Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
Knowledge Building in Senior Kindergarten and Grade 1Bodong Chen
This is a presentation in a CSCL2011 Symposium: Getting Started and Sustaining Knowledge Building. It introduces how to get knowledge building started in kindergarten and grade one classes.
Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
Knowledge Building in Senior Kindergarten and Grade 1Bodong Chen
This is a presentation in a CSCL2011 Symposium: Getting Started and Sustaining Knowledge Building. It introduces how to get knowledge building started in kindergarten and grade one classes.
Second in a series of courses that comprise the PRIME Teacher Training Program. Here we look at the Theory of Multiple Intelligences and Learning Styles and how it impacts facilitating learning for ALL students.
Half day sessions in Prince Rupert, It's All about Thinking: Collaborating to Support All Learners: gr 4/5, 6/7 core, 8/9 humanities and sec En., secondary
Second in a series of courses that comprise the PRIME Teacher Training Program. Here we look at the Theory of Multiple Intelligences and Learning Styles and how it impacts facilitating learning for ALL students.
Half day sessions in Prince Rupert, It's All about Thinking: Collaborating to Support All Learners: gr 4/5, 6/7 core, 8/9 humanities and sec En., secondary
This presentation briefly describes the learning theory of cognitivism. Included in are the major contributors and elaborators of the theory, a definition of cognitivism, and some of my own thoughts as a future educator,
Head hunters' secrets (that all job seekers should know)Adrian Tan
The job market will continue to be viciously competitive and it is being played with new rules. LinkedIn, social media, infographics and multimedia résumés have changed the way jobseekers much approach the job market. Learn the behind-the-scene secrets of headhunters and you can leapfrog and move ahead of the competition.
For more headhunters' secrets, go to http://bit.ly/1JDG2Em
Das interdisziplinäre Forschungsgebiet «Neuromarketing» hat in den letzten Jahren eine ganze Reihe von hoch interessanten Erkenntnissen an den Tag gebracht, die sich hinsichtlich der Brand-Strategie erfolgswirksam umsetzen lassen. Speziell inspiriert haben uns die wissenschaftlich belegten Einsichten rund um das limbische System, also jenes Teils des Gehirns, in dem man die Entscheidungen fällt und der auch als das «emotionale Machtzentrum im Gehirn» bezeichnet wird.
Im limbischen System werden Emotionen verarbeitet und hier sind Triebe zuhause, die man grob in drei «Haupttriebe» einteilt: Stimulanz, Dominanz und Balance. Alle Entscheidungen fällen wir aufgrund dieser Triebe, von denen wir mehr oder weniger Anteile in uns selbst haben. Wie und warum diese Erkenntnisse einen grossen Einfluss auf den Aufbau und die Entwicklung einer Marke haben und wie man dieses Wissen konkret einsetzt, darüber berichtet KUPFERSCHMIED in Referaten und Seminaren. Mit fundierter Theorie und konkreten Praxisbeispielen wird aufgezeigt, wie man unmittelbar nach dem Wissenstransfer die neu gewonnenen Erkenntnisse erfolgreich im Alltag umsetzen kann.
"Agile Markenführung - Wie Sie Ihre Marke stark machen für dynamische Märkte" - das neue Fachbuch von Dr. Annette Bruce und Christoph Jeromin im Verlag Springer Gabler. Hier können Sie einen ersten Blick ins Buch werfen, um zu erfahren, warum es sich für Unternehmen lohnt, ihre Markenführung in dynamischen Märkten handlungsorientiert, entscheidungsschnell und agil zu gestalten.
Storytelling Workshop Wer erzählt gewinntEd Wohlfahrt
Wer erzählt gewinnt - Mit Geschichten zu mehr Aufmerksamkeit und Weiterempfehlungen.
Der Workshop wurde am 16. September 2014 im Rahmen des Unternehmensgründungsprogramms UGP für die bit Group GmbH in Klagenfurt am Wörthersee abgehalten.
Das Zielpublikum waren JungunternehmerInnen bzw. in Gründung befindliche Einpersonenunternehmen
Geld ist für die Menschen da - Markenführung in einer Social BankJohannes Korten
"Die Angst vor einer Zukunft, die wir fürchten, können wir nur überwinden durch Bilder einer Zukunft, die wir wollen." Im Vortrag geht es um die Markenführung insbesondere in den Sozialen Medien der GLS Bank. Warum ist es für eine "Social Bank" wichtig und richtig, Soziale Medien zu nutzen und wie geht sie dabei vor? Johannes Korten gibt beim SMCMUC erste Antworten auf diese Fragen.
http://www.i-fom.de/internettrends enthält alle im Vortrag erwähnten Verweise auf Plattformen, Werkzeuge und weiterführende Fachartikel.
In keiner anderen Branche entstehen schneller so viele neue Trends wie im Web-Umfeld.
