Design and build interactive scenarios that engage learnersChristian King
Christian King delivered this presentation at the Learning Designers Forum at Griffith University of the 15th May 2015. This presentation covers the process of designing and building an interactive eLearning scenario. Various software and resources and covered, including some eLearning scenario best practice.
Teaching Digital Composition: Tips, Approaches, & BenefitsAmy Goodloe
These are the notes for a talk I gave at Emory University, for their Symposium on Digital Publication, Undergraduate Research, and Writing in January 2013.
The Role of Digital Literacy in Writing InstructionAmy Goodloe
This presentation represents the culmination of many years of research into and experience with incorporating digital literacy into writing instruction. I originally prepared the presentation for my colleagues in the Program for Writing and Rhetoric at CU Boulder, but it has also been used by other universities to help introduce writing faculty to the changing nature of literacy.
Design and build interactive scenarios that engage learnersChristian King
Christian King delivered this presentation at the Learning Designers Forum at Griffith University of the 15th May 2015. This presentation covers the process of designing and building an interactive eLearning scenario. Various software and resources and covered, including some eLearning scenario best practice.
Teaching Digital Composition: Tips, Approaches, & BenefitsAmy Goodloe
These are the notes for a talk I gave at Emory University, for their Symposium on Digital Publication, Undergraduate Research, and Writing in January 2013.
The Role of Digital Literacy in Writing InstructionAmy Goodloe
This presentation represents the culmination of many years of research into and experience with incorporating digital literacy into writing instruction. I originally prepared the presentation for my colleagues in the Program for Writing and Rhetoric at CU Boulder, but it has also been used by other universities to help introduce writing faculty to the changing nature of literacy.
Learn Digital Storytelling: New Pedagogy, New MediaNITLE
Kenneth Warren, Technology Liaison to the Humanities, University of Richmond
Permalink for this paragraph0 Digital storytelling (DST) is an innovative, project-based pedagogy that faculty can use as a way to engage students with course content. Resulting as captivating narrative presentations, digital stories involve a variety of activities that include research, reflective/expository writing, and learning skills in technology and oral communication. This presentation will highlight the University of Richmond’s DST program that has impacted dozens of faculty and over 1000 students since 2007. Issues related to faculty buy-in, student training, technology support and digital story curation will also be addressed.
V1 learning with digital media bringing 21st century skills to the nativesHoda Mostafa
Today’s learners are often referred to as “digital natives” because of the ease with which they interact with digital media and tools. Yet most of them are not digitally “literate” and do not have the necessary critical thinking, visual and information literacy skills necessary to prepare them for today’s media rich environment. This presentation will focus on innovative uses of digital media in different courses at AUC. Special attention will be given to the multimedia essay, in which image and video annotations are incorporated into a “critical essay” providing the necessary evidence to support an argument. We use “Mediathread”, an innovative open source platform developed by Columbia University which allows the “exploration, analysis, and organization of web-based multimedia” while offering the collaborative features of social media. Other collaborative tools that foster media literacy skills will be discussed in the context of a multi-disciplinary team taught course on “Creative Thinking”. These include blogs, “Tumblr” and “Edcanvas”, an innovative sharing platform. The institutional support needed for faculty to develop, implement and assess such learning activities will also be addressed.
A few tips for faculty who'd like to offer digital storytelling as an option for student projects. For more resources, see: http://digitalwriting101.net/teaching
Tools, skills and strategies using three approaches to teaching digital literacy.This was a webinar and presented on using a core set of digital literacies (linked to the general capabilities of the Australian Curriculum), this session will take you step by step through some teaching strategies to use for how digital skills can be taught or integrated.
Participants will be able to:
Identify digital literacies from the general capabilities of the Australian Curriculum and map them to sample curriculum outcomes
Identify teaching strategies to use for digital literacy instruction
Identify digital tools for use with instructional strategies
The Christopher Stevens Youth Network/CE2.0 –iEARN Jordan Workshop
February 23rd, 2013
iEARN-Jordan conducted a training workshop on February 23rd, 2013 as part of the Christopher Stevens Youth Network: Global Connections 2.0. Fifteen educators from Jordan, Kuwait and the USA participated in the workshop. Ms. Khitam Al-Utaibi, iEARN-Jordan Representative delivered the training on two parts. The first part of the workshop was about learning what is iEARN and take a tour in some of the 300 online projects. After teachers were introduced to iEARN, they had hands on training on some of the essential aspects in Project-Based Learning as well as engaging teachers in some activities related to building skills in grouping strategies, debate strategies and tuning protocols in projects. iEARN International celebrates this year its 25th Anniversary and iEARN-Jordan celebrated this occasion with all participants in the presence of all attendees with a cake that has the logos of the US Department of State, iEARN-Jordan, GCE and the iEARN International logo for the 25th Anniversary.
