The quality of this story is best when viewed on the Prezi site in fullscreen mode. Just click “My Story” or view the embedded story below:
Reflecting on my Digital Story Using Social Media
Background
Ever since ETEC 565A began, I have been looking forward to creating a digital story that I could use in my Physics 11 class next September. ETEC 531 introduced me to the notion of media productions, and it was there that I spent countless hours creating what I consider to be impressive works of art. Not until ETEC 565A have I been able to dabble in another creative digital project. Throughout my time in the MET program I have been introduced to a variety of Web 2.0 applications and when it came time to pick from Levine’s (2007) “50 Web 2.0 Ways to Tell a Story” I was drawn to both the Prezi and Xtranormal tools. What I didn’t expect is that I would create using both.
I was having trouble choosing between Xtranormal and Prezi. I liked the thought of having the entertainment value of Xtranormal but I also liked the freedom that could be taken with the text used in a Prezi. I decided to make 6 short videos with Xtranormal and embed them strategically in the Prezi. I felt that this would create the most engaging story and still cover a large amount of important information about where physics is use in life.
Why is this story worth telling: what does it contribute to student learning? What’s your pedagogical rationale for doing this?
Ever since I began teaching I have been faced with a question that plagues most teachers, “Why am I learning this?” or “When will I ever use this?”. I thought that I would take this opportunity to create an entertaining, yet applicable, digital story that will help me answer these questions, which will no doubt come my way again. It was a perfect topic because I wanted my story to be 100% useful to my curriculum. I was afraid that if I had picked a topic that was more about me as a person, though useful in other ways, I would be missing out on an opportunity. I also chose this topic because it falls in line with the first assignment my students must do. They must report on a famous physicist and present in a creative way. Since I want to suggest a variety of web 2.0 applications from Levine’s (2007) “50 Web 2.0 Ways to Tell a Story” I thought it would be prudent to show them an example of one of my own web 2.0 presentations.
With this in mind I thought I should consult the National Educational Technology Standards and Performance Indicators for Teachers (NETS, 2008) and look at things from a more pedagogical point of view. NETS (2008) contains standards and descriptors for teachers as they make their classrooms more digital. The following are three of the descriptors that stood out to me that supported my rationale for telling this story.
- Model Digital-Age Work and Learning – Teachers communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
I feel that the content in my digital story was extremely relevant as many students, and parents alike, ask me where the curriculum meets the real world. I wanted to tell a story with a digital medium that helped me convey the many connections between physics and the world around us. Though I did not initially intend to use two Web 2.0 tools, I am glad that I did. My digital story not only shows the power of each tool, but how they complement each other.
- Facilitate and Inspire Student Learning and Creativity – Teachers promote, support, and model creative and innovative thinking and inventiveness.
Moving beyond the fact that I feel that the content of this story is extremely applicable to my students, I feel that the digital story itself shows innovation and creativity. My desire is for my Physics 11 students to see my digital story as more than an informative introduction to physics. I would like for them to see my efforts as a model for what is possible when creating a presentation. I feel that my use of Xtranormal and Prezi will promote inventive work in each of the students.
- Promote and Model Digital Citizenship and Responsibility – Teachers advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
In this digital age I have found that there is little concern for responsible Internet use. Students, and adults, seem to lack the understanding of copyright policies and practices. Although I am concerned about such things I never know how I can be a good model for this issue. I feel that this project has allowed me to tap into that to some degree. As I show my story to my students, and then encourage them to create their own masterpieces, I can demonstrate how to avoid copyright infringement. It was important to me when choosing pictures for my Prezi to only use images that were on Flickr and were only found within Creative Commons licensed content. I wanted to be sure that all images were labeled for reuse even though some of the picture that I really wanted did not fall in this category. Students need to see teachers act responsibly if we are to expect them to do the same. I also made certain that I gave credit to Flickr and Xtranormal, which is good practice when creating something with borrowed material.
Why was this the right tool for you to use to tell your story? Explain how you purposefully selected your tool based on its functionality and your requirements.
