Transmedia storytelling enhances a central story idea through various components across multiple media platforms. It allows audiences to play a meaningful role by contributing to and participating in the unfolding story. Transmedia incorporates participatory culture and blurs the relationship between creators and audiences, who now co-produce and interpret the storyworld. Implementing transmedia in schools engages learners and allows learning beyond and through real life settings. Examples of transmedia components and tools were provided.
In partnership with the Macquarie ICT Innovation Centre, three Year 3 teachers and one Year 10 teacher will develop and design a transmedia story with their students to share with the other project classes to investigate the question: In what ways might transmedia storytelling allow teachers to re-imagine how they currently engage their class in an immersive literacy environment through the process of collaborative design?
The project will examine the potential value of transmedia storytelling for literacy development by investigating the worth of the ‘Weaving a StoryWorld Web’ framework, a teaching and learning model developed by MacICT’s research advisor to support the design, development and creation of transmedia storyworld. The project will particularly focus on the professional learning of the teachers, examining if transmedia story telling is an engaging and effective way to meet the ICT elements in the Australian Curriculum: English.
Find out more at www.macict.edu.au
The Macquarie ICT Innovations Centre (MacICT) is located at Macquarie University, Sydney Australia. It is a collaborative agreement between the NSW Department of Education Communities (DEC) and Macquarie University which provides the opportunity for NSW DEC schools access to the use of innovative technologies in teaching and learning.
Venture-lab of Stanford University. Transmedia Education for Digital Natives. This startup project is focused in generating transmedia educational protocols for digital natives for worldwide implementation.
Presentation by Jennifer D. Klein at GlobalEdCon2011. Explores some of the best ideas out there about why and how to globalize the curriculum, looking at a variety of excellent examples of global projects across the K-12 curriculum.
This presentation gives a small taste of the material offered by Jennifer through her TIGed Professional Development e-Courses, as well as through live in-service presentations and teacher coaching in schools.
In partnership with the Macquarie ICT Innovation Centre, three Year 3 teachers and one Year 10 teacher will develop and design a transmedia story with their students to share with the other project classes to investigate the question: In what ways might transmedia storytelling allow teachers to re-imagine how they currently engage their class in an immersive literacy environment through the process of collaborative design?
The project will examine the potential value of transmedia storytelling for literacy development by investigating the worth of the ‘Weaving a StoryWorld Web’ framework, a teaching and learning model developed by MacICT’s research advisor to support the design, development and creation of transmedia storyworld. The project will particularly focus on the professional learning of the teachers, examining if transmedia story telling is an engaging and effective way to meet the ICT elements in the Australian Curriculum: English.
Find out more at www.macict.edu.au
The Macquarie ICT Innovations Centre (MacICT) is located at Macquarie University, Sydney Australia. It is a collaborative agreement between the NSW Department of Education Communities (DEC) and Macquarie University which provides the opportunity for NSW DEC schools access to the use of innovative technologies in teaching and learning.
Venture-lab of Stanford University. Transmedia Education for Digital Natives. This startup project is focused in generating transmedia educational protocols for digital natives for worldwide implementation.
Presentation by Jennifer D. Klein at GlobalEdCon2011. Explores some of the best ideas out there about why and how to globalize the curriculum, looking at a variety of excellent examples of global projects across the K-12 curriculum.
This presentation gives a small taste of the material offered by Jennifer through her TIGed Professional Development e-Courses, as well as through live in-service presentations and teacher coaching in schools.
