Do you experiment with your surroundings to find solutions to problems? Do you do role play or perform improvisation as a way of learning and discovery? Do you simulate real-world problems or situations or construct models of them? Do you meaningfully sample and remix media content? Do you scan your environment and shift focus as needed to salient details? Do you interact meaningfully with tools that expand your mental capacities? Do you pool your knowledge and compare notes with others toward a common goal? Do you evaluate the reliability and credibility of different information sources? Do you follow the flow of stories and information across multiple media modalities? Do you search for, synthesize, and disseminate information? Do you travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.
Play — capacity to experiment with surroundings as a form of problem-solving Performance — ability to adopt alternative identities for the purpose of improvisation & discovery Simulation — ability to interpret & construct dynamic models of real-world processes Appropriation — ability to meaningfully sample & remix media content Multitasking —ability to scan environment & shift focus as needed to salient details. Distributed Cognition —ability to interact meaningfully with tools that expand mental capacities Collective Intelligence —ability to pool knowledge & compare notes with others toward a common goal Judgment — ability to evaluate the reliability & credibility of different information sources Transmedia Navigation — ability to follow the flow of stories & information across multiple modalities Networking — ability to search for, synthesize, & disseminate information Negotiation — ability to travel across diverse communities, discerning & respecting multiple perspectives, grasping & following alternative norms. From: Confronting the Challenges of Participatory Culture: Media Education for the 21st CenturyConfronting the Challenges of Participatory Culture: Media Education for the 21st Century
British Council http://learnenglishkids.britishcouncil.org/en/ make-your-own/story-maker http://learnenglishkids.britishcouncil.org/en/ make-your-own/story-maker Squidoo http://www.squidoo.com/storymaker http://www.squidoo.com/storymaker
tildeetildee lets you very easily create a simple step-by-step tutorial by adding text, maps, videos and photos. Web DocWeb Doc drag and drop nearly anything from anywhere. PhotoCollectPhotoCollect lets students add photos. Gives a url. FakebookFakebook from ClassTools site to re-tell stories. BroadcastrBroadcastr lets you record a 3 minute audio and attach it to a map. Students would have to create their own acct. Students talk about hometowns, field trips, or places they want to visit. GeoTrioGeoTrio create audio tours with map. Little Bird TalesLittle Bird Tales lets you make your own slideshow or 'book' with images and voice overs. ThumbscribesThumbscribes create private groups to collaboratively create a story. ProjeqtProjeqt like Prezi which allows for micro storytelling to be shared. Prezi PoppletPopplet mind mapping app. It lets you add text, images, drawing, urls. Write ComicsWrite Comics is freaking cool. KnovioKnovio upload a PowerPoint presentation, record a presentation with your microphone and webcam, and then it’s done! Like Authorstream but with a simpler interface. Really good for students. SlidestaxxSlidestaxx Students can grab content from anywhere (and it lists where it came from in the caption) and then make their own caption into their own slideshow. From Larry Ferlazzo The Best Web 2.0 Applications For Education In 2011The Best Web 2.0 Applications For Education In 2011
Learners are given a theme and must find and review three books with that theme. Thiagi Interactive Storytelling Techniques Instead of retelling a book or story, students tell their own. “Storytelling is a powerful way to present the training content. However, traditional storytelling encourages the participants to become passive listeners. In contrast, the use of interactive stories encourages the participants to actively work individually or in teams to create stories, modify stories, share stories, make appropriate decisions at critical junctures in stories, debrief stories, and analyze them.”
Analyzed Stories. Read and dissect the story, identify problems and their causes, and make appropriate decisions. Co-Constructed Stories. Identify a theme, topic, or plot line. Learners then construct a story. Each participant supplies one or two words (or sentences or paragraphs) during her turn. Debriefed Stories. After the story ask participants to reflect on the incidents in the story. Discuss by asking how they feel, what happened in the story, compare to real life. Prompted Stories. Give learners a prompt ( photograph, a graphic, an opening sentence, or a closing sentence.) and make a story. Rashomon Stories. Present a story, emphasizing key incidents and three or more characters. Rewrite the story from the points of view of different characters. Roleplayed Stories. Present a story and stop at a critical juncture. Ask teams of participants to play the roles of important characters in the story. Shared Stories. Each learner makes a story. Invite participants to repeatedly pair up with one another and share their stories. Shrunken Stories. Give examples of hint stories, 99-word stories, or six-word stories. Ask the participants to write individual stories and share them in teams. Summarized Stories. Give examples of 1-minute summaries of classic novels. Learners imitate model Unfinished Stories. Present three-fourths of a story. Ask teams of participants to complete the story. Zoom Stories. Ask participants to narrate a story at an appropriate level of detail. When you tell the narrator to zoom in, she continues narrating the story with a greater number of details. When you ask the narrator to zoom out, she presents the story in broad strokes, moving away from too many details. http://thiagi.com/pfp/IE4H/may2011.html#ToolKit
Groups of learners re-use the words from the chosen book into dialog form. Scenes are described Tips for body language and acting are given in the script. A story board with character avatars are made with dialog boxes. Story is recorded on video.
Learners take the theme music, book reviews, suggestion file, and play script and edit into a 2 minute movie trailer Titles, captions, headings, and credits need to be added to the trailer. Learners can incorporate any creative elements per their choice.
Get learners to make their own storybooks Audio or video them telling the story. Get them to type it out while listening again and again Help correct any errors Re-use materials – cardboard, cereal boxes. Print up story onto color paper. Have them draw their own characters or collage one together from images
Practice using ER with TELL above. Day 1 – ask students to tell a story. Audio record. Day 2 – ask student to write the story onto paper while listening to the audio file. Homework – type up story into electronic file Day 3 – book cover, story title, bio Day 4 – draw characters for the story Day 5 – story board the story into pages Day 6 – add characters and pictures to the pages Day 7 – tell the story using video Day 8 – compile book Day 9 – introduce book to others Day 10 – market day: sell book
Maria Lisak firstname.lastname@example.org email@example.com www.koreamaria.com www.koreamaria.com Blog Gwangju University Foreign Language Center. Room 1734 Values Safety Simplicity Identity Curiosity Prosperity