Tuesday, January 26, 2010
Thursday, December 17, 2009
Digital Narratives in Online Class
You will create a multimedia digital narrative (digital story with voice narration), that outlines your Technology Philosophy/Creed. This project will be submitted as a URL and embedded into your blog, and the script for your narration should include the references you used to support your statement. This digital narrative will be 4-to-5 minutes (400-500 words), recorded and illustrated with digital images, and posted online, either in YouTube/TeacherTube/SchoolTube (upload a digital video created with iMovie, MovieMaker or PhotoStory), or developed in VoiceThread.com, or developed as Powerpoint adding narration using Screenr.com. Digital images should be either Creative Commons (from Flickr search) or digital photos that you have taken or Powerpoint slides you have exported to JPEG or screenshots of educational websites. No student faces should be identifiable (see Privacy statement).I provided step-by-step instructions for using one of the free video editors (iMovie, MovieMaker2 or PhotoStory), and two Web 2.0 authoring tools (VoiceThread or Screenr). Given those choices, the final projects were developed using a variety of tools:
- Screenr (7) -- many created in Powerpoint and recorded directly to Screenr website
- VoiceThread (2)
- a video editor (8) -- iMovie (3) and MovieMaker2 (5)
- Youtube (8)
- Screenr (5) (2 exported to YouTube)
- motionbox (1)
- voicethread (1) (one exported to YouTube)
- vodpod (3) (to embed video in WordPress.com blog)
Saturday, November 21, 2009
A Wonderful Week in Istanbul
It was an interesting experience having all of my presentations translated... forcing me to slow down, reduce my content to the most critical elements. An interesting insight: There is no word for REFLECTION in Turkish, so they had to use a version of "thinking about your thinking/learning."
On Saturday, we had a tour of the historical center of Istabul. Now we are getting ready to leave for Spain. More later... with photos!
Tuesday, November 10, 2009
CIC CAO Presentation
I will be developing a guided tour to my part of the Teach21 website that was developed as part of CIC's project developed under a Microsoft U.S. Partners in Learning grant. As part of that tour, I will be creating a narrated version of this slide presentation, which will also be posted to the CIC website. The narrated version should be available by the end of the year.
Friday, November 06, 2009
Saturday, October 31, 2009
Northwest eLearning Conference
Then, I provided the opening keynote address entitled, "Interactive ePortfolios: Using Web 2.0 tools to Provide Feedback on Student Learning." My slides are also posted here from Slideshare.
Later in that afternoon, Erin made her first conference presentation on teaching English Language Learning in Second Life. She was much braver than me… I never count on a live Internet connection for my keynote presentations… only for hands-on workshops. She included participants in her Cypris Chat community, both the founder of the group and some of the student participants. She uploaded her slides into Second Life, and made her presentation "in-world" for both the guests in-world as well as those of us present in the room. I was very proud of her and thought the presentation went very well. She will be repeating the presentation in-world with a group of graduate students from UNLV next week, and then will be doing a conference presentation at the Hawaii International Conference on Education in January, where she cannot count on Internet access. So, she will create some videos to use in her presentation to substitute for a live demo.
In all, most of this has been a good trip, including the eight hour drive each way! I hope I made some contacts that will lead to more collaboration with higher education institutions in the Pacific Northwest.
Saturday, June 13, 2009
Two Storytelling Workshops in one week
I just returned from West Virginia, where I facilitated two-day digital storytelling workshop for a group of school teachers and some faculty and students from a small college. Most of them did not come to the workshop with a completed script, so I added GoogleDocs to our hands-on training on the first afternoon, which let them share their scripts with me that evening for my feedback. The second day was very intense, since we had to record the narrations, and construct the stories all on the second day. Some of the participants did not have their images digitized prior to the workshop, so I am thankful that one of the workshop organizers did the scanning. Everyone finished, but the workshop ended an hour late on the second day! There were two different platforms used during the workshop: Windows XP with MovieMaker2, and Macintosh laptops with different versions of iMovie, making it an interesting balancing act. (I need to spend some more time learning the latest version of iMovie9, since I am much more comfortable with iMovie6HD.) Some of the Mac users recorded their voices with the built-in microphones on their laptops, and I was impressed with the quality of the recordings.
We had our usual problems with MovieMaker2, when people don't gather all of their images into a single folder before starting to add them to their MovieMaker collection. Since MovieMaker only creates links to the photos, rather than making a duplicate copy, when the project file is moved without the images in the same folder, then it cannot be opened and edited (with big red X's where the photos should be). I need to work out a better way to explain this process so that "newbies" can avoid this issue. But participants in both workshops produced some good stories, plus the knowledge and experience to produce more, which is even more important.
Saturday, May 23, 2009
Lesson Plans for Digital Storytelling
One of the best sites I found is called Sharing Culture with Digital Stories on the Scholastic site, sponsored by Target.
I would modify these lessons to use Audacity to edit the audio track... and to remove references to capturing music from CDs... but otherwise this is a great place to start if you are using MovieMaker2 (their lessons appear to use the Windows Vista version).
Friday, May 08, 2009
VoiceThread for ePortfolios
I recently wrote to the teacher who wrote that blog entry, requesting a copy of the booklet that she used to scaffold the students' reflections. This is the response that I got this morning:
I'd just like to share with you this little thought too. Do you remember speaking in New Zealand a number of years ago, at the ULearn Conference in Auckland? You were one of the keynote speakers and you spoke about the power of telling stories - you shared with us one story that combined photos, pictures, music and voice. Your keynote really struck a chord with me, as you emphasised the beauty and power of simplicity and choice. I base most of my digital storytelling and digital portfolio work with students on the things I took away from your keynote.Wow! It is thrilling to get this type of feedback from a keynote presentation that I gave in 2005.
