Hum@n Project: Digital Storytelling module: Stories, narratives and storytelling
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Digital storytelling can be used as an effective teaching tool in education. It involves combining elements like setting, characters, plot, events, climax, and conclusion to engage students and help explain difficult concepts. Storytelling helps to build communities and share experiences in a social and memorable way. It facilitates the transfer of knowledge by making information more accessible and easier to understand through narrative. Digital storytelling also supports teaching, learning, and research by capitalizing on the power of stories to communicate and make connections.
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Hum@n Project: Digital Storytelling module: Storytelling with maps
A series of presentations from the Hum@n Digital Humanities Project for higher education from the module on digital storytelling.
The module is organised into five parts:
1. Stories, narratives and storytelling
2. Story-based learning
3. Digital storytelling
4. Tools for digital storytelling
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By the end of this module, participants should be able to use storytelling in teaching, learning and research and create StoryMaps.
Hum@n Project: Digital Storytelling module: Storytelling narratives
A series of presentations from the Hum@n Digital Humanities Project for higher education from the module on digital storytelling.
The module is organised into five parts:
1. Stories, narratives and storytelling
2. Story-based learning
3. Digital storytelling
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5. Using StoryMaps
By the end of this module, participants should be able to use storytelling in teaching, learning and research and create StoryMaps.
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A series of presentations from the Hum@n Digital Humanities Project for higher education from the module on digital storytelling.
The module is organised into five parts:
1. Stories, narratives and storytelling
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A series of presentations from the Hum@n Digital Humanities Project for higher education from the module on digital storytelling.
The module is organised into five parts:
1. Stories, narratives and storytelling
2. Story-based learning
3. Digital storytelling
4. Tools for digital storytelling
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By the end of this module, participants should be able to use storytelling in teaching, learning and research and create StoryMaps.
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A series of presentations from the Hum@n Digital Humanities Project for higher education from the module on digital storytelling.
The module is organised into five parts:
1. Stories, narratives and storytelling
2. Story-based learning
3. Digital storytelling
4. Tools for digital storytelling
5. Using StoryMaps
By the end of this module, participants should be able to use storytelling in teaching, learning and research and create StoryMaps.
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The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
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The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
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Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
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3. Digital storytelling
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The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
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The module is organised into five parts:
1. Stories, narratives and storytelling
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3. Digital storytelling
4. Tools for digital storytelling
5. Using StoryMaps
By the end of this module, participants should be able to use storytelling in teaching, learning and research and create StoryMaps.
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The module is organised into five parts:
1. Stories, narratives and storytelling
2. Story-based learning
3. Digital storytelling
4. Tools for digital storytelling
5. Using StoryMaps
By the end of this module, participants should be able to use storytelling in teaching, learning and research and create StoryMaps.
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1. Stories, narratives and storytelling
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3. Digital storytelling
4. Tools for digital storytelling
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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.
Educ373 albion college_02-04-2013
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.
Synopsis Project: storytelling processes
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation considers the processes for convincing storytelling as part of the project training programme
Comms ppt 20jan2014
This document provides an overview of communication strategies. It defines a communication strategy as a written plan for achieving communication objectives that identifies audiences, key messages, and activities. The document outlines the components of an effective communication strategy, including background research, mission/vision, objectives, audiences, messages, channels, timing, resources, risks, and evaluation. It emphasizes that a strategy ensures activities are coordinated, responsibilities are clear, and progress can be measured against objectives. Developing a communication strategy helps optimize the communication process.
Storytelling for change
What is storytelling?
Why is so powerful?
How do you build the story?
How do you do the telling?
How to leverage this technique for your own project?
The Story of Mahara: An ePortfolio for Moodle
1. The document discusses Mahara, an open-source eportfolio platform developed in New Zealand to support lifelong and lifelong learning.
2. Mahara integrates with Moodle and allows students to collect, reflect on, and share digital artifacts. It also includes social networking features.
3. Mahara emphasizes student ownership and can be used across formal and informal learning contexts through different permission levels and portfolio views.
Invitation to storypal 20141209
This document discusses a program called STORYPAL that aims to help children from diverse backgrounds connect and overcome prejudice through sharing their stories. It notes that prejudice is a problem in Korean society as the population becomes more culturally and racially diverse. STORYPAL's mission is to empower children to overcome prejudice and become inspirational global citizens through cultural exchange activities. The document outlines the 7 steps of the STORYPAL program which includes creating story characters, writing short stories together, developing a full-length story, and reflecting on their experience.
NIS Key Competencies
This document discusses key competencies from the New Zealand curriculum. It will:
1. Clarify the meaning and "big picture" of the key competencies which include thinking, using language and text, participating, relating to others, and managing self.
2. Provide opportunities for students to develop these competencies through authentic contexts like lunch ordering, sports, assemblies, and transitions.