Doch was bringen diese neuen Werkzeuge den Unternehmen im Tagesgeschäft? Welche
Trends können Unternehmen und Selbstständige nutzen, um tatsächlich am Markt effizienter
zu agieren? Welche Entwicklungen sollte man im Auge behalten? Und welche Buzzwords
kann man getrost ignorieren?
Wie in der Vergangenheit, das ein Konsument sich allein aus rationalen Gründen zum Kauf bewegte ist vorbei. Was ist die Lösung? Welchen Beitrag kann die Multimodale Markenführung leisten? Welche Eigenschaften haben die einzelnen Sinne?
IDEE SOZIOKRATIE - ein kompakter Einblick in ein innovatives OrganisationsmodellGünter Strobl
Soziokratie ist ein Organisationsmodell, das dafür sorgt, dass Entscheidungen so getroffen werden, dass sie von allen Beteiligten mitgetragen werden können. Mit Soziokratie können Strukturen so gestaltet werden, dass Organisationen damit agiler, flexibler, dynmischer und anpassungsfähiger werden. Es werden die Selbstorganisationspotenziale genutzt, die Menschen zufriedener, engagierter und motivierter. Das vorhandene Wissen wird auf diese Weise optimal genutzt. Das Modell orientiert sich damit auch an den neuesten Management-Ansätzen und spiegelt in seiner Anwendung aktuelle Forschungsergebnisse der Neurobiologie wider. Siehe auch unser Youtube-Video "Soziokratie erklärt in 160 Sekunden": http://www.dock12.org/soziokratie/
Im Web 2.0 verbreiten Kunden und Mitarbeiter authentische Botschaften über Marken. Sie zu Markenbotschaftern zu machen, ist daher effizienter als das bisherige Schema F.
Revolution in der Reputation - 5 Ideen für das Markenmanagement 2.0Ingo Stoll
Wer glaubt, dass die Reputation der eigenen Marke noch zentral in der Marketing- oder Unternehmenskommunikationsabteilung entschieden wird, der glaubt vermutlich auch, dass Zitronenfalter Zitronen fakten. Zu dem, was in Zeiten der Digitalisierung und Social Media über Reputation wirklich entscheidet, hier 5 Beobachtungen und 5 Empfehlungen.
Presentation on the use of digital storytelling as a strategy for crating digital cases. Given to the Harvard Business School Brain Gain Speaker series in August 2007.
Presentation given by Gail Matthews-DeNatale, Sylvia Maxfield, Melissa Perna, and Melissa Makofske to the Harvard Business School "Brain Gain" presentation series.
it is topic of today to adopt necessary changes by medical teachers for implementation of competency based medical education curriculum dealt in RBCW workshop.
Presentation given for a panel presentation at the AAC&U 2019 meeting. Abstract: In this panel presentation, three institutions explored how ePortfolio curriculum prompts new ways of thinking about education. In Northeastern University’s online master’s education program, students draw from and transform their earlier “learning ePortfolios” into professional ePortfolios showing accomplishment and career readiness. Key to this transition are four critical moves: remembering, analyzing, envisioning, and synthesizing. In Florida State University’s Rhetoric and Composition ePortfolio, a signature practice is selection, supported by an ePortfolio curatorial process helping students make decisions about what’s to select for the ePortfolio and what to leave behind. Across all three programs, students report that these supportive practices are fundamental.
What can we learn about ePortfolio programs by listening to graduates?Gail Matthews-DeNatale
AAC&U 2017 Presentation Abstract: The ePortfolio community has long been dedicated to documenting, analyzing, and communicating the value of ePortfolios in higher education. But what happens to our students after they graduate? How do alumni perceive the value of their ePortfolio experience? Do they incorporate evidence-based, multimodal, and metacognitive practices into their daily life and work, and if so in what ways? What other insights might they share? This session will present the prominent themes that emerged during interviews and email exchanges with graduates from Northeastern University and Florida State University. The session will also include time for attendees to explore how they might incorporate alumni outreach into their own ePortfolio work and research.
Making Student Learning Visible: Using Concept Map Analysis as an Assessment...Gail Matthews-DeNatale
Poster presented at the May 2015 Conference for Advancing Evidence-Based Teaching, Center for Advancing Learning and Teaching Through Research, Northeastern University, Boston, MA
November 2011 presentation given at a day-long assessment workshop co-sponsored by NERCOMP and ELI, titled Innovations in Learning: Measuring the Impact
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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?
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.
Digital Storytelling and Learner Meaning-Making - a Workshop
1. Stories are the large and small
instruments of meaning, of
explanation, that we store in
our memories.
Schank, Roger (1992). Tell Me a Story: Narrative and Intelligence.
Evanston, IL: Northwestern University Press.
