The 140 Voices project was co-developed by Rodd Lucier and Zoe Branigan-Pipe, who are working to bring co-learners to life through a collaborative project called 140 Voices. The 7 Degrees of Connectedness was created in part to help explain the 140 Voices project.
Why 140 Voices?
It’s the number of seconds that anyone can spare for a quick video.
The number matches the maximum number of characters in a tweet.
Many of the folks who will appear in these short videos, are active on Twitter. How long will it take to engage the voices of 140 educators-leaders-change agents?
Here, a short video interview with @Stephen_Hurley explains how the 140 Voices project came about and why we feel it fits so perfectly with the collaborative publishing taking place on VoicEd.ca.
Do you have a story to share? Do you know someone else who has a story to tell?
While you could wait for us to record you in person or via Skype, with a little video-editing playfulness, you can create your own 140 Voices video. Following the steps below, you can share your own story or any story of interest. The video tutorial below shows how it works.
To Capture and Post a Story:
1. Film yourself or a colleague using any digital video camera or camera-equipped computer.External mics are helpful, but not necessary.
2. Answer (or ask) the following questions or respond to the prompts:
* What is your name, role and where are you from (city, organization)?
* What is your current project or initiative?
* How does this project impact student learning? Teacher learning?
* How can folks keep track of your online learning?
3. Upload video content to a video editor of your choice (imovie, youtube editor)
4. Add the 140 Voices intro and extro to your video using the tutorial provided or some other method.
5. Post your video to YouTube using the hashtag #140voices.
To do this part, you will need a Youtube account (or any Google account)
6. Share the link with either @stephen_hurley, @thecleversheep or @zbpipe via Twitter using the hashtag #140voices
7. Videos will be collected and shared at VoicEd.ca
Peter Skillen and Brenda Sherry, are two dynamic and innovative educators from Ontario. Their videos are the first of what we hope to be 140 short interviews to be hosted at VoicEd.ca.
Last week, I started talking to my pre-service students about Digital Storytelling in the classroom. I was a little surprised that many of them had not heard these terms before. Teachers College is half over.
For me, digital storytelling, any storytelling actually is a KEY component in my instruction. It is the ‘Story’ that gives students the context, the imagination and the excitement. In my class, we made up stories everyday (my favourite was the time that I was to be sucked into the smartboard and visit my world-wide colleagues). Anyway, there is nothing new about telling stories in the classroom. In fact, storytelling is perhaps the earliest form of communication, before there were words, or tools to write with. Stories were always told.
But in today’s world, digital storytelling is what kids know. They play video games, watch TV (although not nearly as much as I did as a kid), create blogs, write in facebook, interact in real time adventures, collaborate in documents, share videos, pictures, music. They LOVE to create and the diversity of tools are endless. I know this because I watch my own two kids interact on World of Warcraft, and Spore and I see them create their own games using Scratch or edit pictures and mashup video using our Ipad or Itouch. I should mention, they’ve never accessed any of these tools at their school.
As new (or experienced) teachers, I encourage you to investigate and learn how to use these tools yourself. If YOU are the Movie Maker in the family, PASS THAT TORCH…teach someone else. It is such a wonderful feeling to create a digital story – It always feels like magic to me.
In digging around, I found my FIRST digital story. I was asked to REFLECT during a grad course I was taking and the professor said we can submit our reflection in “any medium”. Who knew that only a few years later I’d find my reflections here – on this blog. This video has never been published until now (self published anyway). This was the “Zoe” before @zbpipe existed, before “Pipedreams” existed, before I knew any of you, before I had a Global learning environment, before my Mac, before my iPad, before Googledocs…when I still owned a PalmTreo. For you reading – it will be nothing special. For me, it is magic. I want my students to feel magic too.
GOOD LUCK WITH YOUR OWN DIGITAL STORIES. HERE ARE SOME RESOURCES AND GUIDES THAT MIGHT HELP!
DIGITAL STORYTELLING WORKSHOP: How much better can it get – all these FREE resources and tutorials? Amazing.
