E-Portfolios for Learning

Yesterday, I finished a digital storytelling workshop with a group of high school teachers in Monterrey, Mexico. It was a wonderful experience. Many of them created their stories in English although for most of them, it was their second language. I am convinced that the value is in the digital storytelling process, regardless of the tools we used (MovieMaker2 and Audacity). Now I am doing a Web 2.0 ePortfolio workshop for the next 2 1/2 days. This is my third trip to Mexico in the last six months. I'm started to learn Spanish, but it is tough at my age! I'm so glad that I am mostly working with English teachers!

Labels: storytelling, training

My colleague Don Presant from Winnipeg, Manitoba, sent me a link to a podcast from the CBC: multimedia biographies for the memory challenged or ePortfolio as "externalized memory" prosthetic, a research project being undertaken at the University of Toronto. (http://www.cbc.ca/spark/blog/2008/06/episode_40_june_4_7_2008_1.html -- starting at 19 minutes into the podcast)

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.

http://fing.org/jsp/fiche_actualite.jsp?STNAV=&RUBNAV=&CODE=1209995525933&LANGUE=0&RH=PRESENTATIONFING

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"!

Labels: memories, storytelling

I just watched Randy Pausch's Lecture of a Lifetime on ABC News. (It is really in four parts beginning here.) He has many wonderful messages about how to live and die. It is a wonderful lecture about how this Carnegie Mellon professor, dying from cancer, achieved his childhood dreams. He has done pioneering research on virtual reality and games to teach programming; his latest system is called Alice. He talks about "head fakes": "the best way to teach someone something is to have them think they are learning something else!" "Millions of kids having fun while learning something hard!" (even the HP creativity commercials that preceded the video were engaging). This was truly a legacy story. He said it was really for his kids. My favorite part: he even admitted to having a deathbed conversion... he bought a Macintosh! This is well worth watching!
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.

Labels: storytelling

At the workshop last week, the participants used the xTreme Mac MicroMemo iPod microphone. I have the Belkin TuneTalk Stereo and also the Griffin iTalk Pro. Today I found a "shootout" of these three from the O'Reilly Digital Media blog. I have ordered the MicroMemo version for my brand new iPod Nano, since they make one specifically for the Nano. I will do my own experiment when it gets here, to see which one I like best. The Belkin has a switch to set the gain, and it can be plugged into USB power. I find that I can only record a little over an hour with the Belkin before I have to charge my video iPod (30 GB). Last week, I used the Belkin on my Nano, and recorded two hours on a fully-charged Nano battery (it records to flash memory, not a hard drive, so there are no hard drive noises or delays). I noticed in the workshop that for many of the participants, the audio of their narration was very quiet. I will explore techniques for placing the MicroMemo for optimal recording quality.

Labels: storytelling, tools

Yesterday, I completed another digital storytelling workshop for a school district in Oregon (this time, Gresham-Barlow). After my opening keynote to their Summer Technology Institute, I led a workshop for 28 teachers who all received a similar set of technology to the teachers in Canby last winter: camcorder, digital camera, tripod, video iPod with microphone. Of course they were all using MacBooks and iMovie! We set to work developing digital stories around either personal or classroom themes. Again, I am in awe of what these teachers produced. This time, our workshop was one afternoon the first day, a full second day, and the morning of the third day. We spent two hours before the lunch break on that last day viewing all of these stories. Some stories brought tears to the eyes, many made us laugh, all of them touched something in each of us. I always find some magic in that sharing time, especially seeing the stories that emerged between the story circle on the first day, and the final showing on the last day.

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!

Labels: schools, storytelling

What happened to Day 2 & 3? A whole lot of networking and conversation! Today was the day that I did my presentation on the Multiple Purposes of Digital Stories and Podcasts in ePortfolios, or as I subtitled it, "YouTube/iTunes meets 'academic' MySpace." I also finished my digital story called NameTags, which is now on my website (in several places). Now it is going on my iPod!

