Tag Archives: Presentation

by | June 22, 2023 · 8:00 am

Digital Storytelling

Digital Storytelling: a new spin on an old tale. Creating their own stories or telling stories using digital means challenges students to move beyond being the consumer and instead become creators by adding multi-media to their narratives. That same story also becomes accessible to a broader audience by adding videos, graphics, and audio, through web-based platforms or other applications.

We can also recognize that incorporating storytelling in learning environments helps to support the First People’s Principles of Learning and has been shown to support the preservation of cultural knowledge and tradition in some cases.

A digital story is the use of technology to tell a story (Robin, 2015). It is a process of weaving together oral story, images, sound, and music to create a short film (Lambert, 2010). Within the process, traditional aspects of storytelling are integrated with multiple layers. Digital storytelling is increasingly being used for educational purposes (Robin, 2015), leaving legacy (Hausknecht et al., 2019) and as an approach to preserving cultural knowledge (Cunsolo Willox et al., 2013; Iseke & Moore, 2011).

From: Hausknecht, S. (07/2021). Sharing indigenous knowledge through intergenerational digital storytelling: Design of a workshop engaging elders and youth Taylor & Francis. doi:10.1080/03601277.2021.1927484

Digital storytelling is not limited to personal narratives and the range of topics varies from historical timelines, personal reflections on local or global events, and even exploring the community and sharing one or many perspectives. Choosing to create a digital story allows the creator to choose and expand their audience and increases accessibility and interactivity for the ‘readers’ or ‘viewers’. A story can go beyond the page as readers engage with the visual and auditory elements that a digital story provides.

an eight step cycle diagram of creating a digital story from propose an idea to research to storyboard, gather images and create.

from Transform Learning by Samantha Morra https://samanthamorra.com/2013/06/05/edudemic-article-on-digital-storytelling/

Getting started

  1. The first step is recognizing what type of story your students are expected to share. You can follow Samantha Morra’s Process Model or get inspired by her post. Remember, the options for content are virtually limitless. You can expand this topic to include recounting mathematical discoveries, retellings of famous fairytales, or provide explanations of scientific theories. Here are a few slides co-created with a colleague, Sharon, that helps to outline ‘one process’ for this… Once you have an idea of your story and how you want to share it, then you might start thinking about the medium (digital or otherwise)
  2. Choose the tool(s) you want students to use to edit and share their work (or allow students to select a tool with which they are familiar). It is helpful for students to have the opportunity to play with the tool and become more adept and familiar with the program before fusing this with their story. We’ve listed some tools below to help you get started.
  3. Plan! Make sure students have a clear goal they are researching or writing about. This could include scripts, storyboards, comic strips, sequences, or even timeframes. You may also want to scaffold students by having them create a storyboard and then a paperslide video depending on their experience.
  4. Teach about copyright so that your students know where to find and how to cite/attribute appropriate images, sounds, or videos. Access Creative Commons media or record and use your own. For professional images that don’t require attribution visit Unsplash, Pixabay , Pexels. or elementary students might find pics4learning easy to use (with copy/paste attribution). Depending on the device, students can also use Garageband or Audacity to create their own music.
  5. Create the digital story and select the appropriate audience. If it’s going public, remember to get the appropriate permission forms signed that may be district dependent. Be aware of student ages and also where the website or application is based because they will follow different privacy laws.
  6. Provide feedback through peer evaluations, self-evaluations, and even a rubric that students can use throughout the creation process. Visit this link to Kathy Schrock’s Guide to Everything for some sample rubrics and additional resources.

Watch this video to preview a variety of tools being used to create digital stories.

Video: Hans Tullman (2015). Digital Storytelling by Hans Tullman. 

 

Or this interactive Genially presentation by Tamara, Peer Mentor 2023, highlighting several different multimedia tools (with examples and hyperlinks).

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Filed under Curriculum, Digital & Media Literacy, Not Subject Specific, Planning, Resources, STEAM, Storytelling, Technology, The Arts

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by | February 1, 2020 · 1:31 pm

CBC Curio.ca


CBC Curio.ca images are provided for download by CBC

Curio·ca is CBC’s educational streaming subscription service. Available on the site are stories from the English television news broadcast, The National, and its French counterpart, Le téléjournal, as well as segments from national and local radio news and feature episodes from regular television broadcasts. Curio.ca also hosts arts and entertainment programming, including performances from the Stratford Festival, CBC/Radio-Canada drama and comedy programs, and a range of children’s programming.