My students will create a Digital Story this week. For most of them, there will be NO context because I simply want them to experiment with the tools and create a mashup..of something. Part One: These are the Digital Storytelling tools (PROGRAMS) that will be used during the Digital storytelling workshop:
1) Windows Movie Maker(sorry Mac users but it is important to be familiar with Windows programs that are used in the classroom)
Printable Classroom Guide
4)Screen shot -Take a screen shot by pressing the PrntScrn
(This might seem OBVIOUS, but I just learned this recently myself thanks to my PLN when I was in an IBM emergency!)
NOTE: The computer places a copy of what is currently displayed on your computer screen on its internal clipboard and will keep it there until it is replaced by another screen shot or until you turn off the computer.
Last spring, Youtube released a tool called: Youtube Search Story Creator. You may have seen this famous video called: Parisian Love that was shown on a television ad during Superbowl.
This tool is simple to use and could be a great digital story telling tool in the classroom or school.
A few ideas:
1) Have students use a main character in a story and decide what types of Google searches she/he would have done throughout the story. This would elicit discussions about events, character choices, point of view, critical thinking skills, sequencing and other strategies
2) Have student use themselves – pick 4 topics that they would have ‘Googled’ this past weekend. Other student must INFER what it was the student was doing or trying to do.
3) Have schools use this tool to demonstrate what topics are being taught (teachers can pool together what type of searches they are doing).
4) Teachers can use this tool to demonstrate what subjects or strands are being taught – as an overview
5) How to plan a trip? Have student go through the different stages of planning a trip. Partner up the students and they can narrate each others stories. Integrate this into a mapping or social studies lesson.
6) Have your students create a Search Story to tell you about their interests.
7) Create a search story as a way to discuss one’s digital footprints.
8) Teach students to go from very general to very specific when discussing a topic.
The tool is somewhat customizable, allowing you to search pictures, maps, blogs and choose your own music. You need to use your youtube account (google account) to upload the final product.
Example of one that I did – demonstrates “me”.
Here – Doug Peterson uses the tool to tell a story about his digital footprint, his interests and his current projects.
If you have any further suggestions or can share a digital story that you have tried with this tool, please consider adding it to my list. Additional Resources:
@teachertracks lists some excellent ideas about how to use Google Search Stories in your classroom in her blog: Teacher Tracks
This week, students will be exploring a variety of story telling animation and art tools as part of our Olympics and Social Studies Connections Unit. I did a similar unit with a group of primary students last year, resulting in the following video:
For this project, students will have a choice to create a biography of a Canadian Athlete, a Time-Line of a winter sport, or a spotlight about the Vancouver 2010 Host Nations. Students have already had opportunities to conduct research and create an assortment of graphic and text based accounts of sport highlights, athlete highlights and highlights of the Host Nations.
In using Windows Media Maker, we ran into a variety of problems. First, students found it difficult to change the transition times after the picture import. Often, students found that the program crashed during import due to the size of the pictures. They had to use photoshop first to do a batch import and edit the file size. This two step process is unnecessarily and difficult for some students. The use of the chroma key for blue/green screen functionality was not clear for students and required additional downloads or add on’s. Ultimately, the final version of the show was downloaded into my MacBookPro and I used Imovie to create a final product.
Ontario has recently purchased the license for Frames – More Info
Frames allows easy import of pictures as well as camara hook up
Frames has thousands of pictures ready to use
Frames allows easy voice integration
As well, I will re-introduce students to an already familiar site called Creative Commons, where they can access pictures, sounds and movie clips and import them directly to Frames.
By using creative commons pictures, my students will become familiar of copyright rules and regulations as well as using creative commons attributes for their own work.
Students can create Google Searches directly in Creative Commons and will begin to understand the variety of licensing levels and choices that an author can make when publishing work.
How will student upload and store pictures?
For this activity, I will introduce them to Dropbox. As a student in our district, they receive an email account using First Class. With drop box, I will share a file easily using their email. See example here: