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“Tell me a fact and I’ll learn. Tell me a truth and I’ll believe.

“Tell me a fact and I’ll learn. Tell me a truth and I’ll believe. Tell me a story and I’ll remember forever.” Saying. “Stories are the large and small instruments of meaning, of explanation, that we store in our memories.” Joe Lambert / Roger Schank. Storytelling in the Age of the Internet.

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“Tell me a fact and I’ll learn. Tell me a truth and I’ll believe.

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  1. “Tell me a factand I’ll learn. Tell me a truth and I’ll believe. Tell me a story and I’ll remember forever.” Saying “Stories are the large and small instruments of meaning, of explanation, that we store in our memories.” Joe Lambert / Roger Schank

  2. Storytelling in the Age of the Internet • NERCOMP 2007 • Gail Matthews-DeNatale • Associate Director • Lesley Weiman • Technical Training Consultant • Jamie Traynor • Production Specialist • Academic Technology, Simmons College

  3. Storytelling in the Age of the Internet • AdditionalPerspectives • Rachel Franchi • Sophomore • Vaughn RogersSophomore • Ellen GoodmanSSW Field Education Faculty

  4. Presentation Overview • What are digital stories? • Writing and digital storytelling • Value for higher education • Designing assignments • Tips and recommendations for support

  5. Part I What are digital stories?

  6. Storytelling + Digital Media + Internet • A Tale of Two Types of Digital Stories • Story Maps (a mash-up)http://at.simmons.edu/boston_story_map/2005.html(first year, first semester, short first assignment)http://at.simmons.edu/mcc101/worldmap.html(culminating experience, end of semester) • Digital Stories (short iMovie productions)Faculty-Produced Story(faculty institute)

  7. Faculty-Produced Digital Story VIEW ELLEN GOODMAN VIDEO Reflection on an Unresolved Life Experience

  8. Part II What’s the similarity and difference between writing and digital storytelling?

  9. Storytelling in the Age of the Internet “Digital stories” are manifestations (evidence) of student thought But the same can be said of writing. What’s so special about digital storytelling?

  10. Digital Storytelling and Writing VIEW VIDEO CLIP #1 Flow, Senses, Represent Internal/External

  11. Parallels in the “Composition” Process • Story-Making • Experience, Reflect (personal) • Early Tellings(for family/friends) • Interim Tellings(for wider circle) • Personal Repertoire(for community-at-large) • Collective Repertoire (enters collective wisdom) • Writing/Publishing • Experience, Free Writing(personal) • Topic Idea (run by teacher/peers) • Drafts One, Two, etc.,(feedback from teacher, peers) • Publication (range of venues) • Enters Knowledge Base(cited)

  12. Part III What’s the value of (digital) storytelling for higher education?

  13. Challenging Questions for Educators How can we help students increase the amount of time they devote to reflection and critical thinking? How can we help students articulate what they are learning? How can we help students remember and care about learning?

  14. The Value of Digital Storytelling VIEW VIDEO CLIP #2 Memorable, Reflective, Transformative …

  15. The Value of Digital Story-Making • Combines visual, aural, and kinesthetic learning • Iterative production process encourages revisiting, reflecting on meaning • Increases literacy/fluency across media • Connects prior life experiences, course, and other co-curricular learning • Can be shared beyond academia

  16. Story-Making Learning Cycle

  17. Part IV What's involved in designing digital storytelling assignments?

  18. Story-Making vs. Digital Story-Making • Story-Making • Experience, reflect • Early Tellings • Interim Tellings • Personal Repertoire • Collective Repertoire • Digital Story-Making • Experience, reflect • Select, share idea, preliminary feedback • Collect images/sounds, develop script/storyboard • Create, screen for peers, reflect on experience • DVD / Internet

  19. Design Assignment to Scaffold Process • View and Analyze Others’ Stories(move from passive consumer to thoughtful critic) • Select/Reflect on the Experience to “Tell”(peer feedback) • Collect Materials to Tell the Story(photos, video, audio) • Develop Script and Storyboard(reflect, pare down, “sneakernet” feedback) • Software Training • Produce Story • Screen and Reflect on the Experience

  20. A Word on the Value of Rubrics

  21. Part V What are the “lessons learned,” our tips and recommendations for support?

  22. The Importance of Planning • Digital Story-making Entails • 2/4 planning • 1/4 software training • 1/4 hands-on production

  23. Awareness and Capacity-Building • Value/interest may need to be proven • Long-term commitment to awareness-building through faculty lunches, workshops, institutes, conversations • Faculty don’t usually understand the time commitment (for themselves and for students) until they’ve had the experience

  24. Infrastructure and Support • Policies and guidelines • Road-tested handouts, workshops, and resource modules • External drives and digital cameras • Staffed “project lab” sessions • Be prepared for “one offs” • Strategies - teams, optional assignment

  25. Final Thoughts VIEW VIDEO CLIP #3 Using ALL of Our Brains

  26. Final Words “Those who do not have power over the story that dominates their lives, the power to retell it, rethink it, deconstruct it, joke about it, and change it as times change, truly are powerless, because they cannot think new thoughts. ” Salman Rushdie

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