Learn Digital Storytelling: New Pedagogy, New MediaNITLE
Kenneth Warren, Technology Liaison to the Humanities, University of Richmond
Permalink for this paragraph0 Digital storytelling (DST) is an innovative, project-based pedagogy that faculty can use as a way to engage students with course content. Resulting as captivating narrative presentations, digital stories involve a variety of activities that include research, reflective/expository writing, and learning skills in technology and oral communication. This presentation will highlight the University of Richmond’s DST program that has impacted dozens of faculty and over 1000 students since 2007. Issues related to faculty buy-in, student training, technology support and digital story curation will also be addressed.
V1 learning with digital media bringing 21st century skills to the nativesHoda Mostafa
Today’s learners are often referred to as “digital natives” because of the ease with which they interact with digital media and tools. Yet most of them are not digitally “literate” and do not have the necessary critical thinking, visual and information literacy skills necessary to prepare them for today’s media rich environment. This presentation will focus on innovative uses of digital media in different courses at AUC. Special attention will be given to the multimedia essay, in which image and video annotations are incorporated into a “critical essay” providing the necessary evidence to support an argument. We use “Mediathread”, an innovative open source platform developed by Columbia University which allows the “exploration, analysis, and organization of web-based multimedia” while offering the collaborative features of social media. Other collaborative tools that foster media literacy skills will be discussed in the context of a multi-disciplinary team taught course on “Creative Thinking”. These include blogs, “Tumblr” and “Edcanvas”, an innovative sharing platform. The institutional support needed for faculty to develop, implement and assess such learning activities will also be addressed.
A few tips for faculty who'd like to offer digital storytelling as an option for student projects. For more resources, see: http://digitalwriting101.net/teaching
Tools, skills and strategies using three approaches to teaching digital literacy.This was a webinar and presented on using a core set of digital literacies (linked to the general capabilities of the Australian Curriculum), this session will take you step by step through some teaching strategies to use for how digital skills can be taught or integrated.
Participants will be able to:
Identify digital literacies from the general capabilities of the Australian Curriculum and map them to sample curriculum outcomes
Identify teaching strategies to use for digital literacy instruction
Identify digital tools for use with instructional strategies
The Christopher Stevens Youth Network/CE2.0 –iEARN Jordan Workshop
February 23rd, 2013
iEARN-Jordan conducted a training workshop on February 23rd, 2013 as part of the Christopher Stevens Youth Network: Global Connections 2.0. Fifteen educators from Jordan, Kuwait and the USA participated in the workshop. Ms. Khitam Al-Utaibi, iEARN-Jordan Representative delivered the training on two parts. The first part of the workshop was about learning what is iEARN and take a tour in some of the 300 online projects. After teachers were introduced to iEARN, they had hands on training on some of the essential aspects in Project-Based Learning as well as engaging teachers in some activities related to building skills in grouping strategies, debate strategies and tuning protocols in projects. iEARN International celebrates this year its 25th Anniversary and iEARN-Jordan celebrated this occasion with all participants in the presence of all attendees with a cake that has the logos of the US Department of State, iEARN-Jordan, GCE and the iEARN International logo for the 25th Anniversary.
The Common Core and Web-Based TechnologyAndy Petroski
Educators around the country are exploring innovative ways to teach the new Common Core standards. Innovative instructional strategies supported by technology integration will play a crucial role in the successful implementation of the Common Core.
-Explore the Common Core standards and some of the web-based technologies that will support the Common Core curriculum
-Investigate instructional strategies and web 2.0 integration to impact teaching and classroom dynamics
From a webinar on 5/15/13.
Alict evaluation of active learning materialsCorneliaBrodahl
Presentation from ALICT summer school n Kranjska Gora, Slovenia, August 5th. 2014, sponsored by Slovene Scholarship Fund EEA/NFM.
This project has been funded with support from the EEA Financial Mechanism 2009-2014 and the Norwegian Financial Mechanism 2009-2014 between the Republic of Iceland, the Principality of Liechtenstein, the Kingdom of Norway and the Republic of Slovenia. This publication (communication) is the sole responsibility of the author and in no way represents the views of the project funders.
