Changes

=Objectives=

=Objectives=

#Capturing information in non-textual ways; what to use when

#Capturing information in multiple (non-only-textual) ways;

#Combining text, graphic and audio visual methods, developing a story and scripting by combining multiple digital methods; digital stories can be story books; audio or video

#Combining text, graphic and audio visual methods, developing a story and scripting by combining multiple digital methods; digital stories can be story books; audio or video or a combination of these

#Digital stories for communication in classrooms; in the case of language teaching-learning how this can be used for learning and assessment  

#Digital stories for communication in classrooms; in the case of language teaching-learning how this can be used for learning and assessment. It can be used to document community institutions for social science topics. It can be used to document nature / natural events for science topics.

#Evaluation of digital stories  (for teachers for assessment)

#Evaluation of digital stories  (for teachers for assessment)

#Possibilities for inclusion using digital story telling (for teachers for children with different learning needs and abilities)

#Possibilities for inclusion using digital story telling (for teachers for children with different learning needs and abilities)

Understanding digital stories

=Understanding digital stories=

Take a given multimedia communication and discuss with the students the overall message and the role and effectiveness of each of the pieces of the digital story in communicating the idea.  For example, with a sequence story or animation film, ask the children to tell the story.   

Take a given multimedia communication and discuss with the students the overall message and the role and effectiveness of each of the pieces of the digital story in communicating the idea.  For example, with a sequence story or animation film, ask the children to tell the story.   

Notes for the teacher:

=Notes for the teacher=

1. Why has a video been used for a particular message or could it have been captured (better) by a photograph?

1. Why has a video been used for a particular message or could it have been captured (better) by a photograph?

2. What pictures/ images have been captured?  How are they important?

2. What pictures/ images have been captured?  How are they important?

3. How different media (audio, video, image) are different?

3. How different media (audio, video, image) are different?

4. When to use what?

4. When to use what?

=Student Outcomes=

Srudent Outcomes

1. Comprehension, verbal (oral) expression from a given story/ resource

1. Comprehension, verbal (oral) expression from a given story/ resource

2. Making a story line for a given idea  

2. Making a story line for a given idea  

3. Identify key ideas for getting photos / images/ drawing pictures

3. Identify key ideas for getting photos / images/ drawing pictures

Making a story – Photo Image Essay

=Making a story – Photo Image Essay=

Here, we have to create a photo / image essay.  This could be either be a documentation of an event or a set of images that can be tied to tell a story or an explanation of a process.  These photographs could either be downloaded from the internet or taken by the participants (either through a camera, web camera, or a scanner) or created using MyPaint.

Here, we have to create a photo / image essay.  This could be either be a documentation of an event or a set of images that can be tied to tell a story or an explanation of a process.  These photographs could either be downloaded from the internet or taken by the participants (either through a camera, web camera, or a scanner) or created using MyPaint.

For different processes, this will be different.  In Domlur, we have taken photographs, we can add downloaded pictures and tell a story.  Stitch the photographs in a slideshow.

For different processes, this will be different.  In Domlur, we have taken photographs, we can add downloaded pictures and tell a story.  Stitch the photographs in a slideshow.

Even a mind map with images, notes is a story only!!

Even a mind map with images, notes is a story only!!

In language teaching-learning we have discussed two parts – one is the language itself (the grammar, figures of speech, the comprehension, vocabulary, etc); the second is the culture/ ideas that a particular lesson can be used to talk about.

In language teaching-learning we have discussed two parts – one is the language itself (the grammar, figures of speech, the comprehension, vocabulary, etc); the second is the culture/ ideas that a particular lesson can be used to talk about.

The nodes on the left hand side are all ideas for digital stories.   

The nodes on the left hand side are all ideas for digital stories.   

