional pointers to memories and how they create personal expressions by encoding these images and objects through symbol and metaphor.
Read descriptions from document.
Activity. 45 minutes total up through lunch.
Start: 10:30Presentations 11:20Through lunch at 11:30-11:45.FLOWDavid SherwinCreative Brainstorming and working together.
12:15Transmedia storytelling. Applications submitted to TEA in November
According to Henry Jenkins in Transmedia Storytelling 101:“Transmedia storytelling represents a process where integral elements of a fiction get dispersed systematically across multiple delivery channels for the purpose of creating a unified and coordinated entertainment experience.”Transmedia stories are “based not on individual characters or specific plots, but rather complex fictional worlds which can sustain multiple interrelated characters and their stories.” Encyclopedic world building.Multiple points of entry.Satellite stories can exist on their own and can also bring richer understandings to the story on the core channel.Strong collaboration is required.
Engage the class in a discussion to elicit prior knowledge and clarify the basic elements of story such as exposition, plot, setting, character, rising action, falling action, climax, and resolution or denouement.
Good processing point --- stop and ask where might find? Examples?
According to the New Oxford American Dictionary, a multiverse is defined as “an infinite realm of being or potential being of which the universe is regarded as a part or instance.” In other words, in a multiverse, multiple realities involving the same objects or circumstances can exist at the same time. The idea of the multiverse is useful for thinking about how to create stories using our art installation as a point of departure. Look at the installation itself if it is currently installed, or, if not, review photographs, video, sketches, and process documents. Imagine you were out walking somewhere and suddenly stumbled across the piece, completely out of context, not knowing anything about it. Where did it come from? Why does it exist? Who made it? How might it be a portion of a larger world (or how might it be from another world)? What characters might live in this world? What different stories might someone who sees the installation from a hostile perspective tell versus the story told by a benevolent or peaceful representative?
Group practice using art objects (scultpture and installation) to build the multiverse in terms of story.Practice [Easter Island heads maoi]Or OrlyGengerhttp://art.osu.edu/news/orly-genger-visiting-artistKatharina Grossehttp://www.katharinagrosse.com/work.php?id=1484&cat=MassMoCA
12:35 Allow 40 min work time – 1:15 (5 min presentations --- 20 min)Presentations at 1:15 – 1:35Each group will be assigned to one media format and will create a poster depicting the work. If zines, show some illustrations and tell the story. If video, some storyboards, script, story. If game, some levels, rules and objectives. Handouts will be on each table representing the constraints.
1:35Student-centered lessons use 7E (updated 5E) design framework.
5 minutes with partner at table analyze lesson 1:40
1:45
1:50When we piloted the first course in the series, Art and Media Communications 1, we also conducted a formative evaluation of the field test to gather data to inform continued development and improvement of the curriculum and implementation guidelines and to shape the development of the additional courses in the series of which music was next in line. Some key findings from the evaluation were as follows:The course provides meaningful learning opportunities for students and a solid introduction to the full spectrum of 21st century skills. The curriculum guides students to examine a host of personal, social, and cultural big ideas and to practice higher order thinking and collaboration skills as well as art-related hand skills and technical skills. It also introduces career paths in marketing, communications, and digital media and a range of contemporary workplace skills. Teachers participating in the pilot benefitted from teaching this course. Despite a big learning curve, teachers reported that they gained new skills and understanding of their own and other disciplines and were exposed to new pedagogical techniques that will change their teaching practice. Teachers gained important practical experience leading project-based instruction, orienting instruction to smaller, collaborative groups, and shifting from teacher-directed to student-directed learning. Students were engaged and interested in the course. The creative focus, the opportunity to use a range of technologies, and the practical skills gained were of great value to student participants. Students were pleased and surprised at the extent of what they were able to do, and their self-esteem was particularly bolstered when they created meaningful artworks that were recognized by others. Students reported improved communications skills and had highly positive reactions to the framework of collaboration built into the curriculum. The collaborative nature of course activities was highly appreciated by students. All participants reported that student/student and student/teacher interactions were positive and helpful and focused on the work. High levels of communication and teamwork were cited by students as a key benefit of the course. Challengesidentifying specific teacher technology training and preparation time needsneed for additional support/training to master course-related pedagogical techniquesteacher support in classroom management/strategies for working with at-risk studentsschool practices, such as regularly pulling students out of electives for tutoring, and enrollment realities that impact course fidelity
1:50Some of the practical considerations we gleaned from the pilot and evaluation included the following.--get with district folks in advance for policy for accessing web resources and posting content internally and externally--work with technology staff to download software on computers and test it in advance--work through all tutorials, and lessons in advance technology-based steps (such as downloading saving files)--create weblists--review general social media practices an cyber bullying resources to prepare in advance guidelines for students in using/commenting on blogs, etc., including--group work, collaborative approaches
Art classroom with standard supplies and equipmentDigital cameras still and videoLED projectorInternet connection (high speed connection preferred)Computers at least one for every three students and one for the teacherColor inkjet printer
Here is the big picture. The Texas Cultural Trust is working with educators to develop similar courses in the fine arts teaching digital literacy. This year we are beginning the music course as well as completing the AMC II course. The following years we will be developing Theatre and Dance courses.
Our contact information.
End with Martha quote.Each of you offers a unique expression. Your students each offer unique expressions. Art and Media II is about celebrating and synthesizing these expressions. Go forth and make your mark!