When deciding which Web 2.0 software I was going to use to make my digital story, I obviously determined what would be a good fit for me in terms of piquing my interest and fitting my technology capabilities. However, I also evaluated various tools by sifting them through a more pedagogical filter. To do this, I took into consideration Bates and Poole’s (2003) SECTIONS framework. Bates and Poole (2003) state: “With technology developing at such a rapid pace, teachers and administrators are constantly being faced with the need to make decisions about appropriate technology for teaching” (p.75). SECTIONS stands for – Students, Ease of use, Costs, Teaching and learning, Interactivity, Organizational issues, Novelty, and Speed. Of these, the three that stood out most to me in this decision were as follows:
- Ease of Use
I found both Xtranormal and Prezi to be very user friendly and I know first hand that grade 11 and 12 students are tech-savvy. They have the ability to pick up on how to create entertaining Prezis. I have never seen one of my students do an Xtranormal video but I chose this tool because I know that they would be able to do an outstanding job if only the could be exposed to the software, which is what I intend to do. - Costs
Prezis are completely free and can be shared with others at no cost. All that is needed is internet access and this can be provided by the school if someone is without. Xtranormal used to be 100% free but now they have associated costs for each character and setting. New accounts receive 300 credits, which is enough to do two videos. If someone were to create one long movie, they could edit the movie in with the YouTube Video Editor to trim it up. This is how I created my 6 short clips. Also, credits can be earned when others create accounts because of you. As an educator, I requested and educator account and it was granted. I received 5000 credits which I intend to use for many future videos and perhaps I can allow my students to use my credits to publish their own videos too. - Interactivity
Both tools are very interactive and exciting to use. Students can really display their knowledge and use their creativity at the same time. Students can work with these tool together or by themselves. Once finished, the end products can be embedded on a wiki or weblog or uploaded to YouTube for the world to see.
On a more practical note, I thought that a visually appealing digital story that captivated students and addressed a real concern would be ideal. I have a Tablet PC and use it regularly. I do much of my teaching with a projected image on my screen and I love showing my students clips from movies that relate to physics concepts. Xtranormal enables people to create stimulating videos with animated characters. It affords a professional and polished look without the need for a lot of expertise. Having video as well as audio makes for a very entertaining way to present information or listen to a dialogue. Prezis are text based presentations that look like PowerPoint on steroids. The effects and transitions are very engaging and can significantly enhance a story or presentation. Images and video can be embedded into a Prezi, which adds to the interest level as well.
What are the strengths & limitations of a storytelling approach?
Peralta (2010) speaks to the community building capabilities of good storytelling. It has the ability to create a shared experience by bringing the viewers inward, toward a situation. If done well this approach is useful in that the community is strengthened with common bonds and memories. Stories allow students to learn exponentially instead of just receiving facts and data. It can also grab and hold the students’ attention effectively if various audio-visual technology is used. For instance, instead of just reading out a story, one could create a digital story that also had visual components (video or images) with fancy effects and transitions.
Some limitations would be the overuse of digital stories. If digital stories were created and used for every learning opportunity, I think the connection between the teacher and the students would be minimized. Without moments of traditional content delivery, how would teachers and students connect on a deeper level? There is also the issue of the time that is needed to create an engaging and worthwhile story. Good stories require much time and creativity and it would not be possible to use a storytelling approach all the time. As with most things, balance is the key.
Conclusion
We live in a digital world and I teach digital natives. I love the idea of introducing my subject area with a story about a student asking what each of my students has or will ask at some point in their lives, “Why am I Learning This?” I love even more that I get to tell this story with exciting Web 2.0 tools that are fun and effective. My students will appreciate the entertainment quality and the ease of use, as well as the interactivity. I hope that my students will be motivated to stories of their own using these tools.
References
Alan Levine. (2007). “50 Web 2.0 Ways to Tell a Story.” Accessed 10 July 2011. http://cogdogroo.wikispaces.com/StoryTools
Bates & Poole. (2003). “A Framework for Selecting and Using Technology.” In Effective Teaching with Technology. San Francisco: Jossey-Bass.
National Educational Technology Standards for Teachers. Retrieved July 18, 2011 from:
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm
Peralta, A. (2010). The Art of Storytelling: The Co-Construction of Cultural Knowledge. Art Education, 63(2), 25-30. Retrieved from EBSCOhost.
