Today at 11:30am, our Creative Classroom Presentation Features a “How-Focused” approach to Digital Storytelling and its implementation in your classroom. The location is the Library at the Tampere University of Technology (TUT).
The main idea of our presentation:
All learners benefit from the opportunity to harness their imagination through the creation of a story using digital tools
Creativity Should Be: *Unique *Useful *Task Appropriate
Pedagogical constructs connect Socio-Cultural, Cognitive, and Affective Learning cognates
This presentation has instructional and pedagogical application for K-12th grade. It is scalable for global audiences, which is good because our venue, #CCEFinland features participants from 21 countries.
PBS Learning Media has thousands of lesson plans that embed creativity and digital technology. Go to https://www.pbslearningmedia.org/ to explore the full library of lesson plans and resources.
Confined on the XR train traveling to Tampere? Stuck in the States without a travel budget? Follow our presentation via QR Code or shortened link:
We’ve all experienced the thrill of engaging students in a digital storytelling project, guiding them to include content and deep analysis… only to have the excitement stall during the visual image search phase. Image searches may face pitfalls such as unsafe image returns, lack of citation information, failure to adhere to copyright, and inability to download or link to the image.
Age Appropriate Images – All images are appropriate for the school setting, thanks to Flickr and Pixabay SafeSearch and our proprietary filters – Read More
Automatic Citation – Downloaded images automatically cite the author and the image license terms – Read More
Creative Commons – All photos shown are, to the best of our (and Flickr’s / Pixabay’s) knowledge, licensed by Creative Commons for public use
Photos may be downloaded and saved or accessed via link. Photos may also be shared among 12 social media sites.
I tried several search terms and found Photos For Class to return robust results for not only digital storytelling projects but also for hyperdocs, illustrated journals, website icons, social media posts, and blog posts. Halloween is usually a minefield of both savory and unsavory images but the image below was harvested from the Photos For Class site. Attribution for use in citations appears as a caption in a black border at the bottom of the photo.
Retrieved from https://www.flickr.com/photos/12707238@N00/22622863856/
Prioritizing meaning making in Digital Storytelling: A Latte with Angeline Koh
The Hotel Jen in Singapore is known for steaming salted caramel lattes served in a tiny cafe surrounded by artwork, photographs of Singapore landmarks, tall chairs, and gentle nudges toward languid conversation.
Today was the perfect day for sips and smiles with my friend, Angeline Koh. Angeline is the Director / Principal Storytelling Coach at Tyros Global. Angeline’s digital storytelling work has been featured in a National Day Rally for Singapore’s Prime Minister Lee Hsien Loong.
On my first trip to Singapore, my fellow doctoral colleague, Oscar Guzman, arranged for Angeline Koh to speak to our digital storytelling SIG (special interest group). Then, the first insight I learned from Angeline Koh is that “Conversations become as much about story-telling as ‘story-listening'” (Koh, personal communication, March 17, 2015). Angeline and I went on to co-present a digital storytelling session for Pepperdine GSEP Student/Alumni Symposium in 2016.
Today, I had my notebook ready to learn more.
As our latte’s cooled, Angeline agreed to speak a little about the universal appeal of digital storytelling.
The sharing of ideas, experiences, and cultural perspectives found in digital storytelling videos has the potential to shape a common and dynamic cultural and historical heritage, background (Barab & Duffy, 2000) while intersecting and strengthening different perspectives (Beare, 2008) and building trust (Copeland, S., & De Moor, 2018).
Angeline Koh promotes storytelling as a tool for empowerment for us to “live our great story.”
Angeline enthusiastically encourages the art of storytelling expression reflecting “a community with a significant history, a common cultural heritage” (Barab & Duffy, 2000, p. 14).
Digital storytelling provides opportunities for many people in healthcare, business, and education to utilize multimodal affordances in meaningmaking (Teague & Pruett, 2016; Kress, 2010).
Digital storytelling production forms a foundational commonality that mirrors Lave’s anthropological conclusion that “meaning is connected to practices and contexts” (in Barab & Duffy, 2000). The meaning-making experience is pivotal to obliterate bias in communication, increase awareness of stereotypes among generations, and encourage open channels of dialogue
These digital storytelling conversations often extend beyond the contest submission incident to additional conversations. Students describe a strengthening of their identity and seeing themselves included in the aging continuum. Identity is
a vital and essential component of Communities of Practice (Wenger, 1998). Stories from older adults to the younger, listening student, reflect the older adults’ identity and purpose. They offer a shared knowledge between the senior subject of the photo and the younger student apprentice. Continual dialogue prevents a community of practice from becoming a “hostage” to understanding (Lave and Wenger, 1991, p. 10). As a result of the contest experience, a nurtured practice
develops. The practice is a shared history of intergenerational learning in an ongoing, social and interactive arena (Lave and Wenger, p. 101).
Or, as Angeline says, “You can tell a story. Digitally.”
Thank you, Angeline, for a very enlightening Latte break!
(l to r) Angeline Koh and Helen Teague, Hotel Jen, Singapore
Barab, S. A., & Duffy, T. (2000). From practice fields to communities of practice. Theoretical foundations of learning environments, 1(1), 25-55.
Copeland, S., & De Moor, A. (2018). Community Digital Storytelling for Collective Intelligence: towards a Storytelling Cycle of Trust. AI & SOCIETY, 33(1), 101-111.
