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Web 2.0 Storytelling: Emergence of a New Genre (EDUCAUSE Review) | EDUCAUSE - 0 views

www.educause.edu/...163262 web2.0 DigitalStorytelling technology digital storytelling professionaldevelopment resources
shared by Jenny Gilbert on 24 Jan 11 - Cached
  • To claim that there is now such a thing as “Web 2.0 storytelling” invites risks. For one, some media reports suggest that this type of storytelling could be either hype or a danger. In addition, trying to pin down such a moving target can result in creating terminology that becomes obsolete in short order. Moreover, claiming that storytelling is happening online and is developing in interesting ways contradicts some current assertions about a decline in reading.Accepting these risks, we suggest there is most certainly a new form of expression that is compelling to educators. Starting from our definitions, we should expect Web 2.0 storytelling to consist of Web 2.0 practices.
  • Lonelygirl15 (http://www.lonelygirl15.com/), which started as a series of short videos on YouTube, grew to include a large number of comments, blog posts, wiki pages, parody videos, response videos, and a body of criticism. In each of these cases, the relative ease of creating web content enabled social connections around and to story materials.
  • Web 2.0 narratives can follow that timeline, and podcasts in particular must do so. But they can also link in multiple directions. Consider the possibilities facing a reader (or a viewer or a listener) who approaches Postmodern Sass. One timeline follows blog posts in chronological order. Another follows comments to a single post. A third follows links between posts, such as when the author refers to an earlier situation or references an old joke. Web 2.0 creators have many options about the paths to set before their users. Web 2.0 storytelling can be fully hypertextual in its multilinearity.
  • ...12 more annotations...
  • laying for Keeps (http://www.playingforkeepsnovel.com/) includes blog posts (with comments), podcasts (each blogged, with those posts commentable), PDF downloads, a MySpace page, and additional blog posts from various content contributors, with these posts housed at their own locations.
  • his sort of content repurposing, redesign, and republication can open up problems of version or content control, yet in return, it offers the possible harvesting of the storytelling energies of the creative world.
  • The Twitter content form (140-character microstories) permits stories to be told in serialized portions spread over time.
  • Even more varied forms include movie trailer recuts, in which the story creator edits clips from a well-known Hollywood movie to make a preview that tells a different story.
  • Web 2.0 storytelling is a rapidly evolving genre, developing as new platforms emerge and moving in pace with the creativity of the human mind. We anticipate that new storytelling forms will emerge from today’s tools for microblogging, social networking, web-based presentations, and microblog-like videos
  • For rich-media content creation, Web 2.0 tools have lowered the barriers by moving the process of (expensive) desktop video-editing software to (free) web-based applications17 and at the same time ostensibly moving the focus from using the tool to telling the story with the tool.
  • o be included, the tools had to be free, completely web-based, and able to produce a final product that could be viewed via a link and/or could be embedded into another site. Currently, The Fifty Tools website (http://cogdogroo.wikispaces.com/StoryTools) features examples of stories created in fifty-seven tools, and the number is likely, as new tools continue to emerge, to top seventy soon.
  • Should Web 2.0 storytelling be considered for educational purposes as well? After all, not every art form needs to be used in academia. We believe that the answer is “yes” and that Web 2.0 storytelling offers two main applications for colleges and universities: as composition platform and as curricular object.
  • Some projects can be Web 2.0 stories, while others integrate Web 2.0 storytelling practices.
  • A single course blog, for instance, tells the class “story.”
  • At a different—perhaps meta—level, the boundaries of Web 2.0 stories are not necessarily clear. A story's boundaries are clear when it is self-contained, say in a DVD or XBox360 game. But can we know for sure that all the followers of a story's Twitter feed, for example, are people who are not involved directly in the project? Turning this question around, how do we know that we've taken the right measure of just how far a story goes, when we could be missing one character's blog or a setting description carefully maintained by the author on Wikipedia?
  • For now, perhaps the best approach for educators is simply to give Web 2.0 storytelling a try and see what happens. We invite you to jump down the rabbit hole
  • Jenny Gilbert on 24 Jan 11
     
    excellent and detailed doc exploring and defining web2.0 storytelling and what that actually means
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Introduction - 1 views

www.ngfl-cymru.org.uk/...introduct romeo juliet shakespeare literature year10 IWB english resources teaching lessonplans
shared by Jenny Gilbert on 16 Feb 10 - Cached
  • Jenny Gilbert on 16 Feb 10
     