Digital Literacies: Knowledge, Skills and Attitudes for a Digital Age - Ruth ...Mike KEPPELL
Ruth Wong Memorial Lecture in Education Series
Dr Ruth Wong Hie King
•Dates: 1918-1982, born in Singapore
•Attended Queen’s University in Belfast, Ireland; Harvard University, USA
• Taught at the Singapore Anglo-Chinese School and the University of Malaya in Singapore
•Foundation Professor of Education and Dean of the Faculty of Education, University of Malaya in Kuala Lumpur (1964)
•Director of Research, Ministry of Education, Singapore (1969-1973)
•Principal of the Teachers’ Training College, Singapore (1971-1973)
•Founding Director of Singapore’s only teacher training college, the Institute of Education (1973-1976)
•Retired from the Institute of Education (1976)
•President of the National Council of the Girls' Brigade, Singapore (1977)
Well known for her commitment to education, Dr Wong was a respected figure in Singapore’s education history. This Memorial Lecture Series is made possible by the generous support of her family. The National University of Singapore is privileged to host this Distinguished Lecture Series in Education.
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.
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.
eTwinning as a support instrument for interactive teachingalexandra tosi
This presentation was delivered during the eTwinning Serbian national event in Nic, 23-11-2016. Why to choose interactive learning, the importance of group working, collaborating in eTwinning, good examples from Italian prices.
This presentation covers the multiple aspects of literacies and the role of technology. It presents and discusses case studies of projects like Science Fiction in Education, Alphabets of Europe, METIS, PREATY, Injawara, Global Campus, MAke the Link, Reading, and much more.
Overview of ePals: Global Community, Classroom Matching, SchoolMail, projects, forums, media galleries to post student work, and more. SchoolMail is free while SchoolMail365 is a paid product, the most powerful email system in the marketplace for K12 learners. Download to read the "notes" on each slide. Sign up for an ePals 101 webinar at: http://epals.101.sgizmo.com
A learning community for teens on a virtual island - The Schome Park Teen Sec...eLearning Papers
Authors: Julia Gillen, Peter Twining, Rebecca Ferguson, Oliver W Butters, Gill Clough, Mark Gaved, Anna Peachey, Dan Seamans, Kieron Sheehy.
Virtual 3D worlds such as Second Life and online gaming environments are attracting educationalists' interest. This paper reports upon the first European Teen Second Life educational project for 13-17 year olds: the Schome Park
Keynote: Personalised Learning for New Generation StudentsMike KEPPELL
This presentation will focus on how new generation tertiary education students interact in a digital age. It will discuss how they adapt and customise their learning and personalise their interactions to suit their needs. It will argue that students need to acquire a range of literacies to successfully personalise their learning and social environments. New generation tertiary education students are characterised by having a rapport or relationship with technology and they have an inherent need to express themselves through multiple avenues which utilise user-generated content. User-generated content includes artefacts created by the student that are uploaded to the internet for sharing with other people. Knowledge acquisition now focuses on networks and ecologies, and knowledge now requires literacies in networking (Siemens, 2006). In addition, our learning is increasingly mobile as we move through a wider range of spaces. We now expect to be able to work, learn, and study whenever and wherever we want (Johnson, et al, 2012).
Digital Literacies: Knowledge, Skills and Attitudes for a Digital Age - Ruth ...Mike KEPPELL
Ruth Wong Memorial Lecture in Education Series
Dr Ruth Wong Hie King
•Dates: 1918-1982, born in Singapore
•Attended Queen’s University in Belfast, Ireland; Harvard University, USA
• Taught at the Singapore Anglo-Chinese School and the University of Malaya in Singapore
•Foundation Professor of Education and Dean of the Faculty of Education, University of Malaya in Kuala Lumpur (1964)
•Director of Research, Ministry of Education, Singapore (1969-1973)
•Principal of the Teachers’ Training College, Singapore (1971-1973)
•Founding Director of Singapore’s only teacher training college, the Institute of Education (1973-1976)
•Retired from the Institute of Education (1976)
•President of the National Council of the Girls' Brigade, Singapore (1977)
Well known for her commitment to education, Dr Wong was a respected figure in Singapore’s education history. This Memorial Lecture Series is made possible by the generous support of her family. The National University of Singapore is privileged to host this Distinguished Lecture Series in Education.
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.
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.
eTwinning as a support instrument for interactive teachingalexandra tosi
This presentation was delivered during the eTwinning Serbian national event in Nic, 23-11-2016. Why to choose interactive learning, the importance of group working, collaborating in eTwinning, good examples from Italian prices.