Digital Storytelling using Social Media: Reflection
Background
Ever since ETEC 565A began, I have been looking forward to creating a digital story that I could use in my Physics 11 class next September. ETEC 531 introduced me to the notion of media productions, and it was here that I spent countless hours creating what I consider to be impressive works of art. Not until ETEC 565A have I been able to dabble in another creative project. Throughout my time in the MET program I have been introduced to a variety of Web 2.0 applications and when it came time to pick from Levine’s (2007) “50 Web 2.0 Ways to Tell a Story” I was drawn to both the Prezi and Xtranormal tools. What I didn’t expect is that I would create using both.
I was having trouble choosing between Xtranormal and Prezi. I liked the thought of having the entertainment and value of Xtranormal but I also liked the freedom that could be taken with the text used in a Prezi. I decided to make 6 short videos with Xtranormal and embed them strategically in the Prezi. I felt that this would create the most engaging story and still cover a large amount of important information about where physics is use in life. My digital story is embedded in this ETEC 565A weblog and is also available as a link to Prezi.
Why is this story worth telling: what does it contribute to student learning? What’s your pedagogical rationale for doing this?
Ever since I began teaching I have been faced with a question that plagues most teachers, “Why am I learning this?” or “When will I ever use this?”. I thought that I would take this opportunity to create an entertaining, yet applicable, digital story that will help me answer these questions, which will no doubt come my way again. It was a perfect topic because I wanted my story to be 100% useful to my curriculum. I was afraid that if I had picked a topic that was more about me as a person, though useful in other ways, I would be missing out on an opportunity. I also chose this topic because it falls in line with my first assignment the students must do. They must report on a famous physicist and present in a creative way. Since I want to suggest a variety of web 2.0 applications from Levine’s (2007) “50 Web 2.0 Ways to Tell a Story” I thought it would be prudent to show them an example of one of my own web 2.0 presentations.
With this in mind I thought I should consult the National Educational Technology Standards and Performance Indicators for Teachers (NETS) and look at things from a more pedagogical point of view. NETS contains standards and descriptors for teachers as they make their classrooms more digital. The following are three of the descriptors that stood out to me that supported my rationale for telling this story.
- Model Digital-Age Work and Learning – Teachers communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
I feel that the content in my digital story was extremely relevant as many students, and parents alike, ask me where the curriculum meets the real world. I wanted to tell a story with a digital medium that helped me convey the many connections between physics and the world around us. Though I did not initially intend to use two Web 2.0 tools, I am glad that I did. My digital story not only shows the power of each tool, but how they complement each other.
- Facilitate and Inspire Student Learning and Creativity – Teachers promote, support, and model creative and innovative thinking and inventiveness.
Moving beyond the fact that I feel that the content of this story is extremely applicable to my students, I feel that the digital story itself shows innovation and creativity. My desire is for my Physics 11 students to see my digital story as more than an informative introduction to physics. I would like for them to see my efforts as a model for what is possible when creating a presentation. I feel that my use of Xtranormal and Prezi will promote inventive work in each of the students.
- Promote and Model Digital Citizenship and Responsibility – Teachers advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
In this digital age I have found that there is little concern for responsible Internet use. Students, and adults, seem to lack the understanding of copyright policies and practices. Although I am concerned about such things, I never know how I can be a good model for this issue. I feel that this project has allowed me to tap into that to some degree. As I show my story to my students, and then encourage them to create their own masterpieces, I can demonstrate how to avoid copyright infringement.
It was important to me when choosing pictures for my Prezi to only use images that were on Flickr and were only found within Creative Commons licensed content. I wanted to be sure that all images were labeled for reuse even though some of the picture that I really wanted did not fall in this category. Students need to see teachers act responsibly if we are to expect them to do the same. I also made certain that I gave credit to Flickr and Xtranormal, which is good practice when creating something with borrowed material.
Why was this the right tool for you to use to tell your story? Explain how you purposefully selected your tool based on its functionality and your requirements.
