GAFE Illinois Summit
Design Spaces for Learning: Exploring Physical and Virtual Learning Areas with Chris Johnson and Christian Long
Developing the Design Mind: An Introduction to Design Thinking w/Christian Long and Laura Deisley
IDEA EXCHANGE: BYO and One-to-One Panel (moderator)
Leaders and Learning Spaces (Workshop)
Learning at the Speed of Technology (workshop)
Life on the Screen (Workshop)
Life on the Screen (Presentation)
What If The Story Changed? (K12 Online Conference)
What If? (Educon Workshop)
What If? (Presentation)
Capturing Stories, Capturing Lives: An Introduction to Digital Storytelling
Everyone has stores. Stories come from a variety of places, from a person's past, from their family and school, and from their imagination. Digital storytelling is the process of capturing those stories, first by writing, and then by including powerful multimedia elements such as voice, video, imagery and music to make the story come alive. In this session, learn how powerful multimedia elements are combined to help students of any age tell their story. Learn the components of effective storytelling and how to integrate a storytelling experience into instruction. See examples of amazing student products and learn how a digital story is created. Leave the session with a set of resources and ideas that will help you use this powerful learning process successfully with your students the very first time.
Access all files used in my digital storytelling session.
Digital Storytelling Resource Portfolio (Requires Adobe Acrobat 9.0)
Jakesonline Digital storytelling Resources
Jakesonline Visual Literacy Resources
Jakesonline Flickr resources
Jakesonline Blank Slides
Resources at issuu.com
John Orech Digital Storytelling | Visual Grammar, Transitions, etc.
Digital Storytelling Cookbook | Center for Digital Storytelling
Digital Storytelling 2.0 Resources | Where is digital storytelling headed?
Towards a Framework for Visual Literacy Learning | my sequential rationale for understanding the role of media today
Defining the effective use of technology, within digital storytelling experience:
- Does the use of the technology support a fundamental literacy that the school believes in? This can range from a holistic literacy like writing to content specific objectives for a particular course. For example, digital storytelling first and foremost seeks to improve the ability of students to write.
- Does the use of technology add value to the lesson? Does the technology extend the lesson to a place that could not be achieved unless the technology was included? For example, using the process of digital storytelling also helps students learn visual literacy skills, project management skills, network skills, and how to use media in an ethical way. If the products are shared, then the student can potentially write for a world-wide audience, and that's a much different experience than writing for a teacher.
- How will I structure the lesson so that the technology fulfills the first two criteria? For example, the time-tested methodology of preparing a narrative, developing a script, storyboarding, locating imagery and other media, and then building and sharing the story is a truly effective methodology or framework for effective digital storytelling. What pedagogical process will I use to structure the lesson?
- How do I know what I did works? How will I assess the outcomes, both from a student perspective (did they learn what they were supposed to learn?) and from a lesson design perspective (did the technology perform as anticipated, did the pedagogical process work as intended, and did I meet Criteria 1 and 2?). How will I use assessment data to improve what I do?
Digital stories are personal anthems.
Digital storytelling supports fundamental skills that we want our students to exhibit. Creating a digital story helps students write, become more visually literate, understand the concept of intellectual property and how to ethically use media from others, a variety of technical skills and how to create a message that can be distributed through the networks of the Web.
Where is the story in your content?
Digital stories have two tracks of meaning: one, represented by the voice, and whose origin is in the narrative. The other is emotional in nature, and is conveyed through the addition of imagery. Together, they enable the creation of a unique media message that is different than writing alone.
Using imagery to convey meaning takes advantage of the inherent capacity of the human brain to process visual representations.
Video is the language of their age.
How will you help students develop a competitive voice?
How will you help students create their way into existence?