Presents a practical framework for choosing a digital tool that will work for your curriculum including some examples of new and exciting digital tools. Prepared for Stanford Course EDUC 208B, taught by Denise Pope in winter 2016
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
Nec2016 presentation
1. Rob Seal
Hell Hole: Dead Earth
Melissa Ebbe
Hell Hole: Repossession
Walter Welsh
Hell Hole: Dark Harvest
John Wynn
Director
Bryce James McGuire
Director
Ryan Spindell
Director
2. Photo by Chris Phutully at the Gasolene Muscle Car Expo 2014
cholarly Digital Storytelling:
Looking under the Hood
3.
4. Scholarly
Digital
Storytelling
• Peer review circles (story circles)
• SDS breakdown
• 10 elements
• 9 steps in creation process
• Informal and formal meetings
• Assessments
• Formative
• Summative
• Incorporate in your online courses
5. “In the Peer Review circle the Scholarly Digital
Storyteller
wears many hats” (Rudnicki 2011)
• listen deeply
• their own and other’s stories
• ask leading questions
make an inviting comment
Narrative Inquirer Storyteller
collecting field text connecting story (content)
to own point of view
Storycatcher
7. How to layout the course
for Peer Review opportunities
CMS –
• Discussions –
• technical support threads
• critiquing each others’ work throughout
the process
• Collaborations –
• Google Docs
Face-to-face meetings -
• Google Hangouts
8. 1. Overall purpose of the story
2. The narrator’s point of view
3. A dramatic question or questions
4. The choice of content
10. Good grammar and language usage
10 Elements of a
Scholarly digital Storytelling
Composition Stage
Curricular Object Application Stage
2
1
1
Reflective learning
Story finding
Storytelling
Story expanding
Story processing
Story reconstructing
3
5. Clarity of voice
6. Pacing of the narrative
7. Use of a meaningful audio soundtrack
8. Quality of images, video and other
multimedia elements
9. Economy of the story detail
10. Good grammar and language usage
Reflection Stage
Creation Process
1. Come up with an idea;
write a proposal
2. Research/explore/learn
3. Write/script
4. Storyboard/plan
Production Stages
Preproduction
Feedback, Reflect, and Revise
Feedback, Reflect, and Revise
C
O
M
P
O
S
I
T
I
N
G
Baccalaureate
Proficiencies
*Comprehension
*Collaboration
*Communication
*Critical thinking
*Information literacy
*Time management and
self-development
*Range of writing
*Presentation of knowledge and
ideas
*Student speaking and listening
*Knowledge of language
*Vocabulary acquisition and use
*Facilitate and inspire student
learning and creativity
*Information, media and
technology skills
*Life and career skills
*Model digital age work and
learning
*Promote and model digital
citizenship and responsibility
Peer review
circles
Informal
and
Formal
meetings
Formal
meeting
Informal
and
Formal
meetings
Narrative
Paradigm:
Creation
Composition
Adaptation
Presentation
reception
Student-centered
Learning Strategies Key:
(Barrett 2005)
(1) Student engagement
(2) Reflection for deeper learning
(3) Project-based learning
(4) Integration of technology with instruction
Production
Post Production
5. Gather/create images
Gather/create audio
Gather/create video
6. Put it all together
9. Fair Use and Copyright Laws
7. Share
6-Stages of Learning to use
Technology
1. Awareness
2. Learning the process
3. Understanding and application
of the process
4. Familiarity and confidence
5. Adaptation to other contexts
6. Creative application to new
contexts
1. Alexander and Levine 2008
2. Educational Uses of Digital Storytelling
3. McDrury and Alterio 2003
4. Samantha Morra’s Digital Storytelling Process
Citations
4
5
5. Russell 1996
6. Rudnicki 2011
7. Fulwiler and Middleton 2012
8. Levia and Quiring 2008, CCSS-ELA, iste-nets, 21st Century Skills
6
7
8
Formative Assessments - + bold text
Summative Assessment - + white text
Formal Peer Review
circles in red boxes
8. Feedback and reflect
Scholarly Digital Storytelling Flow Chart
How it works as an assessment tool
9. 1. Overall purpose of the story
2. The narrator’s point of view
3. A dramatic question or questions
4. The choice of content
10. Good grammar and language usage
10 Elements of a
Scholarly digital Storytelling
Composition Stage
Reflective learning
Story finding
Storytelling
Story expanding
Story processing
Story reconstructing
3
Creation Process
1. Come up with an idea;
write a proposal
2. Research/explore/learn
3. Write/script
4. Storyboard/plan
Production Stages
Preproduction
Feedback, Reflect, and Revise
Baccalaureate
Proficiencies
*Comprehension
*Collaboration
*Communication
*Critical thinking
*Information literacy
*Time management and
self-development
*Range of writing
*Presentation of knowledge and
ideas
*Student speaking and listening
*Knowledge of language
*Vocabulary acquisition and use
*Facilitate and inspire student
learning and creativity
*Information, media and
technology skills
*Life and career skills
*Model digital age work and
learning
*Promote and model digital
citizenship and responsibility
Peer review
circles
Informal
and
Formal
meetings
Narrative
Paradigm:
Creation
Composition
Adaptation
Presentation
reception
Student-centered
Learning Strategies Key:
(Barrett 2005)
(1) Student engagement
(2) Reflection for deeper learning
(3) Project-based learning
Formative Assessments - + bold text
Summative Assessment - + white text
Formal Peer Review
circles in red boxes
Scholarly Digital Storytelling Flow Chart
How it works as an assessment tool
10.