Hardy, P., & Sumner, T. (Eds.). (2018). Cultivating compassion: How digital storytelling is transforming healthcare. Springer.
Koh, Angeline. Personal Communication, Singapore. March 15, 2015.
Kress, G. (2010) Multimodality: A social semiotic approach to contemporary communication. London: Routledge.
Lave, J., Wenger, E., (1991). Situated learning: Legitimate peripheral participation (Vol. 521423740). Cambridge: Cambridge university press.
Teague, H., & Pruett, C. (2016, April). Intergenerational Digital Storytelling Goes Global and Mobile: The Images of Aging Photocontest. In Global Learn (pp. 414-419). Association for the Advancement of Computing in Education (AACE).
Wenger, E. (1998). Communities of practice: Learning as a social system. Systems Thinker, 9(5), 2-3.
It is a unique situation to begin a weekend across the International Dateline. I am posting on Friday here in Singapore, yet it is still Thursday in the U.S. My thoughts continue to center on stories, storytelling, and digital storytelling. I’m looking forward to my visit with Singapore’s Digital Storytelling coach, Angeline Koh. Read my post about our conversation tomorrow at this link.
Here is your weekend Ed. Quote on stories, storytelling, with a peek to the opportunities for digital storytelling.
This weekend’s quote addresses stories and storytelling.
Stories are a communal currency of humanity. ~ Tahir Shah
As the school year swivels to a close, there are many stories that fill the yearbooks, date books, and lesson plan books.
I am flying to Singapore soon tomorrow and I am looking forward to meeting with Singapore’s premier storytelling coach, Angeline Koh. Look for my post on our conversation about storytelling and storylistening.
Can you tell a story in 6 seconds using just your mobile phone? Mobile tech is app-smashing its way into digital storytelling with international and intergenerational participants. Mobile digital storytelling is an innovative outreach beyond academic programs silos. Mobile digital storytelling for intergenerational studies innovates and leverages technology to connect students with life events beyond the campus, merging interdisciplinary academic concepts, combating intergenerational stereotypes, and changing perceptions. This presentation, driven by QR-coded resources and international co-participation, explains how mobile technology, apps, and student enthusiasm converge to increase awareness of global issues, confront stereotypes, spark conversations, and build advocacy dialogues for social justice all through an interdisciplinary learning experience.
References:Barab, S. A., & Duffy, T. (2000). From practice fields to communities of practice. Theoretical foundations of learning environments, 1(1), 25-55.
Deci, E. L., & Ryan, R. M. (1975). Intrinsic motivation. John Wiley & Sons, Inc.
Hodgkinson-Williams, C., & Cox, G. (2015). Open educational resources. Moving beyond the hype: A contextualised view of learning with technology in higher education, 37.
Koh, Angeline. International Digital Storyteller, Singapor. Personal Communication, Singapore. March 15, 2015.
Kress, G. (2010) Multimodality: A social semiotic approach to contemporary communication. London: Routledge.
Nikolich-Žugich, J., Goldman, D. P., Cohen, P. R., Cortese, D., Fontana, L., Kennedy, B. K., Mohler, M.J., Olshansky, S.J., Perls, T., Perry, D. & Richardson, A. (2015). Preparing for an aging world: Engaging Biogerontologists, Geriatricians, and the Society. The Journals of Gerontology Series A: Biological Sciences and Medical Sciences, J Gertontology A Biol Sci Med Sci, 2016, Vol.71, No. 4, p. 435-444. doi: 10.1093/gerona/glv164
Peterson, P. G. (1999). Gray dawn: how the coming age wave will transform America– and the world.
United Nations, Department of Economic and Social Affairs, Population Division (2013).
World Population Ageing 2013. ST/ESA/SER.A/348.
Wenger, E., & Lave, J. (1991). Situated Learning: Legitimate Peripheral Participation (Learning in Doing: Social, Cognitive, and Computational Perspectives) by Cambridge University Press, Cambridge, UK.
Wenger, E. (1998). Communities of practice: Learning as a social system. Systems Thinker, 9(5), 2-3.
World Health Organization. (2011). Global health and aging. Bethesda: National Institutes of Health.
“Intergenerational Digital Storytelling Goes Global and Mobile: The Images of Aging Photo Contest” 4-29-16- 10:30am
By HelenTeague, Pepperdine University, Dr. Charlie Pruett, Abilene Christian University
Video of All Contest Entries
Video of Winners Telling the Story Behind Their Photos
CNN Launches Storytelling Network, Great Big Story
At midnight Tuesday, CNN and Turner flipped the switch on Great Big Story, a startup storytelling network. ?€?It was conceived as a way to reach new audiences in new ways, with an authentic and original voice,?€? said co-founder Andrew Morse, who oversees digital and newsgathering for CNN. (Source: TVNewser)
Great Big Story, or GBS, is a video network whose mission is to produce content that goes deeper than the cat videos and fluffy lists of other millennial-targeted websites. Despite the backing of CNN and its parent Turner Broadcasting, however, the site is decidedly not a news network. GBS will release three to five non-fiction videos per day of untold stories about new frontiers, the human condition, planet Earth, and tastes and flavors. (Source: AdAge)
GBS will distribute its content via a website and apps for both iOS and Android devices. But its tales will also show up on Facebook, YouTube, Apple News, Snapchat and more as November gets underway. The start-up, which is not formally part of CNN, will also tap connected TVs through Apple TV, Roku, Amazon and Chromecast, among others. (Source: Variety)