This presentation covers the multiple aspects of literacies and the role of technology. It presents and discusses case studies of projects like Science Fiction in Education, Alphabets of Europe, METIS, PREATY, Injawara, Global Campus, MAke the Link, Reading, and much more.
Overview of ePals: Global Community, Classroom Matching, SchoolMail, projects, forums, media galleries to post student work, and more. SchoolMail is free while SchoolMail365 is a paid product, the most powerful email system in the marketplace for K12 learners. Download to read the "notes" on each slide. Sign up for an ePals 101 webinar at: http://epals.101.sgizmo.com
A learning community for teens on a virtual island - The Schome Park Teen Sec...eLearning Papers
Authors: Julia Gillen, Peter Twining, Rebecca Ferguson, Oliver W Butters, Gill Clough, Mark Gaved, Anna Peachey, Dan Seamans, Kieron Sheehy.
Virtual 3D worlds such as Second Life and online gaming environments are attracting educationalists' interest. This paper reports upon the first European Teen Second Life educational project for 13-17 year olds: the Schome Park
Keynote: Personalised Learning for New Generation StudentsMike KEPPELL
This presentation will focus on how new generation tertiary education students interact in a digital age. It will discuss how they adapt and customise their learning and personalise their interactions to suit their needs. It will argue that students need to acquire a range of literacies to successfully personalise their learning and social environments. New generation tertiary education students are characterised by having a rapport or relationship with technology and they have an inherent need to express themselves through multiple avenues which utilise user-generated content. User-generated content includes artefacts created by the student that are uploaded to the internet for sharing with other people. Knowledge acquisition now focuses on networks and ecologies, and knowledge now requires literacies in networking (Siemens, 2006). In addition, our learning is increasingly mobile as we move through a wider range of spaces. We now expect to be able to work, learn, and study whenever and wherever we want (Johnson, et al, 2012).
Finding new spaces through media enhanced learningAndrew Middleton
To accompany the presentation at the University of Huddersfield, 7th September 2015
This paper explains what media-enhanced learning is and how it disrupts existing, overly simple, dichotomies and media, space and learning.
In recent years, transmedia has come into the spotlight among those creating and using media and technology for children. We believe that transmedia has the potential to be a valuable tool for expanded learning that addresses some of the challenges facing children growing up in the digital age. Produced by the USC Annenberg Innovation Lab and the Joan Ganz Cooney Center, this paper provides a much-needed guidebook to transmedia in the lives of children age 5-11 and its applications to storytelling, play, and learning. Building off of a review of the existing popular and scholarly literature about transmedia and children, this report identifies key links between transmedia and learning, highlights key characteristics of transmedia play, and presents core principles for and extended case studies of meaningful transmedia play experiences. The authors hope that T is for Transmedia will incite conversation among diverse stakeholders including educators, entertainment industry executives, creative artists, academic scholars, policy makers, and others interested in the future of children's learning through transmedia.
Linking the spaces between unitec research symposium presentationJay_dub
Presentation to the Unitec Institute of Technology annual Research Symposium, 2 October 2014, relating the scale and scope of a community media project in Auckland, New Zealand. The project is comprised of layers: the creation of documentaries for broadcast, with student involvement and community stakeholder engagement, as well as a research component As the work is in progress, this presentation gave the opportunity to review and reflect on the multiple challenges and opportunities inherent in this collaborative work.
Merchant, G, Marsh, J. & Burnett, C. (2012) Digital Futures in Teacher Education- the DEfT Project. Paper presented at United Kingdom Literacy Association Conference, University of Leicester.
This project was developed at Macquarie ICT Innovations Centre (MacICT).
MacICT is located at Macquarie University, Sydney, Australia. It is a collaborative agreement between the NSW Department of Education and Training (DET) and Macquarie University, which provides the opportunity for NSW DET schools access to the use of innovative technologies in teaching and learning.