11. 1. Overall purpose of the story
2. The narrator’s point of view
3. A dramatic question or questions
4. The choice of content
10. Good grammar and language usage
10 Elements of a
Scholarly digital Storytelling
Composition Stage
Curricular Object Application Stage
5. Clarity of voice
6. Pacing of the narrative
7. Use of a meaningful audio soundtrack
8. Quality of images, video and other
multimedia elements
9. Economy of the story detail
10. Good grammar and language usage
Reflection Stage
Creation Process
1. Come up with an idea;
write a proposal
2. Research/explore/learn
3. Write/script
4. Storyboard/plan
Production Stages
Preproduction
Feedback, Reflect, and Revise
Feedback, Reflect, and Revise
Peer review
circles
Informal
and
Formal
meetings
Formal
meeting
Informal
and
Formal
meetings
Student-centered
Learning Strategies Key:
(Barrett 2005)
(1) Student engagement
(2) Reflection for deeper learning
(3) Project-based learning
(4) Integration of technology with instruction
Production
Post Production
5. Gather/create images
Gather/create audio
Gather/create video
6. Put it all together
9. Fair Use and Copyright Laws
7. Share
6-Stages of Learning to use
Technology
1. Awareness
2. Learning the process
3. Understanding and application
of the process
4. Familiarity and confidence
5. Adaptation to other contexts
6. Creative application to new
contexts
Formative Assessments - + bold text
Summative Assessment - + white text
Formal Peer Review
circles in red boxes
8. Feedback and reflect
Scholarly Digital Storytelling Flow Chart
How it works as an assessment tool
12.
13. 1. Overall purpose of the story
2. The narrator’s point of view
3. A dramatic question or questions
4. The choice of content
10. Good grammar and language usage
10 Elements of a
Scholarly digital Storytelling
Composition Stage
Curricular Object Application Stage
2
1
1
Reflective learning
Story finding
Storytelling
Story expanding
Story processing
Story reconstructing
3
5. Clarity of voice
6. Pacing of the narrative
7. Use of a meaningful audio soundtrack
8. Quality of images, video and other
multimedia elements
9. Economy of the story detail
10. Good grammar and language usage
Reflection Stage
Creation Process
1. Come up with an idea;
write a proposal
2. Research/explore/learn
3. Write/script
4. Storyboard/plan
Production Stages
Preproduction
Feedback, Reflect, and Revise
Feedback, Reflect, and Revise
C
O
M
P
O
S
I
T
I
N
G
Baccalaureate
Proficiencies
*Comprehension
*Collaboration
*Communication
*Critical thinking
*Information literacy
*Time management and
self-development
*Range of writing
*Presentation of knowledge and
ideas
*Student speaking and listening
*Knowledge of language
*Vocabulary acquisition and use
*Facilitate and inspire student
learning and creativity
*Information, media and
technology skills
*Life and career skills
*Model digital age work and
learning
*Promote and model digital
citizenship and responsibility
Peer review
circles
Informal
and
Formal
meetings
Formal
meeting
Informal
and
Formal
meetings
Narrative
Paradigm:
Creation
Composition
Adaptation
Presentation
reception
Student-centered
Learning Strategies Key:
(Barrett 2005)
(1) Student engagement
(2) Reflection for deeper learning
(3) Project-based learning
(4) Integration of technology with instruction
Production
Post Production
5. Gather/create images
Gather/create audio
Gather/create video
6. Put it all together
9. Fair Use and Copyright Laws
7. Share
6-Stages of Learning to use
Technology
1. Awareness
2. Learning the process
3. Understanding and application
of the process
4. Familiarity and confidence
5. Adaptation to other contexts
6. Creative application to new
contexts
1. Alexander and Levine 2008
2. Educational Uses of Digital Storytelling
3. McDrury and Alterio 2003
4. Samantha Morra’s Digital Storytelling Process
Citations
4
5
5. Russell 1996
6. Rudnicki 2011
7. Fulwiler and Middleton 2012
8. Levia and Quiring 2008, CCSS-ELA, iste-nets, 21st Century Skills
6
7
8
Formative Assessments - + bold text
Summative Assessment - + white text
Formal Peer Review
circles in red boxes
8. Feedback and reflect
Scholarly Digital Storytelling Flow Chart
How it works as an assessment tool
14. 1. Overall purpose of the story
2. The narrator’s point of view
3. A dramatic question or questions
4. The choice of content
10. Good grammar and language usage
10 Elements of a
Scholarly digital Storytelling
Composition Stage
Curricular Object Application Stage
2
1
1
5. Clarity of voice
6. Pacing of the narrative
7. Use of a meaningful audio soundtrack
