10. Create to Learn

6 comments

Week 10 Theme:  Your Create to Learn Journey: How can “create to learn” pedagogies be applied to the context of your work and life?

If you did not participate in the live synchronous class, watch the video and answer the question, “How can digital storytelling be adapted to the context of your work and life?” in the “Leave a Reply” space at the bottom of this page.

AGENDA

  • Highlights and Lowlights – LEAP #3
  • How can digital storytelling be adapted to the context of your work and life?
  • Considering the relationship between self-expression and communication
  • Connecting digital storytelling to Common Core State Standards – skim/browse and share
  • What research questions emerge from your experience with LEAP 3?

CLASS PARTICIPATION ACTIVITIES/HOMEWORK. Please complete the following activities by April 11. Note: Change in the syllabus.

Theme for Week 11: Transformativeness. How do digital authors build upon and advance knowledge by using the creative works of others?

1. REFLECT ON YOUR LEARNING. Take time to reflect on what you learned as you completed LEAP 3. You can select any medium or format to express your reflection. Perhaps you will write an email, compose a written work, or share a voice memo. Post the reflection to your blog before April 11.

2. REVIEW FINAL PROJECT intermediate deadlines. 

  • Review examples of pecha kucha and final project -scroll down
  • April 11: Submit a creative brief – email a Google doc link to the instructor
  • April 18: Submit a scope of work plan – email a Google doc link to the instructor
  • April 25: Talk with a class member about your project (your choice)
  • April 30: Submit a Pecha Kucha – posted to your blog
  • May 7:  Submit final work – posted to your blog and send a Tweet using #EDC534 hashtag

3. HOMEWORK ASSIGNMENT. After reading and viewing the materials below, please compose a blog entry offering a synthesis of key ideas in under 500 words. Consider answering these questions;

  • What were the most interesting new ideas that you encountered?
  • What questions did these readings raise for you?
  • How are the ideas relevant to your work and life?

Tweet a link to your blog page using the #EDC534 hashtag or post a link using our closed Facebook page, Digital Authorship.

READINGS

VIEWING: 

Ferguson, K. (2015). Everything is a Remix: The Force Awakens. YouTube.

 

6 comments on “10. Create to Learn”

  1. I’m sad I wasn’t able to make the live class this week. It’s always a highlight of my week to meet with everyone and reflect on our learning together. This is one of the few online classes I’ve participated in in which I feel we truly have a sense of community (Julie’s being another!).

    I was not shocked to hear Renee share that fewer than 50% of teachers she has taught to use digital storytelling have used it with their students. In my current context as a district technology coach, I also see this in the classrooms in which I work. Multimedia and digital creation are often viewed as concepts to explore “after the Test”. Many of the barriers teachers express to me are the same as the ones shared in our class: time, frustration, it’s messy, oracy isn’t on the Test, and students are self-conscious and/or afraid of judgement. It’s a daily battle to try to overcome these perceptions and model how digital creativity supports many of the state standards (our Florida standards are very similar to the Common Core State Standards, which explicitly require opportunities for digital media creation, as discussed in class).

    In a related yet separate aspect of my life, I can see digital storytelling being used to represent interpretations and data in my doctoral courses. Interestingly, I was just asked by a classmate from a different course if I have experience with digital storytelling because she wants to use it as a mode to represent a theoretical perspective. I was happy to share this very recent experience from LEAP 3 and how I grew from the creative process.

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  2. First, I want to mention that after viewing the video, I related to many of the highlights and low lights of LEAP 3 that were discussed. I found it difficult to decide what story to tell, and how to go about it. I also found it difficult to determine how to tell my story. As a few people said, I created something and scrapped it a few times. What I found valuable is although I abandoned these stories and approaches, it caused me to reflect A LOT about myself and my story. I think the personal connection to the assignment made it difficult for me because am not a very emotionally expressive person; however, I believe that it was vital for me to step out of comfort zone. I enjoyed this because it was, as Renee described, the “sweet spot” of personal meaning and the curriculum objective.
    I was shocked to hear that such a low percentage of students that learn about digital storytelling have included it in their classroom. I believe digital storytelling can be adapted to the context of my work in a few different ways. It is a way for students to represent their understanding of ideas and concepts, and how it can relate to their lives (especially if writing skills need improvement). While completing the readings and LEAP 3 this past week, I kept thinking of how I can apply these storytelling skills in my class. One thought that came to mind is, I like to do “alternate history” free writing. Here students can create a new historical narrative while incorporating important historical facts and concepts. Additionally, students could recreate stories of historical figures or events but in ways that allow them to display the story as they perceive it. It may also be used with students that may lack writing skills, by allowing them a way to display their knowledge in ways other than writing.

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  3. In my Composition courses, I tend to follow the lead of Peter Elbow & the Expressivists. The majority of the writing that my students do is based on their personal lives. I always try to stay open to “teachable moments” & the indirect learning that may be taking place at any moment.

    So, two questions that really resonated w/me in this week’s Zoom class were:
    -How do we support the “whole” student?
    -How do we cultivate Social/Emotional risk in students.

    As we know from this past week’s Storytelling assignment, students can share personal stories while incorporating new media. The rub? First, the student must figure out the new technology, and only THEN can s/he grapple with incorporating course content. This doesn’t even take the Social/Emotional risk that students need to take in order to share their stories into consideration. It all comes down to time. Finding the time for the student to learn the technology and to write and share their piece is the challenge that we face.

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  4. How can digital storytelling be adapted to the context of your work and life?
    Digital storytelling can be used with my students, which I am currently doing. In one of my classes, I am actually using this LEAP 3 with my middle school students. They are in the process of brainstorming and drafting their stories they want to tell the class. I am beginning this assignment as a writing project, but the students will be creating a digital story to share with the class. This assignment is allows my to incorporate all the the language domains into my lesson, speaking, reading, writing and listening. I will give them a number of platforms to use to share their story digitally with peers. I am hoping to give students to opportunity to share their stories with our community during our student showcase at the end of the year.

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  5. When I taught at middle school, I acknowledged the power of storytelling. As far as I know, students have a tendency that they usually focus on an instruction when an instructor use storytelling method instead on just delivering the contents alone. I think basically storytelling has a power to attract people’s attention. In digital storytelling, there are some fascinating factors that can capture students’ attention such as pictures, videos, and animations. It can be an effective way to express what the instructor want to teach.
    As a side of ordinary literacy practice, digital storytelling can function a useful way to share people’s thinking effectively since digital form supports multimodality. In addition, since it is both quicker and wider way to access and share the story than traditional way.

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  6. I’m considering doing a digital story for the library annual report this year. I also think I can develop different types of digital stories for different kinds of teaching situations. I used to make podcasts for a class I taught, but honestly they were kind of terrible and torturous to listen to. Now i know why!!!

    I feel like in my position as librarian, I can do more by modeling to faculty than directly suggesting something. So I’m definitely going to be working more digital storytelling into my communications. I can also offer a professional development course after school on digital storytelling.

    For my personal life, I feel like it was a good reminder of the power of storytelling–not necessarily digital.

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