    This resource pack explores the first meeting of Romeo and Juliet. The notion of "love at first sight" is discussed; the scene is set in context and students move on to looking in detail at the religious imagery used by Romeo and Juliet in Act 1, Scene 5. The sonnet form is then introduced. Students investigate Shakespeare's use of this form at this point and then progress to identifying other sonnets in the play.
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Suppertime Sonnets: In Which I Get My Lamp! - 0 views

suppertimesonnets.blogspot.com/...in-which-i-get-my-lamp.html sonnets shakespeare resources literature writing teaching reading
shared by Jenny Gilbert on 25 Aug 10 - Cached
  • Jenny Gilbert on 25 Aug 10
     
    a good way to show students a modern sonnet form
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Game Templates - 0 views

www.murray.k12.ga.us/...Games.htm templates powerpoint education smartboard iwb
shared by Jenny Gilbert on 19 Dec 09 - Cached
  • Jenny Gilbert on 19 Dec 09
     
    lots of games here in template form to create fun lessons from
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http://edsitement.neh.gov/sites/default/files/worksheets/Sonnet_Unscrambler.pdf - 0 views

edsitement.neh.gov/...Sonnet_Unscrambler.pdf shakespeare Sonnet_Unscrambler.pdf worksheets resources lessonplans
shared by Jenny Gilbert on 15 Aug 11 - No Cached
  • Jenny Gilbert on 15 Aug 11
     
    worksheet to unscramble a sonnet - Shall I compare thee to a summer's day? Great activity for the Sonnet form. 
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Reading between the lines - 0 views

www.smh.com.au/...-the-lines-20110813-1irxb.html books reading education Professional_Development
shared by Jenny Gilbert on 15 Aug 11 - No Cached
  • 'In other words,'' says Dr Sue Thomson, of the Australian Council for Educational Research, ''larger proportions of students can be described as 'strong performers' in the digital medium than in the print medium.''
  • If anything, what the new technologies will do is provide more opportunities to engage with long-form texts. The distribution mechanism will allow greater access. If you wanted to read almost anything on anything, I can almost guarantee there'll be 5000 words that someone's written about it somewhere, that you can get your hands on in an instant.'
  • ''Everybody's either on a Kindle, emailing, texting, reading the news on their iPads. The digital revolution is not destroying reading. It's changing the shape, the form, the context and maybe how we do it, but I don't think it's diminishing it.''
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  • But does access to more material make us more ''literate''? ''I actually think the evidence shows that most of our children are more literate, if you think of the definition 'literacy' as hugely more complex than it was 30 or 40 years ago and the different sorts of literacies that everyone has to have,'' says Ewing
  • ''At one point of time, if you could sign your name you were 'literate' - and then it was actually a very good measure. Later, if you could do a, say, primary school level of schooling, that was considered to be literacy. Today, I'd say, it's being able to interact with and participate in contemporary society, and in most workplaces these days that takes in having some element of computer literacy.''
  • BUT many worry that screen-based reading is already changing the way we read for the worse, playing to what has been called the Google generation, people with short attention spans who are prone to distraction and turn into ''skimmers''
  • ''Wide reading, particularly wide reading out of school, has a direct correlation with academic success.''
  • nd amid all the gloom and doomsaying, it seems we're still doing plenty of that.
  • Jenny Gilbert on 15 Aug 11
     