UBC students, faculty & staff Library users have access to Curio.ca’s thousands of television shows, radio programs, teacher guides, and K–12 curriculum connections. Available in both English and French, they cover a wide range of topics suitable for all ages. Although UBC doesn’t currently have access to the BBC and National Geographic content, Curio.ca remains a super resource for complementing and extending lesson activities and assignments.

As teachers, we are all aware of thinkers such as John Dewey and Jean Piaget, who advocated for approaches to learning that address what today we call “real-world problems” and “experiential learning.” Even though Curio.ca, itself, is not a hands-on activity per se, it does provide a diverse selection of supplementary programming resources – including news and feature reports on current events – that help contextualise, extend, and inspire lessons and assignments that teachers and students work with each day.

Not only can Curio.ca’s resources provide alternative ways to digest and appreciate information, they can also help to motivate students and teachers to approach education in ways that more readily pertain to or resonate with the world beyond the four walls of the classroom.

The best way to learn more about Curio.ca, especially as a new user, is to jump in and search through the diverse selection of archived programming. As it happens, navigating the Curio.ca site is similar to searching the Scarfe Digital Sandbox.

  • For UBC students, staff and faculty, visit curio via the Education Library for full access.
  • Search by Provincial Curriculum via the Ed Library CWL login. Here you can further filter the search by subject area, language (French or English) and more.
  • Searches are possible by age group, language (English or French), or curricular subject, and also by those resources most recently added.
  • The site’s toolbar headings and sub-headings arrange various “collections” of programming and resources into different “categories.” These identifiers overlap, which makes for more thorough searches that turn up specific results each time. Although this means that search results eventually repeat, the Curio catalogue goes back a long way – English content dates back to the 1960s and French back to the 1940s, which is nearly back to the beginning of CBC/Radio-Canada. The overlapping search results also help to highlight interdisciplinary connections between different programs.

For a look into our country’s cultural and media history, and for some rich lesson planning ideas, check out Canada’s on-line public news resource, CBC Curio.ca!

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by | July 2, 2019 · 2:35 pm

Sketchnotes


Sketchnotes are a way to take notes that organizes thoughts and ideas in a visually stimulating way, without requiring artistry skills.


The ability to summarize or synthesize what we have learned is an advanced skill and sketchnotes are one way of teaching and practicing this skill. They allow the listener to focus on what they are hearing so that they can pick out what were the most important things to remember.

Keywords can be bolded, arrows & lines allow eyes to follow sequences, boxes or bubbles can help categorize thoughts that are related but might be thought-tangents, and icons are the visual pieces! None of these require master drawing skills but the more practice occurs, the better your sketchnotes will appear.

Students aren’t always taught how to take good notes which can cause them to write EVERYTHING down. The practice of sketchnoting is really just a way to learn how to paraphrase, summarize, and refocus to what’s really meaningful. The can be used in PD events, taking notes for various classes, and even a way to present information.

Decide on your medium!

– Paper, pens, pencils, highlighters, rulers
– Tablet, digital stylus, sketching app

Popular Digital Tools

– Apps: PaperBy53, Sketchbook, ProCreate, AdobeDraw, and Forge but any drawing app will work (even Explain Everything or Book Creator!).
– Styluses: Apple Pen, PencilBy53, Adonis Jot Pro, Targus, **or find any cheap/free pen with a touch-sensitive tip!

What Can I Sketch??

– Visit sketch50.com and try a different sketch over 50 days – you can view what other’s are sketching too using the hashtag #sketch50
– Check out what other educators have done with their students
– Visit Sylvia Duckworth’s website (A Canadian Teacher) or read this quick visual guide to get started by skethnote-love.com

Practice the Elements & teach them to your students!

Many of these elements are great for teaching basic art skills too!
– Lettering & Fonts
– Bullets
– Frames/Dividers
– Connectors & Arrows
– Shadowing/Bolding/Highlighting – when is it too much or too little?
– People & Icons


 Image by By @meacherteacher, Jody Meacher

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by | May 2, 2019 · 11:15 am

Stop Motion Studio

Stop motion animation can be created in many different ways. Today, there are some helpful apps to make the often time-consuming task more streamlined! You can, however, just set transition between clips in any slide show or movie app to 0 or .5 to create a stop motion effect (similar to a no-tech ‘flip book’ (link to Youtube example))

I have long enjoyed using Stop Motion Studio but recently came across some browser-based apps I’m interested in exploring further including Stop Motion Animator (for Chrome books).