3. Link the key competencies to the school's vision by discussing how they will be demonstrated and embedded in the school's culture and classrooms.
Storytelling, Project Knowledge & Knowledge Management
A review of stories, project knowledge and sharing project knowledge using stories. Includes an introduction to to my storytelling model for KM in projects.
LAK13: Epistemology, Pedagogy, Assessment and Learning Analytics
Lak13 knight buckingham shum littleton paper.
Available here: http://oro.open.ac.uk/36635/
Conference website: http://lakconference2013.wordpress.com/
Digital Storytelling Workshop
This document provides an overview of a digital storytelling workshop. It discusses the power of stories and storytelling, defines digital storytelling as telling stories using digital technologies like words, images and sound. The document outlines the agenda which includes examples of animation and video stories. It describes the seven elements of digital storytelling like point of view, dramatic question, emotional content and pacing. Participants are given links to examples and an exercise to apply the concepts.
Similar to Hum@n Project: Digital Storytelling module: Stories, narratives and storytelling (20)
A process framework to capture tacit knowledge using storytelling
A process framework to capture tacit knowledge using storytelling
Staten Island New York City Dept. of Education, Oct. 2015 Presentation
Staten Island New York City Dept. of Education, Oct. 2015 Presentation
Strategic Storytelling: Learning that Grows Your Business - Kineo Pacific Le...
Strategic Storytelling: Learning that Grows Your Business - Kineo Pacific Le...
Creating effective mobile learning in the social age - mLearnCon 2014 by Juli...
Creating effective mobile learning in the social age - mLearnCon 2014 by Juli...
Storytelling, Project Knowledge & Knowledge Management
Storytelling, Project Knowledge & Knowledge Management
LAK13: Epistemology, Pedagogy, Assessment and Learning Analytics
LAK13: Epistemology, Pedagogy, Assessment and Learning Analytics
More from Karl Donert
The role of Geography in climate education: science and active citizenship
“Climate change concerns all of us, and everyone can take action for the climate” (European Commission, 2020). Our planet is experiencing significant and accelerated change caused by greenhouse gases emitted by human activities. We are gathering significant scientific data looking to understand and then seek solutions to the issue. The effects of climate are being felt on all continents and are predicted to become more and more intense, with severe consequences for our economies and societies.
To stop climate change from getting worse, the European Commission confirmed we must take urgent climate action so that we can adapt to the changes happening now, and in the future, to limit the damage. The European Commission has established an “Education for Climate” initiative which promotes education for and about climate change as a flagship initiative of the European Education Area. Developing relevant, high-quality teaching in schools will be fundamental for the future.
EUROGEO responded by sharing its experience and expertise in developing and promoting a series of innovative educational projects to help empower teachers and educators to establish active citizenship approaches, embracing scientific studies through geographical education.
This presentation establishes the framework of the EC “Education for Climate” initiative and share the tools and resources generated, including data dashboards and training materials (Teaching the Future project), an e-Book and application (MyEcoTrack), a teacher MOOC using GIS in teaching about climate (GIS-T) a teaching resource gallery (GeoDem), training resources of GEA (Growing into Eco-conscious adults) and an initial teacher education climate curriculum (TECCHED).
GEOLAND Landscape Policy Case Study: Flanders
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a case study of landscape policy in Flanders (Belgium)
Geoland Policy-Briefing For Students
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a ;policy briefing on Europe, the Paliament, European Commission and Council of Europe
Geoland-policy-Spain.pptx
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a case study of landscape policy in Spain
GEOLAND Landscape Policy Case Study: Bulgaria
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a case study of landscape policy in Bulgaria
GEOLAND Landscape Policy Case Study: Greece
The vision of GEOLAND is to establish a learning path for the Higher Education students and their professors so that they are able to apply their geospatial analysis knowledge in in decision-making for landscape management, planning and protection of NATURA 2000 sites across Europe.
GEOLAND provides the opportunity to students, citizens and stakeholders to become interested in the definition and implementation of landscape policies and to play an active part in setting sustainability indicators of desirable landscape quality objectives (Landscape Quality Objectives/LQO).
This is a case study of landscape policy in Greece
GIS-T Training Course introduction
This document discusses the importance of using GIS (geographic information systems) in teaching climate change. It notes that the current approach of focusing only on individual mitigation actions is ineffective. GIS should be a core teaching tool as it allows students to visualize climate processes geographically. The document also reviews literature on effective climate education, noting it needs to include alternative visions of the future, accept complexity, incorporate different types of knowledge, focus on justice and collective decision-making, and empower students as agents of change.
EAT Project Assessment Mapping
EAT is an Erasmus Plus KA2 Project which seeks to address enhancing Equity, Agency, and Transparency in Assessment practices in higher education.
