This document discusses transmedia storytelling and presents a 7-step model for creating transmedia stories. It explains that transmedia storytelling involves telling a story across multiple media platforms and allowing for audience interaction and participation. It then demonstrates how to apply the 7-step model to Jane Austen's novels by developing a transmedia story world across video blogs, social media posts, and providing avenues for audience feedback and discussion. Finally, it prompts the reader to consider key questions around choosing a central binding medium, using social media, and getting critical feedback from others when developing their own transmedia story.
Global Learning as Pedagogy, Not as a Project...
It’s time to move beyond the “wow” factor of a global project designed to connect your students with other kids who happen to live halfway around the world. Most of these projects don’t go beyond students working parallel to each other, contributing their perspective, data, or participating in Q & A sessions via synchronous or asynchronous technology platforms.
Global skills, literacies, and capacities need to push our teachers and students to not just talk about the world, but learn, speak, and collaborate with the world. Let’s explore examples and ideas to connect to experts, mentors, and peers from around the world as a way of teaching and learning.
‣ the amplified possibilities of global connections to move beyond your classroom,
‣ a global learning network at your disposal,
‣ using your imagination to bring the world (language and
culture) to your students,
‣ opportunities to support and embed 21st century skills and
literacies in your curriculum,
‣ a showcase of examples from the World Language
classroom.
Want to work with me?
Contact me via http://globallyconnectedlearning.com
Story, Sci-Fi & Transmedia to develop Corporate Technology Strategies.Hubbub Media
This deck supported a Lab led by Ian Ginn in December in The Hague, investigating in-company narratives to communicate future technology options.
Discusses: Communication Challenges, In-company Storytelling, Why Transmedia.
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.
Presentation a BGIedu (Bainbridge Graduate Institute) alumni workshop "Introduction to the Social Web". Topics included Shared Language, Definitions of Social Web, Social Networking, Social Media, Web 2.0, Blogs, etc.
Digital Bootcamp returned once more to where it all began, the Frontline Club, Paddington, London - which champions independent journalism - on Friday 11 January 2013, as part of the London Short Film Festival's 10th anniversary edition. It was epic, a Deluxe version which saw a three hour lecture, one hour masterclass of five projects and an hour of networking.
Global Learning as Pedagogy, Not as a Project...
It’s time to move beyond the “wow” factor of a global project designed to connect your students with other kids who happen to live halfway around the world. Most of these projects don’t go beyond students working parallel to each other, contributing their perspective, data, or participating in Q & A sessions via synchronous or asynchronous technology platforms.
Global skills, literacies, and capacities need to push our teachers and students to not just talk about the world, but learn, speak, and collaborate with the world. Let’s explore examples and ideas to connect to experts, mentors, and peers from around the world as a way of teaching and learning.
‣ the amplified possibilities of global connections to move beyond your classroom,
‣ a global learning network at your disposal,
‣ using your imagination to bring the world (language and
culture) to your students,
‣ opportunities to support and embed 21st century skills and
literacies in your curriculum,
‣ a showcase of examples from the World Language
classroom.
Want to work with me?
Contact me via http://globallyconnectedlearning.com
Story, Sci-Fi & Transmedia to develop Corporate Technology Strategies.Hubbub Media
This deck supported a Lab led by Ian Ginn in December in The Hague, investigating in-company narratives to communicate future technology options.
Discusses: Communication Challenges, In-company Storytelling, Why Transmedia.
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.
Presentation a BGIedu (Bainbridge Graduate Institute) alumni workshop "Introduction to the Social Web". Topics included Shared Language, Definitions of Social Web, Social Networking, Social Media, Web 2.0, Blogs, etc.
Digital Bootcamp returned once more to where it all began, the Frontline Club, Paddington, London - which champions independent journalism - on Friday 11 January 2013, as part of the London Short Film Festival's 10th anniversary edition. It was epic, a Deluxe version which saw a three hour lecture, one hour masterclass of five projects and an hour of networking.
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?
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
5. media-
(usually used with a plural verb) the means of
communication, as radio and television,
newspapers, and magazines, that reach or
influence people widely:
6.
7.
8.
9.
10.
11.
12.
13.
14. trans-
a prefix occurring in loanwords from Latin
( transcend; transfix); on this model, used with
the meanings “across,” “beyond,” “through,”
“changing thoroughly,” “transverse,” in
combination with elements of any origin:
15. trans-
a prefix occurring in loanwords from Latin
( transcend; transfix); on this model, used with
the meanings “across,” “beyond,” “through,”
“changing thoroughly,”
“transverse,” in combination with elements of any
origin:
25. The internet is this generation’s
defining technology for reading
and learning.”
“
26.
27. “To become fully literate in
today’s world, students
must become proficient
in the new literacies of
21-century technologies.”
International Reading Association (2009)
34. The Transmedia Model
Story
World
Model adopted from Jeff Watson slideshare
4. Place the story part in a media artifact.
Central
Binding
Medium
Story
Media Artifact
35.
36. Applying The Transmedia Model
Jane Austen’s
world
Model adopted from Jeff Watson slideshare
1. Determine the story world.
37. Applying The Transmedia Model
Jane Austen’s
world
Model adopted from Jeff Watson slideshare
2. Decide on the Central Binding Medium.
vlog
38. Applying The Transmedia Model
Jane Austen’s
world
Model adopted from Jeff Watson slideshare
3. Create a part of the story.
vlog
We meet
Lizzie’s parents
39. Applying The Transmedia Model
Jane Austen’s
world
Model adopted from Jeff Watson slideshare
4. Place the story part in a media artifact.
vlog
video #1
We meet
Lizzie’s parents
40.
41. The Transmedia Model
Story
World
Model adopted from Jeff Watson slideshare
Central
Binding
Medium
Story
Media Artifact
Story
Media Artifact
Story
Media Artifact
5.Populate your Central Binding Medium
with Media Artifacts.
42. Applying The Transmedia Model
5.Populate your Central Binding Medium
with Media Artifacts.
Jane Austen’s
world
Model adopted from Jeff Watson slideshare
vlog
video #1
We meet
Lizzie’s parents
video #2
We meet
Lizzie’s sisters
video #100
The End
43. The Transmedia Model
6.Reach out to new parts of the story
world through different media artifacts.
Story
World
Model adopted from Jeff Watson slideshare
Central
Binding
Medium
New Media
Artifact.
44. Applying The Transmedia Model
6.Reach out to new parts of the story
world through different media artifacts.
Model adopted from Jeff Watson slideshare
Jane Austen’s
world
video #1
We meet
Lizzie’s
parents
video #2
We meet
Lizzie’s sisters
video #100
The End
Lizzie’s
Tumblr
vlog
Jane’s
Lookbook
Bing Lee’s
Tweets
45. The Transmedia Model
7. Create avenues for audience interaction.
Story
World
Model adopted from Jeff Watson slideshare
Central
Binding
Medium
Participation
Participation
Participation
46. Applying The Transmedia Model
7. Create avenues for audience interaction.
Jane Austen’s
world
video #1
We meet
Lizzie’s
parents
video #2
We meet
Lizzie’s sisters
video #100
The End
Lizzie’s
Tumblr
vlog
Jane’s
Lookbook
Bing Lee’s
Tweets
Q&A
Comments
Tweets
48. 1. Determine the story world.
2. Decide on the central binding medium.
3. Create a part of the story.
4. Place the story part in a media artifact.
5. Populate your central binding medium
with media artifacts.
6. Reach out to new parts of the story
world through different media artifacts.
7. Create avenues for audience interaction.
The Transmedia Model
49. Choosing Central Binding Medium
• What skills do you want to focus on?
• What will best tell the story?
• How much do you want to share with the world?
• Can you differentiate by giving student choice?
• What resources do you have?
50. Using Social Media
• Age restrictions/Privacy policy/Advertising.
• What skills can be learned?
• Who do you want to connect with?
• What kind of thinking can you show?