Labels: conferences, storytelling

I am working in the Canby, Oregon school district this week, providing a two-day digital storytelling workshop using Apple tools. The workshop was amazing not because of what I did, but because of what the teachers were able to do in two days, and what they are equipped to do when they return to their schools. Every teacher has an iBook. Every school team represented in the workshop received an iPod with a microphone, a digital still camera, and a digital video camera with tripod. When the participating teachers opened their boxes, it was like Christmas! I was very impressed with the pace of the workshop. During the hands-on time after lunch on the first day, each team took a picture with their digital still camera, and observed how easy it was to upload it to iPhoto; they recorded a short audio clip with their iPods, and saw how easy it was to transfer that audio file to iTunes; then we opened iMovie and imported both of these files onto the timeline. It was so easy! Their assignment then was to finish their scripts and record their voice narration prior to the beginning of the second day of the workshop. In previous workshops, we've had to reserve the whole morning of the second day to schedule people through a single recording station in another quiet room. Using the iPods, they are able to record in their own homes. I am further impressed by the open network in this district, and their commitment to technology.

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.

Labels: schools, storytelling

I just finished two digital stories/podcasts using Apple's GarageBand, and I am really jazzed! This is such a cool tool, and I am relatively pleased with the results. After taking a half-day workshop at Camp Podcast in Vancouver, B.C., I felt confident enough to tackle this software.

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.

Labels: storytelling, tools

I just published another online document, looking at Purposes of Digital Stories in ePortfolios. Where I have examples of digital stories, I have provided web links. If you have examples that you would like to share, send me a link and an e-mail, giving permission to post the link on that page.

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.

Labels: portfolios, storytelling

There is a new blog on Digital Storytelling, started by the SITE conference. I was especially interested in the podcast that Mike Searson produced, which features Joe Lambert from the Center for Digital Storytelling. Joe will be providing the keynote address at the SITE conference next Wednesday, March 22. Joe talks about the role of digital storytelling in our society and around the world. He also mentioned my work in portfolios, and the power of digital stories to document student learning and growth. Thanks, Joe!

Labels: storytelling

After returning from New Zealand, I became consumed with Holiday preparations. I received one of my favorite Christmas present in years: an iRobot Roomba... yes, a robot that vacuums my floors. This is an example of a technology that can have a positive impact on our lives! It is interesting to observe it exploring the nooks and crannies in my house, getting stuck under the Christmas tree, going places it isn't supposed to go... just like a toddler. I even catch myself talking to it like a child. We haven't given it a name... yet! Interesting how a single purpose intelligent device can take on human characteristics, and quickly become part of our lives. My floors have never been so clean. It even gets under tables, buffets, navigates around chairs. Way cool! What does this have to do with ePortfolios? I guess this device is an example of an empowering environment, giving me more time to do the things I really enjoy doing. It also motivated me to reorganize my environment, accomplishing more in a few days than in the last few months. The motivational aspects of technology are well known, and this is another example, even if the outcome is a more organized and pleasant physical environment.

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.

Labels: storytelling

I am now stateside, after spending more than two weeks in Australia, ending with the ePortfolio New Zealand conference in Auckland. The ASCILITE conference in Brisbane was an interesting experience. I led a "Learning Circle" at the end of each of the first two days of the conference, focusing on ePortfolios and Digital Storytelling. We asked the participants on the first day to do a "fast write" with their reflections on the conference themes. After collecting their brief jottings, a few came up right away and audio recorded their reflections. The next day, we shared what had been collected so far, recorded a few more, and talked about illustrating the reflections with images. On the last day, we recorded the last of the audio clips, gathered as many images as we could, and then constructed most of two different digital stories in about three hours. In the plenary session on the last day, I showed both stories, even though one was not quite complete. While not the way I would prefer to put together digital stories, I learned what could be done under pressure!

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....

Labels: conferences, storytelling

I had a great 3-way Skype conference this morning with my husband and my daughter connecting us across two oceans and three different continents! I was just getting up (7 AM on Wednesday in Melbourne), it was lunchtime for my husband in Seattle (noon) and my daughter was going to bed in Budapest (9 PM) on Tuesday! The audio was awesome! I am so excited about this technology, that allows any groups to communicate over the Internet for free. The impact on relationships is powerful.

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!

Labels: storytelling

Last week, I bought (and read completely on a cross-country flight) Daniel Pink's new book. A Whole New Mind: Moving from the Information Age to the Conceptual Age. As the inside cover states:

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):

1. 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."
2. 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!]
3. 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."
4. 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."
5. Play (not just seriousness) - "Ample evidence points to the enormous health and professional benefits of laughter, lightheartedness, games, and humor."
6. 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.

