2. "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. 3. Who We Are
Terri SwaggerPaulina Youth MediaTeacher, Arts Ed 4. Our Academic Inquiry
- How can the affordances of Web 2.0 enhance the story development process of filmmaking/digital storytelling with youth?
- How can youth in urban settings more fully engage in the participatory culture through digital storytelling and video creation and sharing?
5. Why are we working together?
- Discovered shared interests: Using digital stories with youth
- Paulina :To practicedigital storytelling using Web 2.0.
- Terri : To practice teachingusing Web 2.0.
teachingdigital storytelling 6. What did we produce?
- A Digital Storytelling Workshop
- After School Thursdays, 3:00 4:00
- Baldwin Elementary School*
- 8 thgraders: Andy and Brian
- Have conducted 4 of 8 workshops to date
7. Our Educational Goals
- 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
8. Our Media and its Affordances
9. Web 2.0 Affordances Our Objectives Affordances Provide a learning experience that combines writing, technology and students interests to create a compelling project of value. Bubbl.us brainstorming Wiki collaboration Reelworks.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 learningAllowed 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. 10. Demo our Wikis
- Student Wiki: (Paulina):http://baldwindigitalstorytelling.wikispaces.com/
Educators Wiki: (Terri):http://educatorsdigstorytelling.wetpaint.com/ 11.
- 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 12. Paulinas Take-Aways
- Cant separate the writing out
- At the base of any good film is the writing
- Valuing and honoring the Process (Product vs. Product)
- Learning Opportunities happen in the Process
- Documenting Processof storytelling serves as a resource for others
13. Terris 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)
- Learning curve for online authorship from my own experience
- Wonderful 2.0 tools that Im 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).