The project deconstructed
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Presentation given at MCPS School Library Media Programs' (SLMP) Professional Day, August 19, 2010
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The project deconstructed
- 1. http://www.flickr.com/photos/lofink/4502244318/ The Project Deconstructed Andrea Christman, Rosa Parks MS Ilyssa Weiss, Winston Churchill HS digital story (dig·i·talsto·ry)A short, first-person video-narrative created by combining recorded voice, still and moving images, and music or other sounds.
- 2. Leverage—People Resources Tap into the expertise of the staff Nurture existing relationships Utilize common objectives http://www.flickr.com/photos/nuttinbutlove/4024280012/
- 3. Leverage—Technology Resources Utilize technology already available in schools Examine the use of free tools Allow students discover the software http://www.flickr.com/photos/julia_manzerova/4748112382/
- 4. Finding the Right Project The students The teacher The content The assessment http://www.flickr.com/photos/stepol/2766963536/
- 6. Images work better than Video
- 7. Narration required Planning & Provisioninghttp://www.flickr.com/photos/jeremybrooks/4296364726/
- 9. Need to Save Twice: Original format (.wp3) and Published format (.wmv)http://www.flickr.com/photos/jeremybrooks/4296364726/
- 11. Showcase
- 14. http://www.storycenter.org/resources.html (Center for Digital Storytelling Resources)
- 15. http://www.jakesonline.org/photostory.htm (David Jakes PhotoStory 3 Tutorials)
Notas do Editor
- Here, we want to focus on how to use the talents of the staff in the building and work with people on projects that are advantageous to all parties. Explain how it makes sense for Library Media and Staff Development to work together….and why we had common objectives. Our process of the rolling meetings was already established at WCHS, so we piggybacked on that. The rolling meetings were informal learning environment as opposed to formal, required events. This
- Here, we want to focus on how to use technology software that is already available on the school profile to avoid complicated issues, i.e., how to download at school, how to give access to students for home use, etc. Teachers do not always have to have all of the answers; students can teach each other (and us) how to use the tools.
- Be strategic with who you work with first: Match the right tools with the appropriate teacher/students/projectBridge students needed a different mode of presenting their product than a traditional, written research paperTeacher was willing to be flexible and accept technology difficulties that we encountered. She displayed a desire and interest during our rolling meetings. We had previously established open communication and when the opportunity arose, we took advantage.The “Global Issues” research assignment in English 11 lent itself to a digital storytelling product. The students were able to research their issue and present a compelling story in order to accomplish the same task that a traditional paper did; almost with better success (the images, video, voice, engagement). Assessment: a rubric can allow for assessment of the quality of research, the content of research, students’ creativity, ethical use of information,
- We didn’t actually use for this project; but would like to use in future…you may need to ask ITSS to add it to the school profile (Windows Accessories)
- After completion of the project, analyze with all parties:The successesAreas for improvementUpgrades for future projectsImpact on Student LearningShowcase the project with administrators and staff; which will result in more interestPlant seeds throughout conversations with people holding power (not just admin/RTs; but the cultural power players in the building regardless of their title)