Recommandé
Recommandé
Contenu connexe
Tendances
Tendances (20)
En vedette
En vedette (8)
Similaire à Innovation of digital storytelling draft
Similaire à Innovation of digital storytelling draft (20)
Dernier
Dernier (20)
Innovation of digital storytelling draft
- 1. Innovation of Digital Storytelling
- 5. Life on the Water theater presents:
- 6. Dana Atchley 1941 - 2000
- 7. Dana Atchley 1941 - 2000
- 8. “ Next Exit” by Dana Atchley
- 9. 1986 Lambert meets Atchley 1988 - 1990 “ Next Exit” 1992 “ Next Exit” performs in LAS Digital Storytelling timeline: The Knowledge Stage
- 10. Persuasion Stage
- 12. Decision Stage
- 13. Decision Stage “ Digital Diner”
- 15. England
- 16. Denmark
- 17. Germany
- 18. 1996 - 1998 Turning point
- 19. DIGITAL STORYTELLING COOKBOOK Joe Lambert Contributions by Amy Hill Nina Mullen Caleb Paull Emily Paulos Thenmozhi Soundararajan Daniel Weinshenker Digital Diner Press
- 20. Lambert in partnership with Institute for the Future writes for Fortune 50 Banner year for Digital Storytelling 1998
- 21. 1998 National Writer’s Project
- 24. DIGITAL STORYTELLING Apple Computers Adobe Systems
- 26. S-Curve Adoption
- 27. What is Digital Storytelling
- 28. Digital Storytelling revolve around a theme and often contain a particular viewpoint; stories are typically just a few minutes long.
- 29. The Need for Digital Storytelling in Education Students must transition from passive learners engaged learners. I wonder how elaborate I can make this? to
- 31. Research Skills Writing Skills
- 32. Organizational Skills Technology Skills
- 33. Presentation Skills Interview Skills
- 34. Interpersonal Skills Problem-Solving Skills Assessment Skills
- 35. The Elements of Digital Storytelling allows students to demonstrate:
- 36. Digital Storytelling can be used to: Digital Storytelling Peer viewing and critiquing Promotes cross-curricular academic standards and learning objectives.
- 37. Educational Objectives Appeal to the diverse learning styles Generate interest, attention and motivation Capitalize on the creative talents
- 38. Students can: Analyzing and synthesizing a wide range of content Develop communication skills Increase their computer skills
- 39. Types of Digital Stories Personal Narratives Character Stories Memorial Stories Adven ture Stories Accomplishment Stories Stories about Places in Our Lives Stories about What We Do Other Personal Stories
- 40. A Few Words about Copyright Copyright Disclaimer: Many of the digital stories on this site include images and audio found on the internet using commonly available search engines. The stories have been created for non-profit, educational use by students and teachers and we hope are within the fair use protection of existing copyright laws. If any copyright owner objects to the use of any work appearing on this site, please contact me and I will remove the work and review the propriety of including it.
- 41. University of Houston, (2010) Educational goals and objectives: Educational Uses of Digital Storytelling Retrieved from: http://digitalstorytelling.coe.uh.edu/educational_goals.html References: Barrett, H (2009) Digital storytelling tools: A brief guide to the tools of digital storytelling http://electronicportfolios.com/digistory/tools.html CDS, (2006) The evolution of digital storytelling: An Abbreviated History of Key Moments During the First Sixteen Years (1993 – 2006) Retrieved from http://www.storycenter.org/timeline.html CDS, (2008) Everybody has a Story to Tell: Digital Storytelling. Retrieved from: http://www.todaysteacher.com/digitalstorytelling.htm Robin, B (2005) An introduction to digital storytelling: College of Education University of Houston
Notes de l'éditeur
- Digital Storytelling is the practice of using computer-based tools to tell stories, focusing on a specific topic and contain a particular point of view
- Innovations transitions through a development process known as Everett Rogers’ 5 Stages of Diffusion of Innovations. Lets take a look back in time to see how the innovation of Digital Storytelling came about.
- During the latter part of the 20 th century, San Francisco Bay’s artists and art educators responded directly to civil, economic, and political rights in their larger communities. They saw a need to create a system that placed emphasis and efforts in training all sectors who were underserved by the traditional education system.
- Through theatrical and technical devices, artists and educators placed emphasis that focused on developing identity by expressing personal voice through the development of identity, esteem, and resilience while addressing social conflicts and political issues.
- During this era in San Francisco, a small theater known as “Life on the Water” owned by story teller Joe Lambert, opens with the premiere of Swimming to Cambodia .
- Local video producer Dana Atchley sat listening in the audience. Dana introduces himself to Joe and within three years of the meeting of these two minds, created Next Exit.
- Local video producer Dana Atchley sat listening in the audience. Dana introduces himself to Joe and within three years of the meeting of these two minds, created Next Exit.
- While Dana Atchley performs, Next Exit , two members of America Film Institute, AFI, sat in the audience. Together the three, AFI, Lambert & Atchley, began opening the communication channels through storytelling workshops that lead to the opening of San Francisco Digitial Media Center (SFDMC)
- The creation of Next Exit, the Las Vegas performance, and the opening of San Francisco Digital Media Center transitioned Digital Storytelling from Rogers’ first stage known as Knowledge to…
- The 2 nd stage of the innovation-decision process known as persuasion. The favorable attitude of the two members of the American Film Institute became the two key change agents for digital storytelling. Only six yrs had past since the initial meeting of Atchley and Lambert.
- Digital storytelling became accepted. The success of theatrical performances at Lambert’s “Life on the Water” theater doors the two would never dreamed of.
- Lambert, Atchley, and AFI collaborates in the curriculum teaching "digital storytelling workshops" for documentary filmmakers. These workshops debut for the American Film Institute in Los Angeles, California. These interpersonal-channels launched the transition toward activities for individual engagement, also known as Decision the 3 rd stage.
- Within seven yrs of their initial meeting, Joe’s theater relocates to a new location in San Francisco. Dana and Joe launch the "Digital Diner" new media salons, which become a central point for dialogue among Bay Area new media producers. “Digital Diner” begins reaching the critical mass at this point digital storytelling is gaining enough knowledge and identity in which begins the self-sustaining acceptance for digital storytelling.
- The Implementation Stage of DS begins in 1998 as the San Francisco mayor’s office hires CDS to establish and operate youth program during the summers offering interactive media projects. CDS assists Bay Area community technology centers in setting up digital storytelling programs, including Urban Voice/Digital Underground Storytelling for Youth.
- The SFDMC begins collaborations with numerous organizations in England,
- Denmark
- And Germany. SFDMC is featured in stories on digital storytelling on CNN and MSNBC, as well as in countless print and online articles.
- In 1996 with support from Apple Computer, the SFDMC publishes the first version of …
- the Digital Storytelling Cookbook , outlining the "Seven Steps" of digital storytelling and offering hands-on production tutorials. This became the turning point for Dana and Joe.
- Only 12 years had past from the 1 st conversation for digital storytelling to reach critical mass. 1998 became the official turning point for DS.
- CDS begins writing program at the School of Education, and a collaboration with the National Writers' Project. Through this exchange, digital storytelling began integration into curricular materials. The curriculum begins training educational organizations throughout the United States, introducing digital storytelling methods to the K-12 education system. Educators began developing digital storytelling as a pedagogical strategy.
- Notes to be added
- Digital storytelling quickly grew into the confirmation stage through workshops at MIT. Together the two created the concept for Storylink.
- Storylinks begin the collaboration of DS, Apple Computer and Adobe Systems in developing digital storytelling online curricula. In partnership with the Institute for the Future, Joe is funded to write a white paper on digital storytelling for Fortune 50 leaders in knowledge management. These efforts lead to several workshops with large corporations, including Hewlett Packard, Ford, Proctor and Gamble (U.S.) and Tryg Baltica (Copenhagen).
- So what is DS and where was the need for DS in education? Digital Storytelling is the blending of the age-old art of storytelling with the power of modern technology. Students create and tell stories creating a deeper understanding for themselves while gaining a greater emotional connection with their audience. Digital Storytelling combines digital graphics, text, recorded audio narration, video and music to present information on a specific topic
- Digital Storytelling revolve around a theme and often contain a particular viewpoint; stories are typically just a few minutes long.
- The need for Digital Storytelling in education enables students to transition from a passive learner to an engaged learner. This is accomplished through: critical thinking skills, collaboration among peers, students making connections across curriculum, and sequencing, while building upon a already strong foundation of knowledge with technology.
- Students use DS as an effective learning tool for…
- Research and Writing Skills
- Organizational and technology skills
- Presentation and interview Skills
- Interpersonal Skills, Problem-Solving Skills, and Assessment Skills.
- Digital Storytelling becomes an avenue of communication of the unspoken language. Students’ choice of content can be comprehended through displaying a quality of the images to the economy of the story detail.
- DS can be used to publish student work on the internet for peer viewing & critiquing while promoting cross-curricular academic standards and learning objectives.
- Even though this is not a comprehensive list, DS can also be used to: appeal to the diverse learning styles, capitalize on the creative talents of each student while generating interest, attention, and motivation for the “digital generation of students” in today’s classrooms.
- Students use DS to learn proper uses of internet research while analyzing and synthesizing a wide range of content. Students develop communication skills both oral and written through expressing opinions, constructing narratives, while they are writing for a particular audience. DS increases computer skills by combining variety of multimedia. (e.g. text, still images, audio, video, and web publishing)
- Types of digital stories are from Personal Narratives to Adventure Stories to Accomplishments in our lives.