Srudent Outcomes

Student Outcomes

1. Students must coherently tell a story

1. Students must coherently tell a story

2. Making a story line for a given idea  

2. Making a story line for a given idea  

5. Technical skills of combining images and text (mind map, text document or presentation)

5. Technical skills of combining images and text (mind map, text document or presentation)

6. Are students able to document details well? Meta knowledge of source of information, permissions, disclaimers, etc

6. Are students able to document details well? Meta knowledge of source of information, permissions, disclaimers, etc

Making a story with created images

=Making a story with created images=

Creating an image using paint/ drawing applications. Take a created digital art and combine with photographs.  Together, tell a story with captions/ text.  This can be fully written text or comic strip like phrases, etc

Creating an image using paint/ drawing applications. Take a created digital art and combine with photographs.  Together, tell a story with captions/ text.  This can be fully written text or comic strip like phrases, etc

Student Outcomes

=Student Outcomes=

More methods of digital image creation (photograph, mypaint, scanner, etc)

More methods of digital image creation (photograph, mypaint, scanner, etc)

Digital and artistic reproduction

=Digital and artistic reproduction=

Editing Images and Adding text

=Editing Images and Adding text=

1. Editing the image for size, format, scaling and cropping, inserting into a document.  Adding a caption to an image and placing it with text.  Editing images to improve image quality.

#Editing the image for size, format, scaling and cropping, inserting into a document.  Adding a caption to an image and placing it with text.  Editing images to improve image quality.

2. Inserting text into images.  Adding descriptive texts and labels to an image; sequencing and telling a  story.

#Inserting text into images.  Adding descriptive texts and labels to an image; sequencing and telling a  story.

Student Outcomes

=Student Outcomes=

1. Image editing skills

#Image editing skills

2. How to combining images with documents

#How to combining images with documents

3. Vocabulary and writing skills

#Vocabulary and writing skills

4. Combining text and non-textual methods for communicating

#Combining text and non-textual methods for communicating

5. Sequencing images to tell a story

#Sequencing images to tell a story

6. Ability to tell a story  

#Ability to tell a story  

 

For a language lesson, you will assess the following:

For a language lesson, you will assess the following:

3. How critical questions are asked and expressed

3. How critical questions are asked and expressed

4. Linking of ideas

4. Linking of ideas

Other (picture/image) activities

 

=Other (picture/image) activities=

1. Create a process flow (science) diagram and label it. (Using draw tools, scan from hand drawn process charts and take a screenshot from an existing image of a diagram/ process chart.  

1. Create a process flow (science) diagram and label it. (Using draw tools, scan from hand drawn process charts and take a screenshot from an existing image of a diagram/ process chart.  

2. Even a Geogebra file is one such image / text story.

2. Even a Geogebra file is one such image / text story.

3. Explaining an experiment using screenshots from simulations is an example.

3. Explaining an experiment using screenshots from simulations is an example.

Video narrations

 

=Video narrations=

1. Shoot a video clip (of around 1 minute) to document any process or event.   

1. Shoot a video clip (of around 1 minute) to document any process or event.   

2. Using a voice recorder, narrate the explanation, description or commentary of the process or event to create an audio clip.

2. Using a voice recorder, narrate the explanation, description or commentary of the process or event to create an audio clip.

Student Outcomes

=Student Outcomes=

1. Learn how to make a short video clip

#Learn how to make a short video clip

2. Story telling and narration

#Story telling and narration

3. Combining images and audio/ video to make a film

#Combining images and audio/ video to make a film

4. Developing a script, and tell a story  

#Developing a script, and tell a story  

Assessment of digital stories

 

=Assessment of digital stories=

Digital stories can be used for assessment of student learning.

Digital stories can be used for assessment of student learning.

 

#How well story is developed?

1. How well story is developed?

#The quality of the material.

2. The quality of the material.

#The quality of the language

3. The quality of the language

#Analysing information presented in multiple formats  

4. Analysing information presented in multiple formats  

#How well ideas are connected?

5. How well ideas are connected?

#Accuracy

6. Accuracy

#How can we use this for children with different needs?

7. How can we use this for children with different needs?