Pink makes the point "...back on the savanna, our cave-person ancestors weren't taking SATs or plugging numbers into spreadsheets. But they were telling stories, demonstrating empathy, and designing innovations. These abilities have always comprised part of what it means to be human. But after a few generations in the Information Age, these muscles have atrophied. The challenge is to work them back into shape." (p.67)

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").

Labels: 21st-Century-Learning, storytelling

I thoroughly enjoyed my trip to New Zealand, taking this opportunity to reflect on my last two days. My conversations with the Ministry of Education on Tuesday were very interesting. In my first meeting with the tertiary (higher education) group, we talked about the need for coordination between the various sectors. We also talked about the potential for using Interact, which I will be following the development with great interest. There was some discussion about Moodle, but I didn't know if an e-portfolio component was under development, like with Interact. We emphasized the importance of building a digital archive that would follow a learner across the different sectors.

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!

Labels: storytelling

I have been in New Zealand for a week, and my head is just spinning! First, I participated in the ULearn05 conference in Auckland during the first three days last week. It reminds me of the special quality of our early Alaska computer conferences. It was a special treat for me to reconnect with Ian Jukes as well, who was a favorite presenter at our early Alaska conferences. I enjoyed sharing my passion for digital storytelling, both in a hands-on workshop and in my closing keynote address on Wednesday afternoon. I was really impressed with the special Maori ceremonies that opened and closed the conference. I just wish I understood what was being said.

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!

Labels: conferences, storytelling

Yesterday was the last day of the Kean University Digital Stories conference. It was also my last day working for the University of Alaska Anchorage. (Those two events are related.) I spent a very busy week, flying to Newark on Monday, finishing up the conference DVD on Tuesday, burning 220 copies of the DVD on Wednesday, and then the conference on Thursday and Friday. I was one of the five "experts" on Thursday, presenting all day. Then I got to just sit in presentations on Friday. There were some magical moments, like the BBC digital stories shared by Joe Lambert on Thursday morning, and the "I/O brush" shared by Kimiko Ryokai from MIT on Friday morning.

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.

Labels: conferences, storytelling

Every few years, I need to do a hands-on technology project with school-age students, as a reality check on my theories about electronic portfolios or digital storytelling in education. This week, I worked with two dozen eighth grade English students (my daughter's students at a private school in Anchorage). The experience was eye-opening, exhausting and exhilarating! We produced 22 digital family stories, between one and three minutes long. We spent one day in a portable classroom, where only one computer had Internet access. I had a small office to do the audio recording, which did have high speed wireless Internet. As a private school, there are not the technology resources available (the classroom computers were still using Windows 98). There was no computer lab available to us during the period when the class met, but we reminded ourselves that is was a writing activity, not a computer lesson!

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!

Labels: schools, storytelling

I'm up in Anchorage, working with a variety of people on Digital Storytelling. Last week, I met with my daughter's 8th Grade Language Arts classes, and gave them a brief introduction to Digital Family Stories. Tomorrow, we start constructing their own digital stories. Yesterday, I worked with a colleague and a young mother, to help them both begin the process of recording their stories. One had been working on her story for several months; the other for just a day. By the end of the day, they both had recorded their stories, adding a music track, and were ready to add images to the timeline of their video editors.

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!)!

Labels: storytelling

I'm at MIT's Work of Stories conference in Boston, in a session on Stories in the Classroom. The presenter read a passage from a book and asked us to do a fast write. Here is mine:

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.

Labels: storytelling

On Friday and Sunday, I conducted a couple of hands-on workshops which were very interesting. On Friday, I led two half-day (2.5 hours) workshops at Kean University in New Jersey on the Tools for Digital Storytelling: Windows in the morning, Macintosh in the afternoon. I based the workshops on my webpage with a "Getting Started Tour of the Tools."

Digital Storytelling Tools for Windows XP
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.

I 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.

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!

Labels: storytelling

I've decided to add another page to my website: Frequently-Asked Questions about Electronic Portfolio. I designed it as a quick guide to documents on my own site. I will soon add links to other web pages on the Internet that further elaborate on these questions. I also created an FAQ on Digital Storytelling.

Labels: portfolios, storytelling

On February 25, 2005, I led a day-long ePortfolio Dialogue Day: Digital Stories of Deep Learning for Students and Faculty for Maricopa Community Colleges in Tempe, Arizona. Following on the success of the ePortfolio conference on Reflection at the University of British Columbia, the Maricopa organizers selected five students to participate in a panel, and then show their portfolios over the lunch hour, along with five faculty members. The audio recording of the student panel is also online at the Maricopa site.

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.

Labels: storytelling

Here is a fascinating article from a recent Wired Magazine, where the author, Daniel Pink, proposes that success in the Conceptual Age (following the Information Age which is ending) will come from our abilities to use our right brains for more creative activities. Using Naisbitt's concept of "High Touch" he proposes:

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.

Labels: storytelling

I realize that I haven’t written anything in my blog for almost month. I could say it was the Holidays, but I think the real excuse is a busy travel schedule and a computer that is still acting up. But this too shall pass. Next weekend I will order my new laptop. Last week I was at MacWorld and saw the new announcements. I want the new iLife05 software. There was no announcement about new Powerbooks, but I can no longer be patient. Two month of intermittent freezing is enough.

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.

Labels: storytelling

Thoughts after the end of the first 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!

Labels: conferences, storytelling

Arrived yesterday morning after traveling for more than 20 hours. After an afternoon nap, I had dinner with the local organizers of the ePortfolio Australia conference. Today, I met with faculty at RMIT who are interested in e-portfolios, primarily in the medical imaging program. There was one student present, who has been publishing his artistic works online, and his contribution was a valuable addition to the discussion. I also had an opportunity to see examples of some student portfolios (created with HTML authoring software), as well as some anonymous student feedback on the portfolio development process. They are taking the approach that the student should develop their own metaphor for their portfolio while including links to the program's required elements. The emphasis on creativity within an HTML format leaves the students freedom to express their personality, although in the survey many students complained about this lack of structure.

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.

Labels: storytelling

Yesterday I provided the keynote address at the University of British Columbia's e-Portfolio Conference. The theme of the conference was "reflection is not a mirror, it's a lens." I modified my presentation from France and Montreal by adding new ideas on reflection, especially as it relates to the work of Jennifer Moon, James Zull, McDrury & Alterio (the storytelling researchers from New Zealand) and the foundational thinkers: Dewey, Habermas, Kolb, and Schön. It was exciting to be able to explore these ideas, and to share my own synthesis of the literature on reflection, before I related these concepts to digital storytelling and blogging.

Supporting Reflection in Electronic Portfolios: Blogs, Wikis and Digital Storytelling
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).

It 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 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

These are challenges that the field needs to address: how to motivate learners to engage in the types of folio thinking that support deep learning. From those students, it was apparent that many were writing their reflections to meet the requirements of the assignment, to get the highest mark, not to really learn from their experience. Many wrote what they thought the faculty wanted them to write, not what they really felt. Perhaps that is another dilemma to add to Joanne's list: the motivation dilemma. These students mentioned that, in their busy lives with many other courses, they only wrote their reflections because it was required for a mark (an extrinsic motivator). Without that requirement, they would not have engaged in the reflection on their own (no intrinsic motivator), even though they got a lot out of the process when they were done. One student indicated that if an activity is not graded it is not valued. What does that say about the impact of evaluation on learning? I know this is the reality of schooling, and these comments came from adult learners who were very articulate. What does that say about trying to get adolescents to reflect on their learning? I think it calls for strategies that are more engaging for young learners. The process of reflection could become the process of filling in blanks on a web-based form. That just doesn't do it! We can do better than that! I think that is why my message about reflective digital storytelling is so well received.

Labels: conferences, storytelling

For the last half of last week, I attended the annual conference of the Association for Personal Historians, a professional organization "whose members are dedicated to helping others preserve their personal histories and life stories." Here are a few thoughts I wrote in my PDA during the final session:

As I sit here listening to stories from others telling personal histories, I am reflecting on the differences between introspection in counseling and therapy (something I have limited experience) or personal development (something I have extensive experience, especially with my Fielding friends), personal history storytelling (something I am exploring now in APH), and reflection in portfolios (an essential part of my specialized expertise). It occurs to me that the process is essentially the same. What differs is the purpose and the audience. The emotional content of both is unmistakeable, although in academia we tend to ignore it. I think we should honor the affective side of learning, which shows up in our reflections. That is what is so powerful about storytelling - it gets to the level of what is most important in our lives.

Traveling on the long plane ride back to Seattle, I read more of Jennifer Moon's book on Reflection. She highlights four major theoretical roots of reflection: Dewey, Habermas, Kolb & Schön. I also provided the keynote address for the ePortfolio Canada meeting in Montreal on Saturday. Some of the comments made me think about the differences between:

• learning portfolio and portfolio learning
• assessment portfolio and portfolio assessment

The first term in each pair refers to product (portfolio is the noun), the second term represents more of the process (portfolio is the adjective). These two pairs remind me of a discussion in Kathleen Blake Yancey's book, Situating Portfolios. Some time in the near future, I will focus on the meaning behind that difference in terminology. In the meantime, I am preparing for a presentation on Reflection in Electronic Portfolios for the University of British Columbia next Friday, which will probably inspire much more reflection, and entries into this blog.

Labels: storytelling

Jeremy has again written a very insightful piece on recording life stories in digital format, preserving the memories of our lives for a very small audience, probably our descendents to read at some future time. I really appreciate how well he expressed some of my own thoughts. As I stated in my GLEFFA entry:

After I retire from the University of Alaska Anchorage, my husband and I want to begin providing training to "baby boomers" and senior citizens on using digital storytelling to preserve their memories and life stories for future generations; our mission statement: "using today’s technology to tell yesterday’s stories to tomorrow’s generations." The current popularity of scrapbooking and genealogy all indicate that there is an interest to preserve these memories. But those who study genealogy know that we can find the dates and facts about a life, but stories that are not preserved are lost forever. Everyone has a story to tell. Digital storytelling is one way to preserve and share our family legacies.

Here is an opportunity for schools, as well, to bring this digital storytelling process to their communities, to match young people who have the technology skills with older people who have the stories to be preserved. Then, we can truly become a community of lifelong learners who share our knowledge and wisdom with each other.

This reminds me of the weblinks in my blog entry on the Jane Pauley show and specifically the Story Corps program. The Smithsonian Institute has set these booths up, and participants must agree to preserve their stories with them. But still, it is a great opportunity to create a CD audio recording. The process is very interesting: two people go into this booth and have a conversation for 50 minutes. They walk away with a CD. Imaging the kinds of 3-minute digital stories you could build from that process!

My daughter had a very precious hour that she tape recorded with her grandfather, who has since passed away. We have the clips digitized, and will eventually build several digital stories. I have collected hours of videos of my granddaughters, and have put together quite a few clips. My goal this winter is to develop a DVD for the family for Christmas presents (don't tell!). We also have a great aunt who just passed away, and I am building a digital story for her family memorial service.

So storytelling, like learning, is lifelong.

Labels: storytelling

I just finished watching the Jane Pauley show, which focused on personal storytelling. The first part was an emotional story of a woman with ALS who was telling her story for her very young son. I wish they had given more tips on how to tell these stories, rather than just showing the examples. I got a lot more out of the non-profit Story Corps program, which maintains a small soundproof booth in Grand Central Station where two (or three) people record a 40-minute CD for $10. There are many excerpts from those recordings on their website, which also has some great resources for interview questions and recording tools. The third example was the 100-word autobiography project sponsored by the Washington Post. That sounds like a great tool to limit the length of digital stories. Several examples shown on the show looked like classic digital stories told with still images. The show's website mentioned the SOLEIL LIFESTORY NETWORK -- Turning Memories Into Memoirs® and the Center for Digital Storytelling, but not the Association for Personal Historians, which is causing some angst on their listserv. So storytelling goes mainstream!

Labels: storytelling

Interesting that the GLEF Faculty Associates group is using Blogger as a forum for getting acquainted. I added my vision to the discussion. Interesting that they are using the same blog engine that I am using, although they are using the blogspot hosting site. It will be interesting to see how other members of the group respond to the blog process. I also learned something new with the GLEF blog...I didn't realize that there could be multiple people posting to a single blog using Blogger, like we did with Manila at Camp Apple.

Labels: storytelling

I am attending the Digital Storytelling Festival in Sedona. Yesterday was the first day, with a lot of "sit and get", although there was a lot of good information. Last night, they showed most of the digital stories created in the Digital Storytelling Bootcamp during the first three days of this week. This is the same workshop that Dan and I attended a year and a half ago in Berkeley, and where we interned last February. Dan and I were amazed last night at the number of family stories. Out of 22 stories, at least 15 used family pictures to recall memories about a grandmother, a father, grandfather a favorite dog... I overheard that the Apple rep. was amazed at the number of family stories. This experience just confirms our assumption that there is a lot of interest in this area.