MacICT’s mission statement:
to develop, implement, and evaluate innovative ways of enhancing learning through the application of dynamic and emerging information and communication technologies.
This projects investigates local ecosystems to identify factors affecting survival of organisms in an ecosystem. Once a shared environemnment is selected, our project teams will work together to collect the relevant data and begin monitoring their ecosystem as a joint collaborative community project
The Macquarie ICT Innovations Centre (MacICT) is located at Macquarie University, Sydney, Australia. It is a collaborative agreement between the NSW Department of Education (DET) and Macquarie University which provides the opportunity for NSW DET schools access to the use of innovative technologies in teaching and learning.
This slide share provides an overview of what our Centre is doing in this area.
More from Macquarie ICT Innovations Centre (MacICT) (7)
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
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
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. Who are we?
Katy Lumkin
Head Teacher eLearning National Partnerships
Liverpool Girls High School
www.liverpool-h.schools.nsw.edu.au
Cathie Howe
Professional Learning & Leadership Coordinator
Manager Macquarie ICT Innovations Centre
www.macict.edu.au
3. Edmodo
www.edmodo.com
Edmodo Code: 8vtua7
Please log in and join this Edmodo Group using
the code.
5. What is Transmedia Storytelling?
Transmedia enhances a central story idea with a
variety of components that provide additional
information.
H. Pence (2012)
At basic level, transmedia
stories are told across
multiple media platforms.
H. Jenkins (2006)
6. Unique Elements of Transmedia
1. Internet has both enabled and expanded the possibility for
audience participation
2. Audience expect to play a meaningful role
3. Transmedia stories provide opportunities for audience to
contribute and participate
4. Story unfolds across multiple media platforms with each
media making its own contribution to the unfolding of the
story
7. Why Transmedia Storytelling?
• Many are now actively involved in a participatory culture where
there are relatively low barriers to artistic expression and civic
engagement, strong support for creating and sharing one’s
creations, and some type of informal mentorship (H. Jenkins 2006)
• Audiences no longer passive consumers (E.Spaulding 2012)
• Smart environments and participatory
audiences have blurred the relationship
between creators and audiences (Jenkins
2006)
• Audiences now co-producers and
involved interpreters of the storyworld
(Shirley 2011)
8. Melbourne Declaration
on Educational Goals for Young Australians
“All young Australians become successful
learners, confident and creative
individuals, and active and informed
citizens.
Successful learners have the essential skills
in literacy and numeracy and are creative
and productive users of technology,
especially ICT, as a foundation for success
in all learning areas.”
9. Transmedia & the BOS Syllabus
for the New Australian Curriculum: English
Respond to and compose texts
compose imaginative and informative texts that show evidence of developed ideas
present a point of view about particular literary texts using appropriate metalanguage, and
reflecting on the viewpoints of others (ACELT1609)
create literary texts that experiment with structures, ideas and stylistic features of selected
authors (ACELT1798)
experiment with text structures and language features and their effects in creating literary texts,
for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)
compose increasingly complex print, visual, multimodal and digital texts, experimenting with
language, design, layout and graphics
use a range of software, including word processing programs, learning new functions as required
to create texts (ACELY1707, ACELY1717)
10. ICT Capability
Creating with ICT
Generating ideas, plans and processes
Generating solutions to challenges and learning area tasks
Communicating with ICT
Collaborating, sharing and exchanging
Managing and Operating ICT
Uses ICT efficiently and ergonomically
Selecting hardware and software
11. Critical & Creative Thinking Capability
• Identifying, exploring and clarifying information
• Generating innovative ideas and possibilities
• Reflecting on thinking, actions and processes
• Analysing, synthesising
and evaluating information
12. Transmedia Storytelling @ LGHS
Proof of Concept (4 weeks duration)
24 x 40 minutes lessons
Inspired by Shaun Tan's picture book:
The Red Tree
Year 7 (29 students)
Multicultural comprehensive girls' high school
located in the south western suburbs of Sydney
with over 87% CALD
Reference: http://upload.wikimedia.org/wikipedia/commons/8/87/Red-tree-barking-gecko.jpg
19. Teacher Reflections (Video)
http://www.youtube.com/watch?v=AnZTeygH14o
Head Teacher English Liverpool GHS: Judith Harris
20. Simple Guidelines for Transmedia Projects
• Consider which media platforms would be best for
meeting the learners needs and style
• Extend the learning beyond school and into the
community
• Engage learners - the more invested in the storyworld
they are, the closer they will feel to the content
• Allow for learning in real life settings
Laura Fleming
21. Example Transmedia Components
1. Prequels and sequels
2. Story slice points (e.g. backstory, development of a minor character,
etc.) told in other ways e.g.