You can imagine how "tickled" I am now to be giving back something to you. Thank you for the inspiration back then and for the continued inspiration into ePortfolios.
Early childhood technology expert Gail Lovely, quoted in an article in T.H.E. Journal, says "The power of this [tool]...is in the commenting." Here are some resources from the VoiceThread website:
- VoiceThread Manuals (in PDF) Getting Started in the Classroom and Sharing VoiceThreads
- A series of tutorials, created with VoiceThread
Wednesday, March 25, 2009
Reflective learning for the net generation student
Reflective learning is essential for lifelong learning and many net generation students do not engage in the process since it does not align with their preferred learning style (Grant, Kinnersley, Metcalf, Pill, Houston, 2006).The combination of multimedia and technology motivates students to creatively produce digital stories that stimulate reflective learning. Digital stories present a personal and reflective narrative using a range of media, especially photographs and video. In addition, students can feel empowered and develop multiple literacies that are essential for lifelong learning...The digital stories created by the authors' first year medical students began as blog entries using Elgg plus images taken by many of them with their mobile phone cameras. Their digital stories for class were actually told using Powerpoint. The student comments reported were very encouraging and the authors concluded:
Why don't students spend time to reflect on the things they are learning? Our initial research suggests that Net Generation students dislike using written text, but their engagement increases when they use digital storytelling. Digital storytelling is an innovative approach to reflective learning in which pictures and sound are collected and assembled to form a multimedia story.
Overall, we appear to have successfully engaged our undergraduate medical students in reflective learning by using a range of new technologies and also by the use of mobile phones. Blogs were used as a personal learning space that combined both media storage with a creative space. Images were obtained from a variety of media sharing sites. Most mobile phones have a camera function and the “always to hand” nature of mobile camera phones encourages spontaneous image capture at times of surprise during an experience, the “disorientating dilemma” that Mezirow (1991) regards as being an essential component of transformative reflective learning.
ConclusionDigital storytelling offers a practical teaching approach that combines multimedia and technology for reflective learning. Our work in undergraduate supports the use of this approach to engage Net generation students in reflective learning but it also appears to stimulate deep reflection. You can read more about our work and see examples at www.ireflect.org.
Friday, January 16, 2009
Another digital storytelling workshop
Last Tuesday, I helped about two-thirds of the students record the audio of their scripts. I used two different methods: Audacity and a headset connected to my Windows laptop (created an AUP Audacity file), and my Sony hand-held digital recorder (created a stereo MP3 file). At the begnning of the workshop on Wednesday, I went through the process they would go through to finish their stories by the end of the day. I showed them how to use the "envelope" command in Audacity so that they could lower the volume of the music that most of them added to their narration, prior to inserting the final audio clip into MovieMaker2. We also set up a white board with the tasks that had to be completed by the end of the day. Most of the students finished an hour ahead of schedule, so that we were able to have our "Showtime" (complete with popcorn) and they could go home early. One of the teachers used the extra time to talk with the students about the process and what they learned. I appreciated some of the comments by a few of the students about how easy the process was (especially combining the audio tracks in Audacity).
Wow! Even though I heard most of the stories as they were being recorded, many of the final products, with the images that they included, were stunning! A few students, including two who brought in their own laptops, did a lot of the work on their own prior to the workshop (they didn't necessarily follow the process, but they did come up with some good products). We are hoping that some of these students will become mentors for this digital storytelling process with their peers. I am also going to write up some lesson plans to use with teachers, to implement this process in 50 minute periods.
I am looking forward to doing more of these workshops with students. I learned as much from them as they did from me. It was another good reality check for me!
It was an interesting conversation. Perhaps I got a little radical, but I think I got a good response from my comments about teachers trying to implement ePortfolios without having that experience for themselves. When asked how we could improve the process, I used one word: modeling (teachers being able to show their own portfolios to their students). I was also asked about how I keep going when ePortfolios seem to have lost their popularity in K-12 schools (especially in response to NCLB). I just emphasized my view of the lifelong, life-wide perspective, talked about my vision of "Portfolios in the Cloud" and a lifelong approach, which several people commented that they had never thought about portfolios in this way. I emphasized student ownership and personalization of ePortfolios, and the two different types of portfolios. Many of the participants currently are blogging with their students... I showed how these blog entries, with any work attached, is the learning portfolio (portfolios as workspace/process). Then we talked about the challenges with putting together a more formal presentation portfolio (time consuming, questions about audience). A lot of interesting questions and, I hope, an intriguing discussion.
How do I keep up my enthusiasm for this process? I mentioned the inclusion of digital stories in ePortfolios, as a way to personalize and support reflection. The digital storytelling workshops that I am doing with teachers and students are very inspiring.
Thursday, September 11, 2008
ePortfolios in New Zealand
Perhaps you will recall your short time in New Zealand last year at the conference in Wellington and then your visit to Bucklands Beach Intermediate School in Auckland.It is messages like this that make my work so rewarding! I responded with how very gratifying it was to receive this type of feedback, asked for his permission to publish the message above, and expressed my interest in being able to see videos of some of the student presentations. I also shared some of my work with GoogleApps Education Edition. His response:
Well I thought I would make contact with you and share some of the developments we have in place since our first meeting.
You may recall I was very interested to look at e-portfolio developments as I have had a long involvement and interest in the ‘paper’ type portfolios. You will recall the ‘learning to Learn’ model I had put together.
Since we met last April, I think it was, I had a sabbatical from my work here and spent a little time in the UK trying to get my head around the ePortfolio ideas and to see how we could best move forward. I was somewhat disappointed with what I found I must confess. Maybe I was not looking in the right areas. I saw a number of good systems but I did not see them often being used to enhance learning. What the students were producing seems to be a waste of good learning time. What I did see also was more at the University level, in what I would refer to as the CV type Portfolio, and not so much at the primary or middle school level. The structures seemed very limiting.