This morning, the first presentation was on experiential learning, quoting the literature of Kolb, Friere, Lewin, Dewey, Piaget. It reminds me of the book that I have at home, but haven't read, on The Art of Changing the Brain, that ties brain biology with Kolb's experiential learning model. I find it interesting that this field of digital storytelling has a lot variability of definition, just as I find with electronic portfolios. What I would call a nice digital video editing project (but not a lot of story, i.e., voice) these presenters are calling digital stories. This is the same variability I see in models of electronic portfolios. Another term that has been conveniently adopted to describe a wide variety of implementation.

Labels: conferences, storytelling

I just joined the Digital Storytelling Association. I was asked to describe my work and interest in Digital Storytelling. Here is what I wrote:

I have been researching and training on the development of electronic portfolios in education. We need to find strategies for portfolio development and reflection that are engaging for students. Too often, the portfolio and reflection become just another assignment that the students are not invested in. We need to find strategies that motivate learners intrinsically. Digital storytelling is one of them.

I believe there is a natural affinity between electronic portfolio development and digital storytelling. I am in the process of adding an article to my website entitled, "Electronic Portfolios as Digital Stories of Deep Learning" that focuses on emerging digital tools to support reflection in learner-centered portfolios

I am also interested in the literature on storytelling and reflection as a tool to support lifelong professional development (Schön, 1988). My most recent workshops on electronic portfolios have included a component on digital storytelling. The response has been very exciting. I’ve also piloted a two-day workshop on digital storytelling using iMovie, and the results have far exceeded my expectations.

After I retire, I want to begin providing training to "baby boomers" and senior citizens on using digital storytelling to preserve their stories for future generations. The current popularity of scrapbooking and genealogy all indicate that there is an interest to preserve these memories. But those who study genealogy know that we can find the dates and facts about a life, but stories that are not preserved are lost forever. Digital storytelling is one way to share our legacy.

Labels: storytelling

I just finished a two-day Digital Storytelling workshop in New Jersey that went so well. I have three new wonderful examples created by several of the participants. This process is getting more refined, and I was grateful to the coordinator of the event for helping me to analyze the problems that came up over the two days, and strategies to prevent them in the future. I now have a second page to add to my workshop handout that covers the issues that came up this week. One more time, and I should have a workshop design that works well, at least for iMovie 3 or 4 for Macintosh OS X. Over the weekend, Dan and I discussed how we could adapt the process to MovieMaker2 for Windows XP. Not quite the same program, but it is the same price as iMovie (free!) and is a good tool to learn the basic process of building a digital story.

I am concerned about providing training that uses software that is not accessible to individuals or the average classroom. I remember a comment made by a participant at a California workshop earlier this spring, who had attended a CDS training a few years ago. She left the workshop without the confidence that she had the skills to independently create another digital story using Premiere or Photoshop, nor access to the software to be able to build those skills. Even when we got back from our own CDS experience last year, Dan bought Premiere, which continues to be his favorite video editing program, but I still think it has a pretty steep learning curve. I want participants in my workshops to leave with the confidence that they can replicate the process when they are on their own. I am anxious to read the comments from last week's workshop evaluation, since the feedback from the March workshop was so positive.

Labels: storytelling

Just as I thought, I was able to introduce the process of digital storytelling to these faculty members in my workshop yesterday, using XP's MovieMaker2, in less than an hour. This is the first time we tried this short hands-on activity to introduce the process. MovieMaker2 is not iMovie, but it demonstrated the process. And the participants found it to be a lot of fun... as their students will. Showing them PhotoStory this morning was also exciting. The Department chair agreed to reimburse the cost of downloading this $20 program, and several of the faculty members said that they were "psyched!"

We need to find strategies for portfolio development and reflection that are engaging for students. Too often, the portfolio and reflection become just another assignment that the students are not invested in. Word processing alone is now "ho-hum" to a lot of students. We need to find strategies that motivate learners intrinsically. Digital Storytelling is one of them. Perhaps blogs and wikis are another.

Labels: portfolios, storytelling