i. online diary
ii. graphic novels
iii. series of emails
iv. alternate reality game
v. cut-scene video
vi. animation
vii. blog posts
3. Serial narrative broken up and distributed across multiple platforms
4. Retelling a story in a different historical period or national context
22. Transmedia Storytelling @ MacICT
Research Project
Transmedia Storytelling:
Weaving a Storyworld Web
1. Proof of concept project: Liverpool Girls HS
2. First iteration: three Year 3 classes
3. Test framework we created for implementing
transmedia storytelling
4. Second iteration: Year 10 - incorporate social media
5. Teacher Professional Learning Workshops and Student
Boot Camp Excursions
23. 21st Century Literature = Engagement
“Developing a narrative over multiple platforms while
interweaving learning outcomes creates transformational
learning experiences.
Participants engage, inform, inspire, connect and collaborate
over content. It is this interconnectedness that fosters a
dialogue which connects learners around the world. This global
interconnectivity allows for the collaborative sharing and
proliferation of knowledge.
Transmedia storytelling exemplifies learning in the 21st century.”
Laura Fleming
24. Example Transmedia Stories
39 Clues
Inanimate Alice
The Lizzie Bennett Diaries and Blog Post
Spaceheadz series
The Search for WondLa
The Amanda Project
The Magnificent 12
Pottermore
World without Oil
26. Resources for Transmedia Storytelling
http://www.literacyshed.com/ (Ideas for literacy teaching using visual resources such as film, animation, photographs and picture books)
http://www.youtube.com/watch?v=OmSbdvzbOzY (The Dot and the Line)
http://www.ifitweremyhome.com/ (Applying real data)
http://www.informationisbeautiful.net/ (Data Visualisation)
https://docs.google.com/document/d/15iHScDVl_0ioxw7vR39Tpd0Vl5n6lXQUgop7a6bWBVw/edit?pli=1 Introduction to Digital Storytelling: Alec Couros
http://www.inanimatealice.com/education.html Inanimate Alice
Here are some links to Creative Commons content that students may like to use:
· Collection of CC Sites | http://www.sitepoint.com/30-creative-commons-sources
· Images, Sounds and Video | http://commons.wikimedia.org ; http://www.pics4learning.com/
· Music | http://www.jamendo.com
· Music Creation | http://www.ujam.com
· Music | http://creativecommons.org/legalmusicforvideos
· Sound Effects | http://www.soundjay.com
· Background images and effects | http://creativity103.com
Please note: it’s always good to double check the content’s license and usage rights before downloading.
Here are some online media platforms that could be used:
· Social Media | Edmodo http://www.edmodo.com/
· Web 2 Tools | Blogs, Animoto, Wikispaces, PiicMonkey, Wordle, www.cooltoolsforschools.wikispaces.com
· Online storytelling links | www.cogdogroo.wikispaces.com/storytools
· Google search stories | https://searchstories-intl.appspot.com/en-us/creator/
· Animated movie creators | www.xtranormal.com www.goanimate.com
· Storybook & comic creators | www.storybird.com www.zooburst.com www.toondoo.com
· Presentation creator | www.prezi.com
· Interactive timeline creator | www.dipity.com
· Talking photo creator | www.fotobabble.com
· Interactive poster | http://glogsteredu.edu.glogster.com