So we have pushed on and developed our own way of doing things as is usual. I wanted an ePortfolio that was going to support learning and to provide evidence of that learning. I wanted it to be able to show the process as well as the product. I wanted it to allow for the ‘Voice’ to come through.. (See I did listen and was strongly influenced by your session in Wellington!) This was a key part of our developments.
The idea of the digital story was in a way the catalyst that enabled me to see how these techniques could be used to allow student voice to come through with respect to the student’s learning. I wanted to be able to hear their thoughts and reflections. This simple digital story technique is now being used extensively here for goal setting and reflection and for telling the ‘learning journey.’
We still have a long way to go. I am excited about what we have achieved in a little over one year. We started with a smallish ‘seeding group’ of students after you visited last year and now we are looking to imbed the ideas school wide. It will take another year before that process is completed I believe.
I thought seeing as you were the one who enabled me to see the real difference between paper portfolios and the way an ePortfolio could be used to allow the ‘voice’ to come through I would share a couple of examples with you.
Our portfolios are contained within a learning management system we are currently using called knowledgenet. I am not so happy with it but at present it serves our purpose. This is a commercial package used by quite a number of schools in NZ. I would like to move away from this in the future and am looking at ‘free’ sites that give the flexibility we now have with knowledgenet. Many of the free sites we have found seem to be very restrictive. By using Knowledgenet (KN) we know that the students are ‘safe’ in that their work, all their personal details, are in a passworded environment. Parents like this. I am sure this will change in the future as we all become more comfortable with the net. What we also do however is to use many other sites, blogs, wikis, podcasts, weeblies, teacher tube etc to give us free hosting for work with a simple link out of KN. We run a different set of protocols here which the students work to where there should be no particular identifying details. There are many strengths in this apart from the free hosting. With the addition of a ClustR map the students get feedback from around the world which is tremendously empowering. Some have had a great number of ‘hits’ on their work. They come to school in the morning excited to see if they have have new people looking at the work on the web. So we are keen to keep things out in the open to the extent our community feels comfortable with. (As I heard recently no one teaches children how not to cross the road safely! An important part of schooling now is net safety. This enables us to teach this in an authentic situation)
So I have set up a password for you so you can access a couple of our student’s ePortfolios. These are 13 year old students who have been working with us on their ePortfolios for a little over a year. You can see archived material there from last year as well as this year’s developments. You will see we are using a number of free web tools to help like glogster and voice thread etc. Where we are now is looking to develop our structure a little more and to ensure it is in place to support the learning.
You will note the section on key competencies. These are part of our new curriculum. I have been looking to find a simple way to show the students are capable in these areas. The template we have set up is designed to clearly provide evidence, that the student is competent in the particular competency. So a simple link to the evidence is what we are looking to do along with the reflection. This avoids the necessity for teachers ot be having to write lengthy evaluative comments. The students can simply provide the evidence themselves.
So if you have time have a trawl through a number of the areas you will see what we have been working on. We have goal setting, reflections, parent voice comments, and plenty of examples of process through to product. You can track the learning journey in many instances. I could suggest you look at a couple of the science fair blogs – particularly Cheyennes where she has video evaluation and reflection in the work. There is also Cheyennes literacy work on the diary of Anne Frank. (Archived from last year) This had hundreds of ‘hits’ Also she heard, via the school, from the Anne Frank Society who had found this work and were so impressed they sent a bundle of books to the school. Again very empowering.
As you can see I am pretty excited about what we have achieved in the 12 months since your visit and our start. I am off to Sweden in a week to talk about a number of things to do with vision and learning as I have done many times before and will be including some of this work on ePorfolios in my presentations.
Thanks for your initial inspiration. As I said I wanted to share some of the enthusiasm with you. You can read my paper, ‘ePortfolios, a Personal Space for Learning’ on www.ian.fox.co.nz. You will see your influence there strongly!
You may also be interested to know that next week we are holding a student conference. This is a conference run by students for students. The conference title is - ‘i-learn, e-learn, we-learn@bbi student voice conference.’ We have two keynote sessions being run by students and then 16 different workshop sessions also run by students. The students will be able to attend two different workshops. This is designed to allow ‘student voice’ with respect to their learning to be shared and to show some of the exciting developments to others in the wider schooling community. The conference is something I have wanted to do for some years so we have decided to get into it this year as I will be ‘retiring’ from my position here at the end of the school year. Jess and Cheyenne whose portfolios you have the link to will be presenting one of the keynote sessions on ‘Student Voice through ePortfolios.’ So that should be exciting also – well I hope it will be!
Ian Fox QSM, Principal
Bucklands Beach Intermediate School
247 Bucklands Beach Road
Bucklands Beach, Auckland, New Zealand
A quick response as we are working through listening to the students who are preparing for next week’s conference. I will try to get some of it taped so we can get a copy to you somehow. It is all very exciting and the students are so motivated. We have special badges made for the delegates and ‘T’ shirts and caps for the presenters. There is a morning tea scheduled and we will be having student buskers in the playground. So hopefully it will all be a load of fun even though there will be an important message we are wanting to get across...I couldn't have said it better, myself!
We would be interested to keep in touch re your developments with Google. We will keep exploring options here also as I am determined to keep moving forward in a direction that supports learning, that provides evidence of learning, that allows for process as well as product, that allows for student voice, that allows for flexibility and creativity on the part of the learner.
Wednesday, June 11, 2008
A bilingual storytelling workshop
Saturday, June 07, 2008
Multimedia Biographies as externalized memory prosthetic
By coincidence at the same time, Serge Ravet, my colleague with Eifel, was attending a conference in Aix-en-Provence in France on the theme "plus longue la vie" (longer the life) which is about linking innovative technologies with a longer (and possibly, better) life.