3. About Me
Senior Fellow, Graduate
School of Education
Lead Faculty, eLearning and
Instructional Design M.Ed.
Program
College of Professional
Studies, Northeastern
University
… and a Ph.D. in Folklore!
4. About You
What attracted you to
digital storytelling?
Your “A Hah!” moments so
far during this workshop
Your idea for using digital
storytelling in support of
student learning
5. S ession Overview
1. Thoughts on the connection between
storytelling and learning
2. Examples of storytelling in a range of
academic scenarios
3. Reflections on the experience of
teaching and learning with digital
stories
4. Assignment development exercise
7. Susan Ambrose et. al. 7 Principles
1. Students’ prior knowledge can
help or hinder learning.
2. How students organize
knowledge influences how they
learn and apply what they know.
3. Student motivation determines,
directs, and sustains what they
do learn.
4. To develop mastery, students
must acquire component skills,
practice integrating them, and
know when to apply what they
have learned.
5. Goal-directed practice coupled
with targeted feedback
enhances the quality of students’
learning.
6. Students’ current level of
development interacts with
social, emotional, and intellectual
climate of the course to impact
learning.
7. To become self-directed
learners, students must learn to
monitor and adjust their
approaches to learning.
Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., & Norman, M. (2010). How learning works: seven research-based
principles for smart teaching. San Francisco, CA: Jossey-Bass.
8. James Gee 36 Principles
Doing and
reflecting
Appreciating
good design
Seeing
Tasks neither too
easy nor too hard Thinking and
Watching your strategizing
own behavior
interrelationships
Mastering new
Being encouraged
to practice
skills at each level
Getting more out
than what you put in
Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York, NY: Macmillan.
10. Video Interviews: What’s the Difference?
Video available at https://net.educause.edu/ir/library/multimedia/ELI08167C.mov
11. Video Transcript: What’s the Difference?
TITLE: What’s the educational value of digital storytelling?
TITLE: Makes learning memorable
Vaughn - It was a memorable time and this is actually something that I can remember. I can’t remember much else
about my life, but I can remember certain parts, and this is one of the things that I remember because I have things to
remind me and I did have mishaps, and I did have misadventures, and it made it more fun – it was a great semester. It
was a very profound learning curve for me that semester.
TITLE: Production process fosters reflection … and transformation
Ellen - There was something about working so intensely and in a concentrated fashion with both the dialogue and then
matching photographs to it or some kind of visual image that as a producer or whatever, you are, you know you’re so
present with the material and the message you’re trying to convey and how you’re trying to convey it and what you want
to say that you also have to think much more deeply and complexly about what it is that you want to say.
And I think through that process of analyzing it, you can come up with different versions – gez, I’ve thought about it so
much, I actually feel a little bit different about it – now I want to say something different than I thought I was going to say
when I started. And I think that’s the feedback loop that the more that you’re with the content and you’re really
introspective and you’re reflective about … The telling of the story transforms you and transforms the story.
TITLE: Demonstrates the progression of learning
Vaughn - I put a lot of effort into it, but in two different ways. Into one class, and then also into life outside of class. And
the movie at the end showed my effort and told my story, not only my story, but the story of the kid whom I was tutoring.
It showed progression and it was a marker for that whole semester. And it’s a great thing to have, to keep.
TITLE: Encourages clarity of expression
Ellen - think it is also good to help students organize what they want to say because you have to get very clear about
what’s the message. What am I trying to say and why am I trying to say this?… a theme in many fields 00:28:34:?
TITLE: Increases student engagement
Rachel -I think I was a lot more connected to my final projects than I was with a research paper, because it was really
from my thoughts, at the end of the day, after I had done the steps along the way, versus an outline that I had turned in
TITLE: Fosters student-centered, authentic learning
Ellen - You’re speaking to a larger audience in some way. … thinking about my own beliefs about what people need to
succeed in graduate education and how that’s changing … the work has changed … populations people are serving has
changed. It doesn’t mean decreasing standards, it means rethinking standards. And so a process that isn’t strictly a
written paper speaks to allowing people of very different kinds of learning abilities to engage in something – as opposed
to “write this paper, memorize this for a test.
13. B oston Story Map
Matthews-DeNatale, G. (2013). Digital story-making in support of student meaning-making. In Smyth, E., &
Volker, J. (Eds). Enhancing instruction with visual media utilizing video and lecture capture (pp. 191-202).
Hershey, PA: IGI-Global.
17. S ervice Learning Story
Matthews-DeNatale, G. (2008). Digital Story Making: Understanding the Learner's
Perspective. ELI Annual Meeting. Retrieved August 24, 2014,
fromhttp://www.educause.edu/eli/events/eli-annual-meeting/2008/digital-story-making-understanding-
learners-perspective-research-based
18. D igital Case
Makofske, M., Perna, M., Matthews-DeNatale, G., Maxfield, S., & Traynor, J. (2008). Video: Cruise Industry.