When deciding which Web 2.0 software I was going to use to make my digital story, I obviously determined what would be a good fit for me in terms of piquing my interest and fitting my technology capabilities. However, I also evaluated various tools by sifting them through a more pedagogical filter. To do this, I took into consideration Bates and Poole’s (2003) SECTIONS framework. Bates and Poole (2003) state: “With technology developing at such a rapid pace, teachers and administrators are constantly being faced with the need to make decisions about appropriate technology for teaching” (p.75). SECTIONS stands for – Students, Ease of use, Costs, Teaching and learning, Interactivity, Organizational issues, Novelty, and Speed. Of these, the three that stood out most to me in this decision were as follows:
- Ease of Use
I found both Xtranormal and Prezi to be very user friendly and I know first hand that grade 11 and 12 students are tech-savvy. They have the ability to pick up on how to create entertaining Prezis. I have never seen one of my students do an Xtranormal video but I chose this tool because I know that they would be able to do an outstanding job if only the could be exposed to the software, which is what I intend to do. - Costs
Prezis are completely free and can be shared with others at no cost. All that is needed is internet access and this can be provided by the school if someone is without. Xtranormal used to be 100% free but now they have associated costs for each character and setting. New accounts receive 300 credits, which is enough to do two videos. If someone were to create one long movie, they could edit the movie in with the YouTube Video Editor to trim it up. This is how I created my 6 short clips. Also, credits can be earned when others create accounts because of you. As an educator, I requested and educator account and it was granted. I received 5000 credits which I intend to use for many future videos and perhaps I can allow my students to use my credits to publish their own videos too. - Interactivity
Both tools are very interactive and exciting to use. Students can really display their knowledge and use their creativity at the same time. Students can work with these tool together or by themselves. Once finished, the end products can be embedded on a wiki or weblog or uploaded to YouTube for the world to see.
On a more practical note, I have a Tablet PC and use it regularly. I do much of my teaching with a projected image on my screen and I love showing my students clips from movies that relate to physics concepts. I thought that a visually appealing digital story that captivated students and addressed a real concern would be ideal. Xtranormal enables people to create stimulating videos with animated characters. It affords a professional and polished look without the need for a lot of expertise. Having video as well as audio makes for a very entertaining way to present information or listen to a dialogue. Prezis are text based presentations that look like PowerPoint on steroids. The effects and transitions are very engaging and can significantly enhance a story or presentation. Images and video can be embedded into a Prezi, which adds to the interest level as well.
What are the strengths & limitations of a storytelling approach?
Peralta (2010) speaks to the community building capabilities of good storytelling. It has the ability to create a shared experience by bringing the viewers inward, toward a situation. If done well this approach is useful in that the community is strengthened with common bonds and memories. Stories allow students to learn exponentially instead of just receiving facts and data. It can also grab and hold the students’ attention effectively if various audio-visual technology is used. For instance, instead of just reading out a story, one could create a digital story that also had visual components (video or images) with fancy effects and transitions.
Some limitations would be the overuse of digital stories. If digital stories were created and used for every learning opportunity, I think the connection between the teacher and the students would be minimized. Without moments of traditional content delivery, how would teachers and students connect on a deeper level? There is also the issue of the time that is needed to create an engaging and worthwhile story. Good stories require much time and creativity and it would not be possible to use a storytelling approach all the time. As with most things, balance is the key.
Conclusion
We live in a digital world and I teach digital natives. I love the idea of introducing my subject area with a story about a student asking what each of my students has or will ask at some point in their lives, “Why am I Learning This?” I love even more that I get to tell this story with exciting Web 2.0 tools that are fun and effective. My students will appreciate the entertainment quality and the ease of use, as well as the interactivity. I hope that my students will be motivated to stories of their own using these tools.
References
Alan Levine. (2007). “50 Web 2.0 Ways to Tell a Story.” Accessed 10 July 2011. http://cogdogroo.wikispaces.com/StoryTools
Bates & Poole. (2003). “A Framework for Selecting and Using Technology.” In Effective Teaching with Technology. San Francisco: Jossey-Bass.
Peralta, A. (2010). The Art of Storytelling: The Co-Construction of Cultural Knowledge. Art Education, 63(2), 25-30. Retrieved from EBSCOhost.
National Educational Technology Standards for Teachers. Retrieved July 18, 2011 from: http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm