digichat

Digital Story

Photo and video editing at www.OneTrueMedia.com

I must say although time is required tin the construction of and engaging social media tools that exploring the tools it using these tools help to build a community. One aspect of One True Media is the comment section. After posting your presentation viewers not only observe but they have the opportunity to respond. I was fascinated by the ease with which one could upload and publish information and graphics. All tools publish information quickly and are attractive to draw readers to look at the information. I chose to use one true media as it as features for uploading information, graphics, can be used to publish videos, movies, slide show, can upload and down load music to enhance presentation can be linked to other social tools like flickr, vijvi, and so on. One can also email their creation to friends and relatives embed in another document, and it has its own gallery where ones creation can get immediate publicity.

Once the story was formed and a picture identified and up loaded three quarters of the job was done. I was a little bit frustrated at some points during the creation of “Emotional” my presentation when I missed a step in the process and could not embed it to my blog.

Emotional is a story that I intend to use with my college students in psychology courses as well as other arts and humanity courses. One True Media helps this story to come alive and get people to respond to it immediately. In this story a combination of music, pictures and words formed a story which viewers can respond to without bias or prejudice. The fact that the tool allows one to upload music is an advantage to which gives the story a stronger message .allowed the story. The timely way in which the information is presented is very appealing than the traditional method of reading or viewing a book or video this is interactive and engage readers in the story telling process.

Chickering and Gamson (1987) encourage the need for students to cooperate and reciprocate as well as for faculty to engage students in active learning. Social media encourage students to develop friendships which are a good platform for collaborative learning. Content will be reinforced as students learn they will spread content not only by word of mouth but also by using social media. We learn best by using our senses and social media tools help us to learn by looking at pictures and graphics very appealing to the eyes. Also it appeals to our sense of listening, touching and emotions. As a user of social media it provides the opportunity for one to demonstrate skills and talents and use their expertise to assist others. Chickering and Ehrmann (1996) emphasized the importance of respecting students’ talents, skills and talents despite diversity. The relevance of Bates and Poole (2003) accessibility of the tool for learners, the cost, interactivity and instructional approaches that will best meet the needs are very essential when deciding the type of technology to impart instructions. This blue print supplied by Bates an Poole (2003) helps to highlight the that social media are interactive, once students have access to internet they can login to social tools, most tools are free or free for a period of time and social media is universal. Once connected the world is at your finger tips, communication, sharing of ideas, information and so on are done via social tools.

To engage students to access these tools we begin by wetting students’ appetite getting them to view and explore the tools and later create material for class via the social media. Video is an important medium and it is fast becoming a friend to the students we can use this s to motivate students interest in content material. Students will need to know the terms use and what they mean by authoring, editing, publishing, managing administrating and so on. Registering just allows the individual to login and view maybe downloads but they will not be able to contribute content. Authoring allows them to post content, editing allows users to post and change or adjust, while publishing allows user to do all the above, review and decide when the article is ready for others to view. The manager and administrators are concerned with the technical side of things. Students can choose to engage in authoring, publishing and editing as time progresses the more technical aspect of social media.

The relevance of social media in our time is evident by the regularity in which students engage the tools. It has become the norm for students to engage in activities that involve blogs, twitter, chat, face book and other forms of Social media. This is behavior is subscribe to by students the world over, no one wants to be the outsider, therefore if this is the medium for transmitting content then students especially will respond positively. Besides social media allow students to do what they do best have fun, chat and engage in the spread of information. I have always encouraged my students to create, and invent things, knowledge that I have never seen before and it is my firm belief that through the use of social media the creativity and talents many will come forth.

Social media has change our world, our students have become active participants in the learning process, they have become innovators and experts, they have initiated changes the world over and through social media they will continue to share and develop ideas and new phenomenon. Copy write was a key issue when I was exploring the tools I will need to read more on copy write for using and publishing within social media it all sounds complicated, scary and something that will be time consuming if not dealt with properly and early at the beginning of authorship.

Reference

Bates, A.W. & Poole, G. (2003). Chapter 4: a Framework for Selecting and Using Technology. In Effective Teaching with Technology in Higher Education: Foundations for Su

Chickering, A.W. and Ehrmann, S.C. (1996). “Implementing the Seven Principles: Technology as Lever,” American Association for Higher Education Bulletin, 49(2), p. 3-6.
http://www.aahea.org/bulletins/articles/sevenprinciples.htm

Chickering, A.W. and Gamson, Z.F. (1987). Seven Principles for Good Practice in Undergraduate Education. American Association for Higher Education Bulletin, 39 (7), p. 3-7.
http://www.aahea.org/bulletins/articles/sevenprinciples1987.htm