Stop Motion Studio is an app that facilitates the process of creating stop motion animations with clay, cut-outs, LEGO, you name it! It’s a great way to explore storytelling and multimedia. There’s a free and a paid version, and this is what you can do with them:

Some of the features of the ‘free’ version:

  • Adjustable timer
  • Camera settings
  • Auto focus
  • Auto exposure
  • High definition exporting

Although any video editor can do what Stop Motion Studio does, this app narrows down the functionalities to what is relevant in creating stop motion animations and automates parts of the process for efficiency e.g. you can easily adjusts the number of frames for each still shot to suit stop motion better. The app also saves videos in high definition by default.

Creating a stop motion video might reinforce the creative thinking core competency, especially when used in a second language classroom such as French Immersion, Core French, etc. 

Alternatives: You might try using iMovie, QuickTime Pro or Camtasia (free to UBC students) to create stop motion!

It’s really simple to get started with Stop Motion Studio, you just have to download the app and start clicking away. There are a few tips that can make the process of creating an animation run smoother:
  • Use a stand or tripod, or even anything to stabilize the camera and fix the angle
  • Use the timer function, so you don’t have to push the camera buttons, and with that you’ll avoid pushing the camera out of place
  • Play a bit with the auto-focus and auto-exposure settings to see if they’re going to create dramatic differences between frames. You might want to turn it off if they do.
  • Get good lighting, videos love light and good contrast
  • Storyboard, or at least plan ahead what each scene is going to look like. That will save you editing time and make the story more coherent.

Here’s our Quick Start Guide you can share with other Teachers and Students

Stop Motion Studio Instructions One Page Handout

You may also wish to review a resource created by a UBC instructor showing how they incorporate stop motion to share lecture/class material (where they also share some tips and ‘basics’ to help you get started)

‘SlowMation’ is another term you might come across for stop motion. Slowmation.com has a series of PDF tutorials on getting started with various applications to create ‘slowmation movies’.

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by | November 5, 2018 · 8:52 pm

AWW App

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AWW stands for A Web Whiteboard, which is exactly what it is. An online digital whiteboard that can be curated by a single or multiple users.

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This digital whiteboard is device-responsive, web-based, and FREE which means it’s quick to access for multiple users. A teacher can pre-create a board and invite students to brainstorm on it or students can create their own board to be shared. On the digital canvas you can draw, add text, and upload images.

You can also use this app to transform your projector into a “smart board” by using the AWW app on your tablet, connecting it to your projector, and then displaying your interactions.

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  1. Visit the website awwapp.com and it automatically will present you with a blank board.
  2. Use a blank page or create an account so it can be saved and revisited.
  3. Pre-create a board for students to use OR have students create their own boards.
    1. You can use templates! Find the title of your board, click the black drop-down arrow, click on “Create from Templates”
  4. Save the board & export it to a PDF.
  5. Share the board with others or keep it private.

Some Features (as of October 2018):

  • add text, shapes (circle or rectangle), drawings
  • upload pictures
  • add additional pages
  • share – through email, the automatically generated QR code or URL link, or embed it into a class website
  • choose from pre-created templates
  • FREE CHAT BOX **when logged in with an account**
    • people viewing a whiteboard can leave their questions and comments – great for providing feedback or distance collaboration – which the creator can answer

 

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Jackson, Holly (2018). Getting Started with “Aww App” Tutorial

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by | · 8:19 pm

Digital Whiteboards

whatisit.png

Digital whiteboards are also known as Interactive online whiteboards. They are a blank canvas and depending on the application, you can add images, hyperlinks, draw or annotate them, upload videos, and some allow voice recording. Several allow real-time collaborative co-creation while some are more for individual use with sharing options. There are a plethora of options available today with many proprietary, paid options, a few fully free and some with varying levels. I’ve even found two ‘open educational apps’ FIPPA compliant (data housed in Canada) that are worth a try. See the ‘getting started’ section below for a few options.

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Digital Whiteboards provide a space for students to document their learning, often in multimodal ways. The blank canvas can include drawings, text, images, video, and voice recordings allowing students to create a raw presentation to be reviewed by the teacher or a polished edited version to share with others. Most whiteboard style applications allow for sharing with others and some have ‘collaboration’ options. Digital whiteboards might be incorporated into student assessment (‘showme’ what you know or understand about…), as brainstorming spaces or individual/group project planning or presentation spaces.

These applications can provide students with choice in how they want to display their learning!

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  1.  Decide on your learning objective and what you want students to achieve. Digital whiteboards can be used to capture various parts of a students learning journey.
  2. Learn what tools are available on your classroom or district devices because some are free while others have a cost.
  3. Download the application or visit the web tool and allow students to play and learn some of the basic functions before assigning structured tasks.