Don also provided me with further information: it's part of a wide series of research initiatives that go beyond prosthesis to "rehabilitative or restorative devices to enhance cognition, and even as preventative or treatment devices able to slow the rate at which cognitive impairments develop."
"A second research project, in collaboration with Dr. Elsa Marziali, Schippers Chair of Social Work at Baycrest, is producing multimedia biographies for pilot cohorts of persons with early-stage or mid-stage Alzheimer’s disease. We collaborate with the AD individual, the caregiver, and other family members in collecting a life history through media such as music, photos, interviews, and narrated videos (Cohene et al. 2004, 2006). Early findings suggest that the biographies serve to reinforce a positive self-identity and bring joy and some calming to the AD individual. The biographies also provide benefits to family members such as better remembering how their loved one once was and being better able to accept the disease. A grant from the U.S. Alzheimer’s Association (2004-7) is funding the development and evaluation of 10-12 multimedia biographies. We are including several individuals with Mild Cognitive Impairment (MCI) as part of this study."As I begin to explore the lifelong and life-wide applications of this technology, these two research projects provide very interesting examples of how digital stories, produced with families for the benefit of their elderly relatives, has the potential for making these last years of life more bearable, especially for the surviving family members. You might call it the digital equivalent of the movie, "The Notebook"!
Friday, September 28, 2007
Lecture of a Lifetime
The video is also posted on YouTube in smaller segments, without commercials, starting here: Part 0(2) or watch the whole hour and 25 minutes on Google Video.
Monday, August 13, 2007
Thursday, August 09, 2007
Another Amazing Workshop
This was my digital storytelling workshop with a new assistant, my daughter Erin. She was a great help in the workshop, and even spent the two evenings finishing the script for her second digital story, and putting it together. It is posted on YouTube. We vowed to do more of these workshops together!
Tuesday, June 26, 2007
NECC07 Conference - Day 4
Friday, December 01, 2006
An Amazing Workshop
This afternoon was showtime, with the a total of eleven digital stories completed and shown to the whole group. I am hoping to get permission to showcase a few of them on my website. Every teacher has a blog, so maybe some of these stories will get posted online. It is refreshing to spend time in a district that values creativity and the power of narrative and voice in learning, not just focusing on the mandates of accountability. Of course, it helps that one of their leaders is a fellow Apple Distinguished Educator who is exploring different emerging technologies to enhance student learning! I hope to follow these schools to see the impact of digital storytelling on student learning and engagement.
Wednesday, October 18, 2006
Creating PodCasts with GarageBand
The first podcast I completed was a new story called Changes, which I wrote to help me come to terms with a major change in my life. I recorded the story in my tried-and-true Sound Studio program, imported the audio into a track in Garage Band, and proceeded to add images at appropriate places on the Podcast Track timeline. The quality was not nearly as good as iMovie, but it was much faster, since I needed to finish the story in a day for a presentation. I also wanted to include audio from GB, and I was pleased with some of the music loops that were included there.
The second podcast that I completed was the keynote address that I did at the ePortfolio 2006 conference held in Oxford last week. I used my new iPod with the Belkin microphone to record my speech. Just started recording and lay it on the podium in front of me. When I was through, I had the audio of my entire presentation. I brought it into GarageBand. I also took my PowerPoint presentation and changed the page layout to square dimensions (required by GB's podcast track), which did a remarkably good job of adjusting the text on the slides. It squashed the pictures, though, but not that noticeably. I saved the entire slide show as JPEGs in a folder. Then, I put markers into the timeline for where each slide would start. When finished, I went back to the beginning and began adding the images onto the Podcast track. For the half hour keynote, it took me about an hour, twice through the audio. I have now posted it online for the world to hear.
There are many ways to create a narrated slide show. This was the easiest that I have tried. I also have downloaded a piece of software called ProfCast that I will need to try very soon.
Saturday, August 19, 2006
Purpose of Digital Stories in ePortfolios
Perhaps ePortfolios can become the Trojan Horse for integrating digital storytelling into the curriculum. Most ePortfolios today are digital paper: text and images only. Digital Stories can humanize any model of ePortfolio using any type of ePortfolio tool. Digital Stories add VOICE to electronic portfolios. Digital Storytelling is also a motivating strategy for involving students in their own learning using 21st Century tools of engagement.
Wednesday, March 15, 2006
A new Digital Storytelling blog
Thursday, January 05, 2006
Holiday Gifts and Letters
The Holidays also brought the usual Christmas cards, many with the annual Christmas letter, giving updates on the events of the year. It occurred to me, as I was reading these letters to my legallly-blind mother, that these were her generation's family stories... that annual missive that documents the important experiences of family life. Some letters were a litany of events or accomplishments of family members, others included amusing anecdotes that made them more interesting to read. As I reflect on these annual Christmas letters, I realize how much technology (and blogs) could change this experience. Perhaps there are some more technologically-savvy, who send a URL in their Christmas cards. In our card, my husband just printed out a collage of key photos from the last year... I haven't written a Christmas letter since our children left home.
In terms of digital family stories, these annual Holiday letters provide a personal history that, when collected over a lifetime, can provide rough biographical details of a family's life. But I wonder how many families save their letters. This collection process is a challenge for many families, most often a paper filing system with physical storage problems. One solution would be a digital preservation process that I intend to research over the next six months.
Tuesday, December 13, 2005
Conferences "Down Under"
On the following two days, I led workshops at QUT, including a half-day digital storytelling workshop. I was surprised that quite a few of the participants developed one-to-two minute stories that they recorded, after our very short hands-on activity. At least eight people had time to write a brief story and have it recorded.
On Monday, I was in Auckland, providing the opening keynote to the ePortfolio New Zealand conference. This meeting was organized by Eifel, as an extension of their conferences in Europe and last year in Melbourne. Although there were about 60 participants, and the conference only lasted a day and a half, it was a very good conference, one of the best ePortfolio conferences that I participated in. I thought there was a lot of opportunity for dialogue, built into the program and during breaks. On the second day, I shared a session on Digital Storytelling with a professional developer from Australia.
We decided to make the session somewhat interactive and hands-on. After demonstrations of a few digital stories, we asked the participants to spend five minutes doing a short reflection on the conference so far. We then had about a half hour to record their reflections. I have five people who recorded 30 second to one minute reflections. The other person recorded directly into PhotoStory. We played the clips at the end of the conference in the plenary session.
I was skeptical when we planned the ASCILITE activity, but it worked so well that I did a briefer version at the ePortfolio conference. Now, Eifel has some audio to add to their website about the conference. I think it also helped the participants see how the process works within a reflective portfolio framework. Oh, yes, and my new microphone was a great hit and worked beautifully with Sound Studio and with the one Windows computer I hooked it up to during my hands-on workshop in Adelaide. However, it did not work with my version of Audacity for the Mac. Hmmmm....
Wednesday, November 30, 2005
Message from "down under"
I'm writing this entry from Adelaide in South Australia, near the beginning of a tour "down under" beginning with a private school in Melbourne for two days, now working with the Government of South Australia, Department of Education and Children’s Services, at an ePortfolios for Professional Development conference. On Saturday, I head for Brisbane where I will work with Queensland University of Technology and the ASCILITE conference (more on that to come). I will then go to the ePortfolio New Zealand conference in Melbourne.
I was just blown away by a digital story told by a teacher here in Australia, who reads this blog. He bought the microphone that I recommended in an earlier blog entry. And his digital story about his ePortfolio journey was heartwarming and engaging. A wonderful surprise! I know this blog is being read, at least by a few people. When I explored David Tosh's Elgg blog, he mentioned that this blog was listed on some list of the top 20 educational blogs. I must resolve to make more blog entries, not use my travel schedule as an excuse!
Monday, August 15, 2005
A Whole New Mind
A groundbreaking guide to surviving, thriving, and finding meaning in a world rocked by the outsourcing of jobs abroad and the computerization of our lives.Pink refers to the "left-brain" dominance of the Information Age which needs to be balanced with the artistic and holistic "right-brain" dominance of the Conceptual Age. Pink points out three factors that are fueling this change: Abundance, Asia, and Automation, and that right-brain thinking has become a critical component of successful companies who must compete with lower-priced workers from Asia. He outlines six essential high-concept, high touch aptitudes or senses that will be essential for success in the near future, and some are already essential in this age of outsourcing (excerpts below from pp.65-67):
- Design (not just function) - "It's no longer sufficient to create a product, a service, an experience, or a lifestyle that's merely functional. Today it's economically crucial and personally rewarding to create something that is also beautiful, whimsical, or emotionally engaging."
- Story (not just argument) - "When our lives are brimming with information and data, it's not enough to marshal an effective argument... The essence of persuasion, communication, and self-understanding has become the ability also to fashion a compelling narrative." [and he uses digital storytelling as one of those examples!]
- Symphony (not just focus) - "What's in greatest demand today isn't analysis but synthesis--seeing the big picture and, crossing boundaries, being able to combine disparate pieces into an arresting new whole."
- Empathy (not just logic) - "But in a world of ubiquitous information and advanced analytic tools, logic alone won't do. What will distinguish those who thrive will be their ability to understand what makes their fellow woman or man tick, to forge relationships, and to care for others."
- Play (not just seriousness) - "Ample evidence points to the enormous health and professional benefits of laughter, lightheartedness, games, and humor."
- Meaning (not just accumulation) - "We live in a world of breathtaking material plenty. That has freed hundreds of millions of people from day-to-day struggles and liberated us to pursue more significant desires: purpose, transcendence, and spiritual fulfillment.
I will continue his discussion of Story in a later blog entry. Dan Pink's book goes along very well with Friedman's book, but provides much more practical suggestions about how to make the transition (something he calls a "Portfolio" of strategies at the end of each chapter on the "six senses").
Friday, July 22, 2005
Final N.Z. Report
My meeting with the early childhood people was most interesting. They shared with me their curriculum materials (I took home a notebook, CD and DVDs, which I still need to read/watch). We found a lot of common ground. They showed me some of their "learning stories" and I showed them excerpts from my granddaughter's e-portfolio. I also showed them some digital stories and we talked about the possibilities with some of their early childhood centers. Many of those learning stories contained digital images plus text, so I explained (very briefly) the process of taking digital images and turning them into short videos with narration (digital stories).
On Wednesday, I met with a group at the University of Auckland. They were intending to use the Open Source Portfolio, and we had a long discussion over lunch about the philosophy of portfolios (purpose, audience, student-centered vs. institution-centered, etc.). When I made the statement that electronic portfolios should begin a birth and last a lifetime, one member of their group immediately said, "I agree!" From then on, our conversation focused around the need for compatibility across educational sectors (echoes of my discussion on the previous day). They mentioned the "Plunkett book" that every child in New Zealand receives at birth from a visiting nurse, where their growth and development is recorded. There was a lot of energy in our discussion around the digitization of the contents of that book, even imagining the potential for digitally updating those records using wireless technology like the delivery truck drivers have now!
We also talked about Donald Norman's concept of the "information appliance" and the direction of the iPod/Palm/iPaq/PDA technologies. We did a lot of visioning and also discussed the upcoming semantic web, something that I really need to study in more detail.
