"Technologies will come and go, but stories are

forever."

~ Jason Ohler, Digital Storytelling in the Classroom: New media Pathways to literacy, learning, and creativity, 2008.

Who We Are

Film School

Terri

Swagger

Paulina

Youth Media

Teacher,Arts Ed

Our Academic Inquiry

Paulina: How can the affordances of Web 2.0 enhance the

story development process of filmmaking/digital storytelling with youth?

Terri: How can youth in urban settings more fully

engage in the participatory culture through digital storytelling and video creation and sharing?

Why are we working together?

Discovered shared interests: Using digital stories with youth

Paulina: To practice digital storytelling using Web 2.0.

Terri: To practice teaching using Web 2.0.

teaching

digital storytelling

What did we produce?

A Digital Storytelling Workshop8-week curriculumAfter School Thursdays, 3:00 – 4:00Baldwin Elementary School*8th graders: Andy and BrianHave conducted 4 of 8 workshops to date

Our Educational Goals

We set out to:

Provide a learning experience that combines writing, technology and students’ interests to create a compelling project of value.

Train students to create a 3 – 5 minute digital story on a topic of personal interest using assets such as: images, music, transitions, graphics, video footage, voice-overs, and text.

To enhance the writing process by transferring existing writing skills to visual storytelling.

To enable peer-to-peer learning

Increase awareness of copyright and fair use

Our Media and it’s Affordances

Wetpaint, Wikispaces For Educators For Students

Digital Story Sites http://storiesforchange.net/ Reelworks.org

Multi-Media

Pencil and Paper

Open to Explore more

Web 2.0 AffordancesOur Objectives Affordances

Provide a learning experience that combines writing, technology and students’ interests to create a compelling project of value.

Bubbl.us – brainstormingWiki – collaborationReelworks.com – distribution online allows for wide accessibility of student work and motivation for students

Students will create a 3 – 5 minute digital story on a topic of personal interest using assets such as: images, music, transitions, graphics, video footage, voice overs, and text.

Act as a container for gathering and assets, place for assignments

To enhance the writing process by transferring existing writing skills to visual storytelling

Develop story and get feedback synchronously and asynchronously from peers as well as instructor

To enable peer-to-peer learning Allowed for collaboration, give feedback to one another about story, images, etc.

Increase awareness of copyright and fair use Post Resources, facilitators give feedback about permissions, etc.

Demo our Wikis

Student Wiki: (Paulina): http://baldwindigitalstorytelling.wikispaces.com/

Educator’s Wiki: (Terri): http://educatorsdigstorytelling.wetpaint.com/

Interest in film and have language around that

Writing process is difficult for them in this context Versus Writing in LA class

Meet students where they are with their interests Level of engagement increased with particular

Balancing the Ideal with the Actual TIME – 1 hour per week feels too short TECHNOLOGY – blocked sites, lack of student access at

home, TEACHING – What is essential? How do you prioritize all the

things students need to know and do to create a meaningful piece of work. How do you form the habits of mind necessary to best use Web 2.0

ENROLLMENT- Pros and Cons

Findings

Paulina’s Take-AwaysCan’t separate the writing out

At the base of any good film is the writing

Web 2.0 can help support

Valuing and honoring the Process (Product vs. Product)

Learning Opportunities happen in the Process

Documenting Process of storytelling serves as a resource for others

Terri’s Take Aways

Digital Storytelling - Writing as a continuous process

Writing in a learning community – benefits and challenges (Sullivan)

The importance of planning and discovery as legitimate parts of the writing process. (Flower & Hayes , 1981)

Class Take-Aways

Learning curve for online authorship from my own experience

Wonderful 2.0 tools that I’m incorporating into Swagger project. Reconfigured it as a social learning sight. Second Life-like learning communities.

A little less than half (47%) of Black teens have written in a personal journal in the past year, as compared with 31% of White teens. In addition, 37% have written lyrics or music, as compared with 23% of White youth (Lenhart, Arafeh, Smith, & & Macgill, 2008).