EAT aims to support educators in developing and implementing high quality, innovative assessment practices by use of a research-informed participatory assessment framework (EAT; Evans, 2016).
The project produces a suite of practical resources to support academic staff in developing a student-centred approach to assessment, and to share good practice.
This presentation is part of the training course for higher education teachers, supporting development of learner self regulatory skills through development of a self-regulatory competency framework.
GEODEM Krakow 2023 Presentation
This document discusses the GeoDem project, which aims to connect geography, democracy, European citizenship, and the digital age. It focuses on using geo-technology and open data to empower citizens. The project received a Jean Monnet Award and will address issues like climate change, migration, and the EU Green Deal. It will also work to improve geographic education and digital competencies. The document advocates for teaching geography in European schools to help students understand regional diversity and solidarity, and their place in an interdependent world. It provides examples of themes and learning outcomes for teaching European geography.
GEODEM Project IGU 2022
A presentation of aims and outcomes of the GeoDem project: Geography democracy, European citizenship in a digital age. The work of EUROGEO is established and the products from the project are described. GeoDem will continue until August 2023.
GeoDem: Geography democracy, European citizenship in a digital age - benchmark
A presentation introducing the aims of the session on GeoDem, Geograpjhy Democracy and Citizenship in a digital age, held at the EUROGEO conference in Krakow, 27-28 April 2023.
of aims and goals of the GeoDem project: Geography democracy, European citizenship in a digital age. The context of the project is set and the ideas behind the topic and theme continues until October 2023.
This presentation presents a workshop on establishing a benchmark statement about what should be taught about Europe
BALANCE Green SMEs
A presentation about the Balance: green and stable project. The project seeks to create an environment within which Small and Medium Enterprises are able to develop sustainably and thereby increase their efficiency and profitability.
The presentation introduces why SMEs are an important target group. It then explore sustainability policy in the EU and the Green Deal and Green Jobs. It concludes by exploring sustainability management .
ONLIFE Project
This is a presentation introducing the Erasmus Plus ONLIFE Project, prepared as part of first module of the training course developed for teachers and educators.
Since Covid-19 emerged as a pandemic in 2020 many governments around Europe were compelled to take extreme measures of lock down.
As a result, millions of Europeans were forced to stay home for an extended period of time. Unexpectedly all teachers had to teach from home, students continued learning from home and parents had to support their kids becoming in some ways home teachers.
This new reality found most teachers, unprepared to adapt their teaching.
In order to help address this, the ONLIFE project aims to develop a methodology which will support the life adaptability of teachers in the online teaching process in School Education so they can have hybrid competences as teachers.
ONLIFE aims at supporting the European Union priority Digital Educational Action Plan
ONLIFE stands for Empower hybrid Competences for Onlife Adaptable Teaching in School Education in times of pandemic.
The project aims at empowering teachers and school leaders to face the digital transformation of the educational system in time of crisis. Indeed, the goal is to reinforce the schools to provide high quality and inclusive digital education to their students through the development of:
1. A Guidebook “Pattern for enhancing digital technologies in School education
2. A Training course for teaching in School education
3. ONLIFE Learning Paradigm (OLP): Teacher Competences, Methods & Approaches in School education
4. Recommendation and guidelines for School System bodies in providing useful framework instruments to improve teaching quality.
What is Onlife?
A presentation introducing the concept of Onlife, prepared as part of the Erasmus Plus ONLIFE project examining online education and training.
The information era, along with the technologization process, makes it difficult to avoid the use of technological devices and the hyperconnectivity that they entail. In recent years, advances in technology have generated a considerable and extensive wave of changes and transformations in all areas of life, including the self. In the case of young people, the effects of this hyperconnectivity are being experienced with greater intensity since they are in the middle of their identity development. Hence, digital devices may be influencing the identity definition of our younger generations.
GEOLAND Presentation UN-GGIM
The GEOLAND Project was presented at the United Nations as part of the twelfth session of the United Nations Committee of Experts on Global Geospatial Information Management (UN-GGIM). The meeting was held from 3 – 5 August 2022.
GEOLAND deals with the concepts, data, tools and technologies concerning the monitoring of landscapes based on the rules of the European Landscape Convention (ELC). As a result the project aims to inform and advise students and their professors concerning the policy implications of undertaking landscape monitoring and assessment. GEOLAND will help students and professors to comprehend the problems that arise from heterogeneous applications of ELC and suggest possible solutions to these issues.
The GEOLAND project also seeks to reinforce European Policy in landscape conservation as well as national and local actions regarding the implementation of the European Landscape Convention.
It will seek to provide essential recommendations for policy makers and maintain a dialogue with relevant stakeholders, open for future development. The methodology employed is eventually expected to constitute a road map for relevant studies not only in Europe but also worldwide.