Caseplace. Retrieved August 24, 2014, from http://www.caseplace.org/d.asp?d=3283
27. Video Interviews: What’s the Value?
Video available at http://www.educause.edu/ir/library/multimedia/ELI08167C.mov
28. Video Transcript: What’s the Value?
TITLE: What’s the difference between writing and digital storytelling?
TITLE: Difference in flow
Vaughn – While you’re writing, either through a keyboard or sitting down and writing in a book, it’s all in
your head and coming out through your eyes onto the page. The images that are in your head are
becoming the words that your hands are writing. But with iMovie you can take actual images out of the
world that you see and show them to other people.
Ellen - You know it was hard work, but it was good hard work. It was very focused hard work – the
kind of thing you can see losing time with. …. Much more time than you have.
TITLE: Goes beyond the “five paragraph essay”
Rachel – When you’re writing a term paper, you’re just using words and you have a structure to do it.
But with storytelling, it’s a completely blank board and you can do whatever you want with it. You have
all these thoughts in your head about what you want it to be, and you have all these experiences, and
you have your journaling, and other things throughout the way. For you to get across your message
and what you’re trying to say in a way that’s visual, audio, and with text, I think is really using different
parts of your brain.…Using all the senses vs. just reading it.
TITLE: Can represent internal and external worlds
Vaughn – There are so many times when I wish I could record my thoughts, like attach something to
my head and let people see what I’m seeing while I’m writing. But with the iMovie I can actually do
that. Though it’s not exactly the way I picture it in my head, it’s the best interpretation I can give them.
It’s also very real, because it can come out of the actual world.
29. What’s the value of
(digital) storytelling for
higher education?
30. C hallenging Questions for Educators
How can we help students increase
the amount of time they devote to
reflection and critical thinking?
How can we help students articulate
what they are learning?
How can we help students
remember and care about learning?
31. The Value of Digital Story-Making
•Combines visual, aural, and kinesthetic
learning
•Iterative production process encourages
revisiting, reflecting on meaning
•Increases literacy/fluency across media
•Connects prior life experiences, course,
and other co-curricular learning
•Can be shared beyond academia
32. S tory-Making Learning Cycle
Reflection
& Analysis
Experience
Share with
Others
Deeper Personal
Understanding
Future
Stories
33. Observations and Recommendations
Importance of
• Process
(pedagogically-driven, purposeful,
integrated, planned)
• Collaboration
(P2P/faculty feedback, partnering with IT)
•The Experience
(intense and requires tolerance for mishaps)
36. B ackward Planning
Pedagogically-Driven: What concepts, abilities, and skills do
you want students to gain from the course?
Purposeful: What role will digital story-making play in achieving
those aims? What opportunities does story-making afford that would not
be possible through other assignments/technologies?
Integrated: How will the assignment be positioned within the course?
How will it be introduced? How will it connect with and further other
coursework? By what criteria will the stories be evaluated?
Planned: What resources and support will the students need (both
academic and technical)? How will they be made available? What will be
the benchmarks for conceptualization and production?
37. P edagogically-Driven
What concepts, abilities, and skills do you
want students to gain from the course?
Case Study Example
•Concept: Open Learning has a long history, with many
dimensions (sectors and players)
•Ability: Evaluate the relevance and credibility of sources,
explain the importance of a source
•Skill: Convey ideas in a coherent, multimodal integrated
format
38. P urposeful
What role will digital story-making play in
achieving those aims? What opportunities does
story-making afford that would not be possible
through other assignments/technologies?
Case Study Example
•Role: Comparison of timelines helps students see that there is
no one definition of “open learning,” that the focus or
motivation for OL is context-dependent
•Opportunity: Format makes it possible for many OL
dimensions to co-exist, granting a unique perspective
39. I ntegrated
How will the assignment be positioned within the
course? How will it be introduced? How will it
connect with and further other coursework? By what
criteria will the stories be evaluated?
Case Study Example
•Position: Begin in the first week, share draft in wk 2, revise by
wk 4, grade wk 6, incorporate into ePortfolio week 12
•Connection: Draws upon Wiley resource (MOOC as
textbook), precursor to COOL Collection – Timeline and COOL
exercise equip them for final assignment
40. I ntegrated
Overview
What is open learning? The history of open
learning is still in the making; there are no
definitive texts. This assignment calls upon you
to construct a timeline of key concepts, figures,
events, and projects related to this topic.
Guidelines
Your timeline should include at least 15
entries. You will begin the assignment in Week
1 and share your timeline with the rest of the
class during the Week 2 discussion.
Criteria for Excellence
- Provides a mix of concepts,
figures, events, and projects that
gives the viewer a representative
overview of Open Learning.
- Entries include substantive
annotations that explain why you
included the item, what it is, and its
relevance to the topic. These
annotations should also be
accurate and well written.
- Takes advantage of the tool's
capacity to include links, videos,
images, etc.
41. I ntegrated
Guiding Questions
Consider the following questions as you scour the web to find
sources that will help you tell the story of the history of open
learning:
•How far back does the concept of "openness" go?
•What have been the major developments? Who was involved? In what
sectors? Who are the key organizations/projects/people? When did they
come onto the scene, and what is distinctive about their contributions?
What are the similarities and differences between the way that different
sectors approach the concept of openness?
•What are the major ideas? What are the best resources that you can find
on those topics?
•What appear to be future directions in the field?
42. I ntegrated
Avenues for Finding Sources
Search the web for links that are related to the concept of Open Learning. Not
sure where to start in searching for timeline content? The term "open" is often
paired with other terms related to education and access. Key words include:
•Open Learning
•Open Knowledge
•Open University
•MOOCs - Massive Open Online Courses (C and X)
•Open Badges
•Open Education
•Open Education Resources
•Open Source
•Open Content
•Open Access
Note that each entry should include a timeline description that provides
information about why it is relevant. Include a link whenever possible.
43. P lanned
What resources and support will the students need
(both academic and technical)? How will they be
made available? What will be the benchmarks for
conceptualization and production?
Case Study Example
•Resources: Exemplar, Log spreadsheet, Dipity tutorials
•Benchmarks: Gather/document potential sources in log. Use
Temoa rubric to evaluate credibility. Identify 15 entries.
Gather images and videos to represent each entry. Author
annotations. Compile timeline, share, discuss, receive
feedback. Revise and resubmit. Receive grade.
44. S ample Resource: DS Feedback Form
Criteria
Outstanding Satisfactory Poor Why?
Has A Point (of View)
- purpose
- stance
Engaging
- interesting
- surprising
- thought-provoking
Quality Script/Voice
- well spoken
- good pacing
- music, if any, furthers message
Use of Images/Video
- w. voice, adds new dimension
- visual flow
Wise Economy/Detail
- pacing
- pare away AND
- dig deeper
Matthews-DeNatale, G. (2008). Digital Storytelling: Tips and Resources. ELI Annual Meeting (p. 14).
Retrieved August 24, 2014, from http://net.educause.edu/ir/library/pdf/ELI08167B.pdf
45. Final Words
“Those who do not have power
over the story that dominates their
lives, the power to retell it, rethink
it, deconstruct it, joke about it, and
change it as times change, truly
are powerless, because they
cannot think new thoughts. ”
Salman Rushdie
46. Thank You
Gail Matthews-DeNatale, Ph.D.
Northeastern University
g.matthews-denatale@neu.edu
Editor's Notes
Have this up as people enter the room
GAIL
This presentation is designed to represent a range of perspectives on digital storytelling in higher education. Present with you today are three “takes”
Support Staff and Instructional Design (Gail)
Faculty (Sylvia)
Student (Melissa and Melissa)
In preparation for this presentation, we interviewed several faculty and students.
GAIL
This presentation is designed to represent a range of perspectives on digital storytelling in higher education. Present with you today are three “takes”
Support Staff and Instructional Design (Gail)
Faculty (Sylvia)
Student (Melissa and Melissa)
In preparation for this presentation, we interviewed several faculty and students.
We can see much of the digital story-making process in these 7 principles, but they also have implications for how we design digital story-making assignments
JAMES PAUL GEE – What Video Games have to teach us about learning and literacy
Yet digital authorship is also a complex, physical experience – one that includes most, if not all, of the “36 design principles” that Gee identified in his work on the relationship between games and learning. Yet we often gloss over this dimension of the experience – and in so doing, fail to build them into the instructional design of digital story-making assignments.
GAIL
This presentation is designed to represent a range of perspectives on digital storytelling in higher education. Present with you today are three “takes”
Support Staff and Instructional Design (Gail)
Faculty (Sylvia)
Student (Melissa and Melissa)
In preparation for this presentation, we interviewed several faculty and students.
Here is what our interviewees had to say:
TITLE: What’s the educational value of digital storytelling?
TITLE: Makes learning memorable
Vaughn - 00:34:34;00 It was a memorable time and this is actually something that I can remember. I can’t remember much else about my life, but I can remember certain parts, and this is one of the things that I remember because I have things to remind me and I did have mishaps, and I did have misadventures, and it made it more fun – it was a great semester. It was a very profound learning curve for me that semester.
00:34:55;00
TITLE: Production process fosters reflection … and transformation
Ellen - 00:08:48:? There was something about working so intensely and in a concentrated fashion with both the dialogue and then matching photographs to it or some kind of visual image that as a producer or whatever, you are, you know you’re so present with the material and the message you’re trying to convey and how you’re trying to convey it and what you want to say that you also have to think much more deeply and complexly about what it is that you want to say.