    Are kids not reading - or is it that the nature of reading has changed - great article
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YouTube - George Orwell - Animal Farm (Audio Book) 1 - 0 views

www.youtube.com/watch youtube animalfarm audio
shared by Jenny Gilbert on 22 Apr 11 - No Cached
  • Jenny Gilbert on 22 Apr 11
     
    whole book in audio form
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Club Write - 1 views

www.montgomeryschoolsmd.org/...ClubWrite_TG.pdf English writing literature
shared by Sonia Opie on 14 Dec 10 - No Cached
  • Sonia Opie on 14 Dec 10
     
    links to different forms of writing
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Shakespeare Searched. - 0 views

clusty.com/search
shared by Jade Kemp on 20 Jan 09 - Cached
  • Jade Kemp on 20 Jan 09
     
    shakespeare searcher
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Spellchecker - Online Spell Check Form - 0 views

www.spellchecker.net/spellcheck english resources teaching writing spelling grammar Spellcheck
shared by Jenny Gilbert on 24 Jan 10 - Cached
  • Jenny Gilbert on 24 Jan 10
     
    Fantastic free tool that requires no download or registration. Copy and paste text into the window and this service will highlight questionable spelling and grammar. An explanation is given as well as ways to fix the problem. This tool supports over 15 different languages including 3 variants of English.
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Inspiring Teachers - Monthly Columns -Differentiation of Instruction Part 1 - classroom... - 0 views

www.inspiringteachers.com/...iation_of_instruction_pt1.html differentiation
shared by Jenny Gilbert on 04 Feb 11 - No Cached
  • It is teaching towards each student's strengths, and allowing their weaknesses to develop into future strong points.
  • Quite frankly, the course of action begins with the very basics of how you run your classroom. Begin the year by getting a grasp of the strengths and weaknesses of your students through the use of the available data, like benchmark testing results, standardized test scores, pre-tests, student inventories, portfolios, guidance folders, and/or classroom grades from the previous year; although those important items are just the beginning of your learning process. They give results and information, but they do not tell you how the student got there.
  • a responsive classroom that differentiates is one where the teacher prides him or herself on getting to know the students as individuals. From my own experience, once you tap into that resource, you can more easily find ways to connect with everyone in the classroom.
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  • so use the idea of getting to know your students as a place to incorporate writing. When given a topic they can personally relate to, students usually write much more than they would ever tell you verbally. Sentence starters work well. Journal prompts are a terrific asset.
  • A teacher who makes an effort to value and learn about students on a more personal level, will gain the respect of the students and will begin on the journey of lesson planning for the whole group. It is not a "waste of time" to spend important moments on this "getting-to-know-you" task. The better you understand your students, the easier it is to get them to learn.
  • If students work together toward a common goal, then communication and organization improves. Plus, students feel supported, and they know they can go to other members of the class for guidance.
  • Facilitating an environment where a struggling student can approach a gifted student to request assistance, provides students with the chance to succeed in safe surroundings and at their own pace.
  • Although some teachers would disagree with me, I use self-assessment often
  • students are self-monitoring as well, and more often than not, they are pleased with their progress.
  • They feel good about themselves because they can see the learning in concrete form.
  • All students, from resource to gifted, need to "work up."
  • Using rubrics, checklists, and clearly written instructions, which are provided in advance, are a way to begin in helping all students learn to desire achievement
  • Diversity in the classroom is a given; our job is to figure out how to get students to want to learn the material on their own, at a pace that is good for them.
  • Teachers differentiate through their CONTENT.
  • What are the procedures/activities/steps which are followed so that students create their final outcome? This middle part is called the PROCESS. The final outcome is the PRODUCT. The product is most often the assessment vehicle by which students demonstrate what they have learned.
  • When students are offered choices in the process area, you enable them to discover different skills and competencies.
  • it means one plan with three options or sections.
  • Activities related to the same learning outcome are prepared with different stages of difficulty, each stage addressing higher levels of thinking and/or different learning styles.
  • Jenny Gilbert on 04 Feb 11
     
    there are 3 more parts to this.
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