Here are just a few ideas of how a Digital Whiteboard could be used:

  • Explaining: Explain how they’ve come to a conclusion or answer by providing a visual explanation.
  • Presenting: Transform a powerpoint format into a presentation that features their annotations, explanations, and share it as a video that can be refined before being viewed by others.
    • Advantage: Students can hear their voice and re-record their narration until it sounds correct to them.
  • Collaborating: Work with a partner or in a group and record multiple ideas on the one application. This goes beyond a poster because they can add in videos, overlay them with graphs or additional images, and then record different voices to explain their creation.
  • Documenting: Students can create a portfolio that documents different projects or components on each canvas page.

Below are a few examples of interactive whiteboard apps. Click on one to learn more!

    Digital Whiteboards for online Co-creation:

  • AWW app – web-based with free templates
  • Padlet
  • JamBoard
  • WhiteBoard Chat allows for a teacher to launch student boards.
  • Whiteboard.fi is another free whiteboard application I only recently came across. It’s been developed by Kahoot so is worth a look. Teachers can create a ‘classroom’ and provide join links for students.
  • Miro is another whiteboard application with a variety of templates including mind maps and flow charts. Pin notes, type and free draw. Free access includes 3 whiteboards with unlimited team members collaborating. One thing I like about Miro is the ‘infinity board’ aspect… the board can be VERY large and just keep growing with a neat little map feature so you can see the whole board at a glance.
  • Etherdraw and Draw.io are both Open Source/Open Access Apps that are also FIPPA compliant are available thanks to the wonderful community at OpenETC!
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by | October 31, 2018 · 10:22 pm

“Explain Everything” : l’application du tableau blanc interactif

What is it

Explain Everything est une application de présentation dans le style du «tableau blanc». C’est également un puissant outil de narration et d’apprentissage qui permet aux élèves de collaborer et de travailler sur le même projet. Explain Everything permet de concevoir et créer des contenus multimédia avec la vidéo, l’audio, des images importées ou dessinées, du texte, etc.

Explain Everything est disponible pour iOS, Chrome OS, Android et Windows.

L’application est payante, mais il y a certaines fonctionnalités d’essai gratuites (ça varie en fonction du la plate-forme et de la licence)

  • iOS, Chromebook, Android et Windows
  • Tableau blanc interactif
  • Collaboration en temps réel
  • Partager directement du “cloud”

Les écoles peuvent obtenir un plan spécial EDU en contactant l’équipe Explain Everything .

Why is it relevant

Il existe de nombreuses applications de type tableau blanc sur le marché, chacune avec ses forces et ses faiblesses. Cette classe d’applications permet aux enseignant.e.s de créer des tutoriels attrayants et de haute qualité, ainsi que de présenter les informations de manière visuelle et attrayante. Les étudiants peuvent également utiliser ces applications pour créer des présentations, des leçons, des tutoriels, etc. VideoScribe est une autre application du même genre. Il s’agit d’un logiciel puissant et exclusif auquel les étudiants, et les professeur.e.s de UBC ont accès via LMS – “learning management system.”

Un excellent objectif pour les applications de tableau blanc sont les évaluations formatives ou sommatives. Plutôt que de se concentrer sur un programme déjà formaté au publication, il faut encourager les élèves / les étudiant.e.s à «tout expliquer» sur un sujet particulier ou à «montrer» ce qu’ils.elles savent (peut-être en utilisant ShowMe une application du genre tableau blanc qui est gratuite).

Cette ressource est idéale dans une classe de langue seconde telle que l’immersion française, le français de base, etc. Elle permet aux élèves de s’engager de façon créative dans l’apprentissage du langage.

How to get started

Il suffit de quelques étapes et un peu de pratique pour commencer à utiliser Explain Everything :

  1. Télécharger l’application Explain Everything depuis l’App Store ( iTunes pour iPad, Google Play pour tablettes Android, etc.).
  2. Avec une adresse e-mail il faut sélectionner / acheter la version le plus convenable.
  3. Ensuite, on clique sur le bouton «+» dans le coin supérieur droit pour créer un nouveau projet. Il existe des modèles pour commencer et modifier par rapport aux besoins. Il y a aussi l’option de commencer à zéro.
  4. Maintenant le temps est venu de dessiner et de travailler sur les animations et les commentaires audios.
  5. Pour plus d’information sur Explain Everything consulter ce document  Explain Everything de Brittney Merryweather.
Video demonstration
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