And I think through that process of analyzing it, you can come up with different versions – gez, I’ve thought about it so much, I actually feel a little bit different about it – now I want to say something different than I thought I was going to say when I started. And I think that’s the feedback loop that the more that you’re with the content and you’re really introspective and you’re reflective about … The telling of the story transforms you and transforms the story. 00:10:00:00
TITLE: Demonstrates the progression of learning
Vaughn - 00:02:35;20 I put a lot of effort into it, but in two different ways. Into one class, and then also into life outside of class. And the movie at the end showed my effort and told my story, not only my story, but the story of the kid whom I was tutoring. It showed progression and it was a marker for that whole semester. And it’s a great thing to have, to keep. 00:03:05;18
TITLE: Encourages clarity of expression
Ellen - 00:28:33:? I think it is also good to help students organize what they want to say because you have to get very clear about what’s the message. What am I trying to say and why am I trying to say this?… a theme in many fields 00:28:34:?
TITLE: Increases student engagement
Rachel -~00:05:18:? I think I was a lot more connected to my final projects than I was with a research paper, because it was really from my thoughts, at the end of the day, after I had done the steps along the way, versus an outline that I had turned in.~00:05:29:10
TITLE: Fosters student-centered, authentic learning
Ellen - 00:14ish:?:? You’re speaking to a larger audience in some way. … thinking about my own beliefs about what people need to succeed in graduate education and how that’s changing … the work has changed … populations people are serving has changed. It doesn’t mean decreasing standards, it means rethinking standards. And so a process that isn’t strictly a written paper speaks to allowing people of very different kinds of learning abilities to engage in something – as opposed to “write this paper, memorize this for a test.
00:16:15:?
Here is what our interviewees had to say:
TITLE: What’s the educational value of digital storytelling?
TITLE: Makes learning memorable
Vaughn - 00:34:34;00 It was a memorable time and this is actually something that I can remember. I can’t remember much else about my life, but I can remember certain parts, and this is one of the things that I remember because I have things to remind me and I did have mishaps, and I did have misadventures, and it made it more fun – it was a great semester. It was a very profound learning curve for me that semester.
00:34:55;00
TITLE: Production process fosters reflection … and transformation
Ellen - 00:08:48:? There was something about working so intensely and in a concentrated fashion with both the dialogue and then matching photographs to it or some kind of visual image that as a producer or whatever, you are, you know you’re so present with the material and the message you’re trying to convey and how you’re trying to convey it and what you want to say that you also have to think much more deeply and complexly about what it is that you want to say.
And I think through that process of analyzing it, you can come up with different versions – gez, I’ve thought about it so much, I actually feel a little bit different about it – now I want to say something different than I thought I was going to say when I started. And I think that’s the feedback loop that the more that you’re with the content and you’re really introspective and you’re reflective about … The telling of the story transforms you and transforms the story. 00:10:00:00
TITLE: Demonstrates the progression of learning
Vaughn - 00:02:35;20 I put a lot of effort into it, but in two different ways. Into one class, and then also into life outside of class. And the movie at the end showed my effort and told my story, not only my story, but the story of the kid whom I was tutoring. It showed progression and it was a marker for that whole semester. And it’s a great thing to have, to keep. 00:03:05;18
TITLE: Encourages clarity of expression
Ellen - 00:28:33:? I think it is also good to help students organize what they want to say because you have to get very clear about what’s the message. What am I trying to say and why am I trying to say this?… a theme in many fields 00:28:34:?
TITLE: Increases student engagement
Rachel -~00:05:18:? I think I was a lot more connected to my final projects than I was with a research paper, because it was really from my thoughts, at the end of the day, after I had done the steps along the way, versus an outline that I had turned in.~00:05:29:10
TITLE: Fosters student-centered, authentic learning
Ellen - 00:14ish:?:? You’re speaking to a larger audience in some way. … thinking about my own beliefs about what people need to succeed in graduate education and how that’s changing … the work has changed … populations people are serving has changed. It doesn’t mean decreasing standards, it means rethinking standards. And so a process that isn’t strictly a written paper speaks to allowing people of very different kinds of learning abilities to engage in something – as opposed to “write this paper, memorize this for a test.
00:16:15:?
GAIL
This presentation is designed to represent a range of perspectives on digital storytelling in higher education. Present with you today are three “takes”
Support Staff and Instructional Design (Gail)
Faculty (Sylvia)
Student (Melissa and Melissa)
In preparation for this presentation, we interviewed several faculty and students.
Digital storytelling IN GENERAL is the use of digital media and the Internet to serve storytelling purposes. It could involve web pages, maps, mobile phones … the possibilities are endless.
We’ve linked web-page stories to Google Map
Example of a first year, introductory assignment for incoming students
Boston Story Map
Involves placing narratives on a map – linking all of a class’s stories together to create larger meaning.
