"Technologies will come and go, but stories are
forever."
~ Jason Ohler, Digital Storytelling in the Classroom: New media Pathways to literacy, learning, and creativity, 2008.
Who We Are
Film School
Terri
Swagger
Paulina
Youth Media
Teacher,Arts Ed
Our Academic Inquiry
Paulina: How can the affordances of Web 2.0 enhance the
story development process of filmmaking/digital storytelling with youth?
Terri: How can youth in urban settings more fully
engage in the participatory culture through digital storytelling and video creation and sharing?
Why are we working together?
Discovered shared interests: Using digital stories with youth
Paulina: To practice digital storytelling using Web 2.0.
Terri: To practice teaching using Web 2.0.
teaching
digital storytelling
What did we produce?
A Digital Storytelling Workshop8-week curriculumAfter School Thursdays, 3:00 – 4:00Baldwin Elementary School*8th graders: Andy and BrianHave conducted 4 of 8 workshops to date
Our Educational Goals
We set out to:
Provide a learning experience that combines writing, technology and students’ interests to create a compelling project of value.
Train students to create a 3 – 5 minute digital story on a topic of personal interest using assets such as: images, music, transitions, graphics, video footage, voice-overs, and text.
To enhance the writing process by transferring existing writing skills to visual storytelling.
To enable peer-to-peer learning
Increase awareness of copyright and fair use
Our Media and it’s Affordances
Wetpaint, Wikispaces For Educators For Students
Digital Story Sites http://storiesforchange.net/ Reelworks.org
Multi-Media
Pencil and Paper
Open to Explore more
Web 2.0 AffordancesOur Objectives Affordances
Provide a learning experience that combines writing, technology and students’ interests to create a compelling project of value.
Bubbl.us – brainstormingWiki – collaborationReelworks.com – distribution online allows for wide accessibility of student work and motivation for students
Students will create a 3 – 5 minute digital story on a topic of personal interest using assets such as: images, music, transitions, graphics, video footage, voice overs, and text.
Act as a container for gathering and assets, place for assignments
To enhance the writing process by transferring existing writing skills to visual storytelling
Develop story and get feedback synchronously and asynchronously from peers as well as instructor
To enable peer-to-peer learning Allowed for collaboration, give feedback to one another about story, images, etc.
Increase awareness of copyright and fair use Post Resources, facilitators give feedback about permissions, etc.
Demo our Wikis
Student Wiki: (Paulina): http://baldwindigitalstorytelling.wikispaces.com/
Educator’s Wiki: (Terri): http://educatorsdigstorytelling.wetpaint.com/
Interest in film and have language around that
Writing process is difficult for them in this context Versus Writing in LA class
Meet students where they are with their interests Level of engagement increased with particular
Balancing the Ideal with the Actual TIME – 1 hour per week feels too short TECHNOLOGY – blocked sites, lack of student access at
home, TEACHING – What is essential? How do you prioritize all the
things students need to know and do to create a meaningful piece of work. How do you form the habits of mind necessary to best use Web 2.0
ENROLLMENT- Pros and Cons
Findings
Paulina’s Take-AwaysCan’t separate the writing out
At the base of any good film is the writing
Web 2.0 can help support
Valuing and honoring the Process (Product vs. Product)
Learning Opportunities happen in the Process
Documenting Process of storytelling serves as a resource for others
Terri’s Take Aways
Digital Storytelling - Writing as a continuous process
Writing in a learning community – benefits and challenges (Sullivan)
The importance of planning and discovery as legitimate parts of the writing process. (Flower & Hayes , 1981)
Class Take-Aways
Learning curve for online authorship from my own experience
Wonderful 2.0 tools that I’m incorporating into Swagger project. Reconfigured it as a social learning sight. Second Life-like learning communities.
A little less than half (47%) of Black teens have written in a personal journal in the past year, as compared with 31% of White teens. In addition, 37% have written lyrics or music, as compared with 23% of White youth (Lenhart, Arafeh, Smith, & & Macgill, 2008).