Digital Storytelling Carnival
I’m a little late with this but . . .
If you’re looking for lots of great tips on all aspects of digital storytelling (from camera angles to classroom applications) check out Matthew Needleman’s new carnival.
I also found out Matt is a fellow ADE so hopefully I’ll get a chance to meet him in the near future.
So The Director’s Bureau Special Projects Idea Generator generates fairly random three word idea strings like the one above – Do-it-yourself levitating animal. This is one of those things that I’d love to use in the classroom because it’s so simple and fun. It’s also flexible in terms of how big or small you’d like it to be. It could kill 10 minutes or be part of a whole unit. This particular generator isn’t really fit for student use because it’ll throw in “erotic” and some other iffy stuff but the teacher could spin the wheel a few times and come up with a great phrase for each week. I’d probably screen grab it or make something visual for the word results- as the packaging does matter. It can then be use for a variety of things. It’d be pretty cool right off as a creative writing or journal prompt but where things would be neat would be in tweaking it to focus on what you’re covering at the time. For instance- Describe the do-it-yourself levitating animal kit using every word from this week’s vocabulary list Write an ad for the do-it-yourself levitating animal creation kit using the bandwagon technique Write two responses to seeing an ad for the do-it-yourself levitating animal kit. In the first one respond in the […]
I despise Animoto‘s use as evidence of learning in the classroom. It produces a veneer that implies intent but requires none. It allows people to put on the facade that their students are doing intelligent work. They seem to trick even themselves. That being said, I finally came up with a use that would require some thought. Pretend Animoto is an author with intent and intelligence. Analyze the choices in image juxtaposition, camera angles etc. Really break it down as if the director had some control and thought behind all the choices. You could do this with random videos from the showcase, have students contribute their own images etc. It’d also be fun to make comparisons between two auto generated versions of the same images. Which film was produced later in the artist’s career? What experiences caused the change in filming techniques. A simple idea but it does require some thought in a process otherwise devoid of intellect.
I’m writing this stuff down in an attempt to hash it out in my own head. Feel free to help me find the right path (if there is one) or even decide if this is worth thinking about. Tool Exposure vs Literacy What we have going on today in many cases is the illusion of teaching literacy. In reality we’re just exposing students to toolsKeep all exposure puns to yourself.. I see quotes similar to this one all the time- The literacy tools of our day, today, include the web, netbooks, cell phones, cameras and recorders, etc. We are responsible for teaching students how to be literate. – source So essentially, we have to teach kids how to use all these things because that’s what it takes to make it in the world. In the past it was just reading, writing and some math so the only general tools you had to be able to use were a pen/pencil, paper and a book. Now the idea is, we have to teach students (and learn ourselves) how to use all this stuff, to learn which buttons to push on lots of different objects. Where these comments get messy for me is delineating what really requires different kinds of thought (bigger conceptual framework) and what is just today’s tool which needs only […]