I thoroughly enjoyed our conversation. What is intriguing to me is the potential for these visions to become a reality in a country the size of New Zealand. Of course, the infrastructure requirements need to be addressed, especially that seamless digital archive of a learner's development/life work, from cradle to retirement and beyond. Reminds me of that article in Educause that I mentioned in an earlier blog entry.
Beyond the Electronic Portfolio: A Lifetime Personal Web Space
Rather than limit people to the e-portfolio model, why not develop a model providing a personal Web space for everyone, for their lifetimes and beyond?
Those possibilities press so many of my hot buttons: e-portfolios, digital stories of deep learning, digital family stories, autobiographies, etc. I feel so privileged to be a part of these conversations. I am so thankful for this opportunity. I look forward to continuing this dialogue with educators in New Zealand. It is so exciting to follow what is possible when there is a will, and not too much bureaucracy to get in the way!
Sunday, July 17, 2005
A Wonderful Week in N.Z.
On Thursday, I traveled to Christchurch, and had a short meeting with the developer of Interact, about the portfolio tools that he is building into this open source learning management software. I am very interested in the development of this software. I had downloaded an earlier version of Interact and placed it on my own server space, since the requirements were simply PHP and MySQL. I am anxious to see the next version of the software, which he hopes to have ready by the term starting in August. On Friday, I met with the Christchurch College of Education, and by the end of the afternoon, I had more converts to doing digital storytelling as part of e-portfolios.
On Friday evening, I flew to Dunedin for the weekend. I spent many hours this weekend with the authors of the book on Learning through Storytelling in Higher Education. My head is still spinning from our wonderful conversations this weekend. I will be thinking about our dialogue a lot over the next few weeks. For the first time, I made a presentation to nurse educators plus some hands-on e-portfolio activities in a computer lab, and showed a lot of digital stories. Yep, more converts to digital storytelling! It became apparent that health care professionals can use digital stories in their practice. It was very special to talk about reflection at such a deep level with these "experts" on storytelling in learning. Today we had more dialogue and I showed more digital stories. Their observations about the poetic quality of many of these stories confirmed my own impressions, shared at the Kean conference in June.
I have returned to Christchurch, preparing for three more days of meetings before my return home. This has been a magical trip. There is something very special about the people of New Zealand! I hope to come back on a regular basis!
Saturday, June 25, 2005
This conference had a very special feeling, probably because of its size (200 people) and the location worked well. The weather cooperated, and the conversations were especially rich. I'm hoping they decide to repeat the event again next year. It was a great opportunity to see more stories and share ideas. No hands-on, but a lot of conversation between attendees, mostly from New Jersey, but other participants from 11 states and the Virgin Islands! Many of the stories shown were about family, with two breakout presentations on this topic, including one by my own husband!
The Kean conference DVD was the first draft of a DVD that I want to develop on Digital Family Stories, to support the workshop series that we will eventually launch. Of course, I would not use the Kean faculty stories, but some of the family stories that I am starting to develop with my family and others, beginning in Anchorage last month. Dan and I need to spend some time doing "pro bono" workshops to refine our content and process.
Thursday, May 19, 2005
While we struggled with the technology (or lack thereof) as well as the wide variation in students' technology skills, we explored a variety of strategies to be able to accomplish this task with the resources at hand. Several students brought in their own computers, usually at the wrong time. After all of the student stories were written, recorded, and pictures collected, we were in the school until midnight last night, putting them all together using iMovie5, which worked for us flawlessly! We will duplicate a CD of the movies for all of the students next week. It's been an eye-opening experience for me: how to do 22 digital stories with 8th graders using two Mac G4 Powerbooks, two scanners, two digital cameras and a few other internet-connected computers for finding pictures.
We are both planning digital stories about the process. I was reminded that the project we did with these students in 6 hours of class time (plus a lot of pull-out time for individual work) is what we normally do with adults in 16-24 hours. These are not CDS-quality stories, and we ran out of time to select music to go along with any of them, but most of the students were very pleased when they privately reviewed their stories with me this morning. But I also realize that it would have been impossible for my daughter to do this project alone, with the constraints she has, both in block scheduling (we didn't see the students every day) and with the technology constraints. And she only had 13 students in each class! I have a greater appreciation for my fellow Apple Distinguished Educators who support these types of activities in schools every day! I also know why many, if not most, teachers would not take on such an ambitious project without a good support system, which is lacking in many financially strapped educational systems today. Nor is there time in the curriculum because of accountability demands....but that is another story!
Sunday, May 15, 2005
Podcasting with Audacity
I was a little out of my comfort zone, mostly because I was helping them use software that I don't normally use (Audacity and MovieMaker2) on a platform I normally don't use (Windows XP). So, we plunged in together, learning as we went along, making the usual mistakes, and referring to the online reference manual only when we were desperate. By the end of the day, we produced what I suppose is called a "Podcast" file...a digital audio clip suitable for use in a variety of formats, including a digital story, a website, or an iPod or MP3 player.
I had seen Audacity before, but normally use Sound Studio on my Mac to record audio. We normally record each paragraph of a story as a separate file, and then place them in order on one audio track of the movie editor's timeline. On the second audio track, we place the music, and adjust the volume so that it doesn't overpower the voice. But since we were working in MovieMaker2, the free software that comes with Windows XP, we only had one sound track available. So we had to construct the sound track outside of the movie editor. That's why I plunged into learning Audacity.
Audacity is free, open source software, available for Mac OS X, Windows or even Linux. Once I experimented a few times, I determined how to work around the limitations of the software to meet our needs. For example, after recording a track, when you record a second track, it places it in the same file, at the beginning, so that both tracks play simultaneously. Maybe there is a setting I don't know how to change, but we figured out that if you open a new file, record the second clip, select all of it and copy it, you can paste it at the end of the timeline of the first clip (a process we repeated until the story was complete). Within about an hour, both women had their 3 minute stories recorded, paragraph by paragraph. Adding the music was another challenge, but I was able to import a second track in Audacity, and lower the volume under the voice-over track, and produce a final audio file that included both narration and music.