UN-GGIM is the relevant inter-governmental body on geospatial information in the United Nations, UN-GGIM reports on all matters relating to geography, geospatial information and related topics to the United Nations Economic and Social Council (ECOSOC).
GeoDem: Geography democracy, European citizenship in a digital age
A presentation introducing the aims of the session on GeoDem, Geograpjhy Democracy and Citizenship in a digital age, held at the IGU centenial conference in Paris, July 18th 2022.
of aims and goals of the GeoDem project: Geography democracy, European citizenship in a digital age. The context of the project is set and the ideas behind the topic and theme continues until October 2023.
MyEcoTrack Use Your Voice - Protect the Climate
Despite being a recently more discussed topic, climate protection is still overwhelmingly unclear for most people. Citizens need to actively change their behaviour towards a greener future, so they need to become more aware of the environmental challenges, measures to be taken and lifestyle changes.
This is especially the case for climate education. The My Ecotrack Project aims to provide basic knowledge on climate and environment supporting youth workers who work with young people without any proper climate education.
This presentation is part of a climate Factbook for youth workers which will be published online at https://myecotrack.eu/.
It addresses lifestyle changes we can make to support the drive to net zero.
Climate friendly lifestyle from the My Ecotrack project
Despite being a recently more discussed topic, climate protection is still overwhelmingly unclear for most people. Citizens need to actively change their behaviour towards a greener future, so they need to become more aware of the environmental challenges, measures to be taken and lifestyle changes.
This is especially the case for climate education. The My Ecotrack Project aims to provide basic knowledge on climate and environment supporting youth workers who work with young people without any proper climate education.
This presentation is part of a climate Factbook for youth workers which will be published online at https://myecotrack.eu/.
It addresses lifestyle changes we can make to support the drive to net zero.
Synopsis Project: training - Guide to specific fundraising tools for cultural...
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation deals with a range of specific tools necessary for fundraising for cultural heritage organisations
Synopsis Project: training - Fundraising Tools - Part 2
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation provides information about the generic tools necessary for developing a fundraising campaign for cultural heritage
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The role of Geography in climate education: science and active citizenship
The role of Geography in climate education: science and active citizenship
GeoDem: Geography democracy, European citizenship in a digital age - benchmark
GeoDem: Geography democracy, European citizenship in a digital age - benchmark
GeoDem: Geography democracy, European citizenship in a digital age
GeoDem: Geography democracy, European citizenship in a digital age
Climate friendly lifestyle from the My Ecotrack project
Climate friendly lifestyle from the My Ecotrack project
Synopsis Project: training - Guide to specific fundraising tools for cultural...
Synopsis Project: training - Guide to specific fundraising tools for cultural...
Synopsis Project: training - Fundraising Tools - Part 2
Synopsis Project: training - Fundraising Tools - Part 2
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www.StokeNewingtonHistory.com
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Hum@n Project: Digital Storytelling module: Stories, narratives and storytelling
- 1. 1 Digital Storytelling for teaching and research Stories, narratives and storytelling www.digihuman.eu
- 2. 2 What is storytelling in education? • Storytelling is the art of telling stories • Stories can make difficult and abstract subjects easier to understand. • In education, storytelling is a tool for preserving memory, writing history, learning, entertaining, organizing and also healing (Raimist, 2010). LOGO Partner Raimist, R 2010, The pedagogy of digital storytelling in the college classroom", Seminar.net, 6(2), http://seminar.net/index.php/volume-6-issue-2-2010/145-the-pedagogy-of-digital-storytelling-in-the-college- classroom
- 3. 3 The purpose of storytelling Through storytelling: • communities build identities, construct meaning and make connections with others and the world • Stories help capitalise on the power of narrative, bring logic, and facilitate access to information. • Storytelling is a social transaction that engages people in communicating by listening and sharing • Storytelling creates a sense of belonging and community building • LOGO Partner
- 4. 4 Storytelling in education • Storytelling is an approach used in teaching, learning and research • Storytelling helps to share experiences, explain events and phenomena and transfer knowledge • Stories are engaging and easy to remember • The main strengths are in the appeal, variety and accessibility of the narrative LOGO Partner
- 5. 5 Storytelling elements Storytelling usually involves combining: • The setting, • A plot, • Some characters, • The logical unfolding of events, • A climax • A conclusion • With a message
- 6. 6 Storytelling elements Topic What topics or issues will be addressed? Characters Who are the people/content/issues involved? Which ones have major roles/are most important? Which ones were minor/less significant? Setting Where and when did this take place? Over what period of time? Plot Problem/Goal: What set events in motion? What problem arose, or what were the key players/areas after? Events/Episodes: what are key steps or events that capture the progress of the situation. Resolution/Outcome: How was the problem solved? Was the goal attained? Theme What is the larger meaning or importance/conclusion to the story