… once the assignment was developed, handouts created, timelines and issues understood, it was easy to adapt this assignment for a completely different use.
For example (click) Personal stories of Immigration
CLICK TWICE TO SEE TEXT SAMPLE AND VIDEO SAMPLE
more recently, we’ve created mash-ups between PBWiki and the Mapping tool Platial
Once the assignment was developed, handouts created, timelines and issues understood, it was easy to adapt this assignment for a completely different use.
Example of a culminating assignment for first year students
Personal stories of Immigration
Place markers on a map
Link to text, images, and video from that map (use a wiki for this)
CLICK TWICE TO SEE TEXT SAMPLE AND VIDEO SAMPLE
more recently, we’ve created mash-ups between PBWiki and the Mapping tool Platial
Once the assignment was developed, handouts created, timelines and issues understood, it was easy to adapt this assignment for a completely different use.
Example of a culminating assignment for first year students
Personal stories of Immigration
Place markers on a map
Link to text, images, and video from that map (use a wiki for this)
CLICK TWICE TO SEE TEXT SAMPLE AND VIDEO SAMPLE
more recently, we’ve created mash-ups between PBWiki and the Mapping tool Platial
Once the assignment was developed, handouts created, timelines and issues understood, it was easy to adapt this assignment for a completely different use.
Example of a culminating assignment for first year students
Personal stories of Immigration
Place markers on a map
Link to text, images, and video from that map (use a wiki for this)
GAIL
This presentation is designed to represent a range of perspectives on digital storytelling in higher education. Present with you today are three “takes”
Support Staff and Instructional Design (Gail)
Faculty (Sylvia)
Student (Melissa and Melissa)
In preparation for this presentation, we interviewed several faculty and students.
GAIL?
GAIL
This presentation is designed to represent a range of perspectives on digital storytelling in higher education. Present with you today are three “takes”
Support Staff and Instructional Design (Gail)
Faculty (Sylvia)
Student (Melissa and Melissa)
In preparation for this presentation, we interviewed several faculty and students.
Here is what our interviewees had to say:
TITLE: What’s the educational value of digital storytelling?
TITLE: Makes learning memorable
Vaughn - 00:34:34;00 It was a memorable time and this is actually something that I can remember. I can’t remember much else about my life, but I can remember certain parts, and this is one of the things that I remember because I have things to remind me and I did have mishaps, and I did have misadventures, and it made it more fun – it was a great semester. It was a very profound learning curve for me that semester.
00:34:55;00
TITLE: Production process fosters reflection … and transformation
Ellen - 00:08:48:? There was something about working so intensely and in a concentrated fashion with both the dialogue and then matching photographs to it or some kind of visual image that as a producer or whatever, you are, you know you’re so present with the material and the message you’re trying to convey and how you’re trying to convey it and what you want to say that you also have to think much more deeply and complexly about what it is that you want to say.
And I think through that process of analyzing it, you can come up with different versions – gez, I’ve thought about it so much, I actually feel a little bit different about it – now I want to say something different than I thought I was going to say when I started. And I think that’s the feedback loop that the more that you’re with the content and you’re really introspective and you’re reflective about … The telling of the story transforms you and transforms the story. 00:10:00:00
TITLE: Demonstrates the progression of learning
Vaughn - 00:02:35;20 I put a lot of effort into it, but in two different ways. Into one class, and then also into life outside of class. And the movie at the end showed my effort and told my story, not only my story, but the story of the kid whom I was tutoring. It showed progression and it was a marker for that whole semester. And it’s a great thing to have, to keep. 00:03:05;18
TITLE: Encourages clarity of expression
Ellen - 00:28:33:? I think it is also good to help students organize what they want to say because you have to get very clear about what’s the message. What am I trying to say and why am I trying to say this?… a theme in many fields 00:28:34:?
TITLE: Increases student engagement
Rachel -~00:05:18:? I think I was a lot more connected to my final projects than I was with a research paper, because it was really from my thoughts, at the end of the day, after I had done the steps along the way, versus an outline that I had turned in.~00:05:29:10
TITLE: Fosters student-centered, authentic learning
Ellen - 00:14ish:?:? You’re speaking to a larger audience in some way. … thinking about my own beliefs about what people need to succeed in graduate education and how that’s changing … the work has changed … populations people are serving has changed. It doesn’t mean decreasing standards, it means rethinking standards. And so a process that isn’t strictly a written paper speaks to allowing people of very different kinds of learning abilities to engage in something – as opposed to “write this paper, memorize this for a test.
00:16:15:?
Here is what our interviewees had to say:
TITLE: What’s the difference between writing and digital storytelling?