8. Quality of images, video and other
multimedia elements
9. Economy of the story detail
10. Good grammar and language usage
Reflection Stage
Creation Process
1. Come up with an idea;
write a proposal
2. Research/explore/learn
3. Write/script
4. Storyboard/plan
Feedback, Reflect, and Revise
Feedback, Reflect, and Revise
Peer review
circles
Informal
and
Formal
meetings
Formal
meeting
Informal
and
Formal
meetings
5. Gather/create images
Gather/create audio
Gather/create video
6. Put it all together
9. Fair Use and Copyright Laws
7. Share
4
6
Formative Assessments - + bold text
Summative Assessment - + white text
Formal Peer Review
circles in red boxes
8. Feedback and reflect
Scholarly Digital Storytelling Flow Chart
How it works as an assessment tool
Editor's Notes
digital storytelling can be used as a robust assessment tool.
Let me explain.
Face Off on the SyFy channel.
16 artists compete throughout a series of weeks to win the grand prize
three finalists monsters and victims.
teamed up with three up and coming directors
create scripts/storyboards and a final video of their point of view
of the same short story.
the results are very different,
even though the setting was the same.
That is what you see from you students.
Their videos have the same content
different points of view the final outcome will be different.
. My name is Colleen DeSanits Leithren.
I am owner of inxiFay: Production with Instruction.
Archaeologist, a caregiver,
was introduced to videography seven years ago.
I have since worked on documentaries, grants, and other video projects
including class assignments completing my M.Ed. in Educational Technology I received last year.
I chose to focus on DS and SDS
multifaceted complexity and a
desire to make it understandable and
have worked with both students and faculty at the University of Delaware regarding this subject.
Why are you here? What do you want to get out of today’s session?
You will have time today to work on
how you can implement this assessment tool in your class
At the end I have a folder with some materials for you to review later.
I have also created a website with more detailed information
you can refer when you are setting up your online course.
Under the Online Course Set up is:
Peer review
Keep data organized
script/storyboard
Copyright laws etc.
Gather/create images
Video resources
Additional Resources
Today we are going to look under the hood of
of this complex assessment tool and hopefully
bring some enlightenment
I will show you how it can be woven in your course
within the breakdown and
we will have time to work on how you can
structure your course to incorporate SDS into it.
First, traditional classroom
With the advent of the internet and online learning the students
can attend from anywhere and anytime.
So a key component for students is the interaction they can have with each other
in this virtual environment.
One of the neat things about creating digital story stories
is the way the peer review circles,
story circles or
peer edits interact throughout
the creation process and
the roles students have to play.
Dr. Rudnicki explains it well when she shares how they are
narrative inquirer, ….
Storyteller …..,
storycatcher….
This story circle environment is where the students interact
throughout the whole process from the initial idea
to the final piece that is then seen by others.
The more they safely interact with each other the better the final product is.
So how can they interact in online?
I have listed some ways where, any other ways suggestions?
So this is what my research uncovered when I was working towards my degree.
After extensive reading of peer researched articles and from personal experience,
I was able to break it down to this graphic.
Looks pretty complicated right?
Well that’s just what most people say the first time
they look under the hood of a car.
So let's start with some terms you are familiar with…
This is an excerpt from a TedX talk at Solebury School. The Power of digital storytelling Emily Bailin
Excerpts from one of my videos for an NSF Grant from the first draft to the final submission for the NSF Video showcase this year.
So this is what my research uncovered when I was working towards my degree.
After extensive reading of peer researched articles and from personal experience,
I was able to break it down to this graphic.
Looks pretty complicated right?
Well that’s just what most people say the first time
they look under the hood of a car.
So let's start with some terms you are familiar with…