Why am I struggling with free software for this task? Why not purchase software that will do the job more effectively (and also, why not just use iMovie on a Mac???)? For the simple reason that I am working with novices who already have Windows XP computers, and they just want to get started learning the digital storytelling process. Rather than making an investment in new software, which has a higher learning curve (and level of frustration), we chose to use what they had, or could download for free. I warned them about the limitations of the tools, and that they might outgrow the software very soon, but I wanted them to have a successful first experience. Of course, I may grumble later about the difficulty of publishing these movies to more accessible formats, like DVD, but that will be all part of the learning process.
I have been having a debate with other digital storytellers about the pros and cons of using the more high end tools (Adobe Premiere, Final Cut Pro, Pinnacle Studio, etc.). Those are all what I would call "pro-sumer" tools: lots of capability, but with complexity comes confusion and frustration at the beginning of the learning process. And since I began my career studying how people teach themselves how to use personal computers, I know that a positive first experience is important, and the ability to intuitively explore a tool contributes to the process of self-directed learning. One of my mantras (from my dissertation) is, "When learning new tools, use familiar tasks, and when learning new tasks, use familiar tools." When we make it too hard, we turn off the beginners. My goal is to get them excited about what they have achieved, and to understand the process, so that they can transfer that enthusiasm and awareness to more advanced tools when they are ready.
I am convinced that philosophy works with adult learners. This week, I will have an opportunity to test it out with 8th graders. Stay tuned (and wish me luck!)!
Sunday, May 08, 2005
The Work of Stories
That last passage sounds like the type of writing we do in blogs. It is the personal, reflective, first person narrative that is so powerful. I'm also convinced that the power of digital storytelling is in the storyteller's own voice...both literally and rhetorically. That is why I do what I do... what drives my work: to help people find their voice... in their words spoken from the heart.This was an interesting conference. On the first day, I thought I was on another planet, where almost every presenter in the breakout sessions I attended read their papers to the audience. Is this what an academic conference is really like? Luckily, on the last two days, the presenters either told stories themselves, or had more engaging slides on the screen. There were the usual problems with the technology in a few of the rooms, like the sound didn't work. But I gained some new ideas. It is always delightful to hear Joe Lambert speak, since he provides both humor and quick insights. I also made some new acquaintances, people interested in similar topics. There were a group of us that tended to show up in the same breakout sessions.
The Saturday night session provided examples of MIT faculty storytelling projects. I was especially impressed by one graduate student's electronic brush, that was a combination micro video camera and a brush for electronically painting on a screen. We saw videos of kindergarten children using the brush to copy colors, objects or short video sequences, and then paint what they captured on the computer screen. I hope we will see this tool available as a commercial item soon.
The panelists at the closing session provided an overview of the three days, invoking a bit of controversy, but providing a good way to end the weekend. As one participant observed, "Some people said it was too academic, others said it wasn't academic enough!" That means the program provided both theoretical and practical insights. I'm glad I traveled all the way across the country to attend what was basically a free conference.
Monday, May 02, 2005
Digital Storytelling Tools for Windows XPI was really pleased with the Windows workshop. The software was loaded on the laptops, but not on the presentation machine, so I quickly installed the software before I ran it, to show how easily it could be up and running. We walked through a sampler of Audio Editors and Image Editors, but focused most of our time on MovieMaker2, PhotoStory and Photo to Movie. We used my "Short Movie" exercise (7 images of D.C. and a 23 second recording of President Reagan). A few of the participants hung around almost an extra hour! My impression was that I was really learning along with the participants, not too far ahead of them with these tools, so we had a lot of fun. The afternoon workshop was the first I have conducted using the newest version of iLife (iPhoto5 and iMovieHD). Apple moved some of the commands between versions 4 and 5! I fumbled a little, but we got through all of the programs, including creating movies with those same 7 images using iPhoto, iMovie and Photo to Movie.
In this hands-on session, learn about Windows software used for digital storytelling. We will create a short digital story using a photo editor to manage images and two different programs to edit video. All software used will be available for free download from the WWW.
Digital Storytelling Tools for Macintosh OS X
In this hands-on session, learn about using the Macintosh iLife tools for digital storytelling. We will create a short digital story using iPhoto to edit images, and iMovie to edit video.
On Sunday, I did another hands-on workshop at the International Reading Association Technology Institute in San Antonio, immediately after my after-lunch keynote address. The lab at the San Antonio Convention Center had about 30 Windows computers and 30 Macs. I looked at the computers when I arrived in the morning and couldn't find MovieMaker on the Windows computers. So I loaded the sample files on the Mac desktops. However, one of the more tech-savvy participants found it, so she quickly helped those sitting at the Windows computers to launch the software and also, thanks to two flash drives, load the files. The podium had presentation stations for both platforms connected to a switch box, so I could do a short demo on iMovie for the Mac users, then switch over to MovieMaker2 for the Windows users. We were able to construct a rough edit (add the sound track and place the 7 images on the timeline) on both platforms at the same time, all in 40 minutes!
That is the shortest hands-on workshop I have ever conducted! But people left having some idea about how digital stories are built, using one of these tools. I also realized how similar and different the tools are. MovieMaker2 has the capabilities of iMovie five years ago, but the three step approach seems to scaffold the approach a little more (1. Capture Video, 2. Edit Movie, 3. Finish Movie). With iMovie, there are more options and capabilities (especially the still motion "Ken Burns" effect), but the initial experience for novices can be a little more confusing (how to get started? which tab to click?). To say the least, I was exhausted at the end of that short time, but felt good about what we were able to do, with thanks to Diane Tracey (who asked me to do the workshop and helped the Mac users) and that other techie, whoever she was, who helped with Windows. My public thanks!