TITLE: Difference in flow
Vaughn - 00:11:09;26 While you’re writing, either through a keyboard or sitting down and writing in a book, it’s all in your head and coming out through your eyes onto the page. The images that are in your head are becoming the words that your hands are writing. But with iMovie you can take actual images out of the world that you see and show them to other people. 00:11:39;28
Ellen - 00:02:31:? You know it was hard work, but it was good hard work. It was very focused hard work – the kind of thing you can see losing time with. …. Much more time than you have. 00:02:44:17
TITLE: Goes beyond the “five paragraph essay”
Rachel - 00:08:52:? When you’re writing a term paper, you’re just using words and you have a structure to do it. But with storytelling, it’s a completely blank board and you can do whatever you want with it. You have all these thoughts in your head about what you want it to be, and you have all these experiences, and you have your journaling, and other things throughout the way. For you to get across your message and what you’re trying to say in a way that’s visual, audio, and with text, I think is really using different parts of your brain.…Using all the senses vs. just reading it. 00:09:43:?
TITLE: Can represent internal and external worlds
Vaughn - 00:11:52;02 There are so many times when I wish I could record my thoughts, like attach something to my head and let people see what I’m seeing while I’m writing. But with the iMovie I can actually do that. Though it’s not exactly the way I picture it in my head, it’s the best interpretation I can give them. It’s also very real, because it can come out of the actual world 00:12:17;05
GAIL?
GAIL?
Engagement, time on task, refuting and/or refining ideas
Metacognition – understanding how they learn, “owning” their learning, learning how to learn
Making learning both memorable and manageable
DURING INTERVIEWS, WE REALIZED THAT DS ADDRESSES THESE NEEDS IN A PROFOUND MANNER – warn that this is the longest clip of the presentation (CLICK)
GAIL?
Addresses a range of learning styles
The physical process involves/requires intense review of material
Multi-modal, media literacy – DS makers gain new insight into the conventions and “grammar” associated with multimedia authoring.
After having the production experience, they are better positioned to evaluate the credibility of the web pages and videos of others
Students can embed their own experiences into the work
As opposed to a term paper, others outside of class/academic may find the product compelling
GAIL?
I’ve talked about the connection between _FEELING_ and _LEARNING_. Research indicates that experiences that are strongly felt (emotionally charged) are more memorable. But memory alone does not constitute learning. For a strong memory to be translated into learning, there needs to be another component – reflection and analysis.
Experience Research, Reading, Class Discussion, Lab Experiments, Service Learning, Study Abroad, etc.
Reflection/Analysis Sifting through “evidence” (aspects of the experience) to make connections, look for patterns, question prior assumptions, change your mind in light of evidence
Enhanced Personal Understanding Becomes part of repertoire, applied to other settings/domains
Contribute to Learning Community Share ideas and insights with others (cycle -> learning -> teaching)
Henry James once said that “Stories Happen to People who Know how to tell them.” Likewise, learning and meaning-making happens to people who know how to express what they’ve learned. This process shapes the story-maker’s world view – they start seeing stories (and opportunities for learning) in the world around them.
EXPERIENCE INCREASES ATTENTIVENESS MOVING FORWARD
Importance of
THE PROCESS: Instructional design is an important component because, in putting together assignments, it can be challenging to get the mix of planning, training, and production “right” (and tempting to shortchange planning). Also, while some students may produce good results with little guidance, most benefit from feedback – peer and faculty.
COLLABORATION: These assignments require collaboration with trainers, coordination of lab time, etc. This also increases pressure on planning in advance. It can be a new, perhaps uncomfortable, feeling for faculty to have a portion of the class success not within their control.
EXPERIENCE: Faculty and students may have difficulty understanding the time commitment and the value of the process until they’ve had the experience. People are surprised by the time involved, mishaps, etc.
GAIL
This presentation is designed to represent a range of perspectives on digital storytelling in higher education. Present with you today are three “takes”
Support Staff and Instructional Design (Gail)
Faculty (Sylvia)
Student (Melissa and Melissa)
In preparation for this presentation, we interviewed several faculty and students.
Digital storytelling IN GENERAL is the use of digital media and the Internet to serve storytelling purposes. It could involve web pages, maps, mobile phones … the possibilities are endless.
We’ve linked web-page stories to Google Map
Example of a first year, introductory assignment for incoming students
Boston Story Map
Involves placing narratives on a map – linking all of a class’s stories together to create larger meaning.
… once the assignment was developed, handouts created, timelines and issues understood, it was easy to adapt this assignment for a completely different use.
For example (click) Personal stories of Immigration
HOW TO SUPPORT THE REFLECTION AND ANALYSIS COMPONENT OF THE LEARNING PROCESS? RUBRICS ARE PART OF IT
NOTE THAT RUBRIC, SAMPLE STORYBOARD, AND SAMPLE LEARNING SEQUENCE ARE IN THE BOOKLET