Thursday, April 21, 2005
Friday, March 04, 2005
A Successful Day
I also received very positive comments from the conference evaluations, which showed that the faculty participants gained a lot of practical knowledge and many were looking forward to a later hands-on workshop using Maricopa's home-grown MyePort tool. I was really pleased that we were able to walk through a simple planning process and give them an organizing tool to list, categorize and reflect on their artifacts in preparation for the upcoming workshop.
Wednesday, February 16, 2005
High-concept means the ability to create artistic and emotional beauty, to craft satisfying narratives, to detect patterns and opportunities, to combine seemingly unrelated ideas into a novel invention. High-touch means the ability to empathize, to understand the subtleties of human interaction, to find joy in the pursuit of purpose and meaning.This article provides one more argument for including reflective portfolios and storytelling in the curriculum of schools and colleges.
Wednesday, January 19, 2005
Breaking the Silence
During the first week of January, I was in New Jersey and New York. Lots of planning for the spring and my new work after my grant is over… which I’ll discuss when it becomes public in less than two weeks. I also get to help plan a Digital Storytelling conference at Kean University in June. We will be putting together a resource DVD on Digital Storytelling for all of the participants. I also led a digital storytelling workshop at another university. It is always fascinating to see what the participants can produce in just two days using iMovie4. There were the personal stories that brought a tear to your eye… I wasn’t sure several of the participants would get through their audio recordings without crying. Then there were the quasi-documentaries. A successful two days.
Tuesday, December 07, 2004
ePortfolio Australia conference
I am so impressed with the Australians. They really get it! This conference is smaller than the EuroPortfolio conference, but there is a lot of energy. Many people understood what I meant about assessment for learning (as contrasted with assessment of learning). It was also fun to have people walk up to me and say, "I have your CD and this is what I've done!" I feel more and more like Johnny Appleseed, planting seeds and watching them grow. Also, I made contact with someone who is working with a consultant in the Seattle area and may organize another ePortfolio conference for teachers in Australia in August or September. I hope I can come back when it is springtime here!
I chose to visit the Fraynework digital storytelling center just a few blocks from the conference location which was at the University of Melbourne. I never knew this non-profit organization existed, but they have been doing digital media production for the last nine years, Established by the Sisters of Mercy, this organization has about 20 employees doing web, multimedia and video production for CD, DVD and the WWW. As I watched their "Lore of the Land" CD on Australian Aboriginal people's relationship to their land, I felt like I could have been watching Alaska Native people who have the same worldview.
As the director of the center talked the opening presentation on the second day, she talked about the purpose of portfolios to be both for personal as well as social transformation. While social transformation hasn't been central to my vision, I can see the power of helping tell the stories of those whose voice is rarely heard. I was very impressed with her emphasis on social transformation.
There is so much going on here in Australia that links electronic portfolios and digital storytelling. Access to the Internet is another issue. There is no wireless available to conference participants, although I can go upstairs and get enough connectivity to download my e-mail. I only have full wireless connectivity in my hotel room at A$5 for 15 minutes at a time. I am finding that restriction reduces my communication, but it is not as much of a problem as not having my computer. I can prepare items to e-mail or upload to my website, and wait for the few minutes when I can be fully connected, But it forces me to be organized for those few minutes online! It also makes my replies very short!
Friday, December 03, 2004
Our discussion focused on how to make the portfolio more than another assignment, to engage the learners in a more intrinsically motivating process and to see the relevance of their portfolios in the profession that they are preparing to enter. I further emphasized the "life skills" approach to using multimedia and web-based forms of communication in this century. But I also realized that I was talking to a small group that was at the cutting edge of portfolios at this institution. We have a long way to go to make the portfolio process accepted in the mainstream of formal higher education. But as we discussed, these activities are happening all around us, that if higher education doesn't start using some of these strategies, it will become more irrelevant to young learners in a digital age.
I am so impressed with the interest in digital storytelling here in Australia, with the Australian Center for the Moving Image (ACMI), Fraynework digital storytelling, and Once Upon a Time digital storytelling all here in Melbourne.
Saturday, November 20, 2004
UBC e-Portfolio Conference
Supporting Reflection in Electronic Portfolios: Blogs, Wikis and Digital StorytellingIt was such a pleasure not to talk about assessment and accountability; it was so refreshing to focus on deep learning supported by reflection. I had a full hour for my presentation, and included more digital stories; it was nice not to feel so rushed, like the half hour that I was allowed in Montreal and France. Following my presentation, there were three panels: three faculty members from UBC sharing their experiences with reflection for transfer learning; three researchers discussing The Learning Landscape (David Tosh, Tracy Penny Light and Helen Chen by video conference); and a wonderful student panel. I understand that video of all of the presentations will be online soon.
This presentation will focus on the role of reflection in electronic portfolios and the tools for scaffolding reflection: blogs, wikis, digital stories and built-in forms. The presentation will cover a brief overview of the literature on reflection and learning (Schon, Dewey, Moon), including some new perspectives on storytelling as reflection on experience to improve learning (McDrury & Alterio), and the role of reflection in brain-based learning (Zull).
This was the first e-portfolio conference that I have attended in the last three years that included the learners' voices. It was very validating to hear these students talk about their e-portfolio experiences. There were many ideas that the students expressed that echoed some of my concerns:
- the commercial tool they used (iWebfolio) was easy to learn but not very creative...not something they would want to show to an employer
- they questioned (resented?) receiving marks for their reflections... they much preferred a "pass/no pass" approach to evaluation
- they needed extrinsic motivation to do the portfolio initially, but were starting to see the value in the process
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