Although this tale has already been documented in my earlier posts, this powerful, inspirational story needs to be regularly shared with educators and their students.
Alan Levine (aka @cogdog) has challenged DS106 and ETMOOC participants to share “True Stories of Open Sharing … examples of times when there was an unexpected positive outcome after sharing something openly online.”
My inspiring story starts with a serendipitous visit to 10-year old Laura Stockman’s blog entitled “25 Days to Make a Difference”. Through a blog post, I shared Laura’s passionate quest “to make the world a little better”. In turn, two amazing educators Chris Harbeck (of Winnipeg, Manitoba) and Karl Fisch (of Centennial, Colorado) challenged their students to contribute funds in December to be shared with different charities. I have tried to capture this story of concern, caring, and connection in the following “Sharing Is Caring” YouTube video:
I have included resource slides at the end of this video which list the 10 respective Internet addresses of important components of this inspirational story. However, I am also including them below, as active hyperlinks, to make it easier for readers to examine this story in depth:
As Sunday midnight fast approaches (perhaps on the West Coast), I find myself documenting and, more importantly, reflecting on the various learning opportunities that I have been engaged in during the first few weeks of the DS106 Spring term for 2013.
While the newbies struggled through DS106 “Boot Camp” and established their own domains and WordPress blogs, I verified that my blog category feeds were being received into “The DS106 flow” and continued on my amazing learning journey.
The Daily Creates (TDC)
Each Daily Create is listed below in two lines. The first line indicates the date, TDC number, and link to the item that I created. The second line, in italics, is the prompt that was used on TDC blog site to initiate the task.
Jan. 25, 2013 – TDC383 – “Barometer Falling!” “Describe the sky in a single sentence without using any color words.”
Jan. 26, 2013 – TDC384 – “Tree’s a crowd!” “Contre-jour it, make a photo where subject is silhouetted by shooting into bright light.”
Ds106 participants are encouraged to complete activities from an extensive data bank of assignments. “As of Jan. 28, 2013 this collection includes 521 ds106 assignments and 4116 examples created from them.” With such a wide choice, individual students can meet course outcomes through varied and unique learning journeys. Each assignment has been given a difficulty rating (from 1 to 5 stars). As the course proceeds, students will be challenged to complete, for example, “15 stars worth of assignments in a particular week”.
Although the DS106 course has just started, I have written the following extensive blog posts and have documented my learning journey as I have improved on the process to create animated GIFs from video clips.
Here’s an outline of the assignments and posts that I have shared. Entries beginning with “DS106″ (in bold face) and ending with a star rating, have a link to the actual assignment on the DS106 web site. Entries immediately following (with the date in bold face) provide a link to my post containing my actual assignment submission. The remaining non-bolded dates and entries provide links to DS106 blog posts that I have written in addition to specific assignments.
Value Added Ben Rimes (@techsavvyed), who has been actively engaged in DS106 since the summer of 2010, mentioned in one of his posts that he was hoping to join the Educational Technology & Media MOOC, known as #ETMOOC. Furthermore, Alan Levine (@cogdog) who is the Spring 2013 instructor for the DS106 course was instrumental in getting the #ETMOOC “Blog Hub” established so that participants could more easily share their posts. Thanks to the willingness of these two dedicated individuals to share information about #ETMOOC, I signed up as well. For this reason some of my posts may be written in such a way to appeal to both #DS106 and #ETMOOC participants. However, the key issue is this “Value Added” paragraph is to encourage all participants in both learning environments to share ideas, tips and resources to help one’s readers improve and move along their own learning journey.
I’m having fun learning how to create animated GIFs with frames extracted from digital video. In fact, with practice, and the support and feedback of my DS106 learning community, I think I am getting better!
I created this animated GIF and then chose my title. The message combination resonates with me on two levels: the primary one which I’ll address now and the more subtle, subliminal suggestion (which I hope you can figure out), I’ll share at the end of this post.
DS106 Task Tips
This post’s title warning “You Snooze – You Lose!”, with its animated GIF, is a reminder to both DS106 participants (and me) to begin work early Monday morning on the current week’s “Daily Creates” and/or assignments. Those who wait until Sunday to complete the majority of projects assigned during that week will be not only frustrated but will miss out on many positive support and learning opportunities.
As the Digital Storytelling DS106 course moves into more participant-selected assignments and projects, I’d recommend the following:
Plan out your upcoming week’s work early.
Select your first weekly assignment carefully. Pick one that you feel you can accomplish in the least amount of time and, if necessary, with little time spent learning new applications or techniques. Once you have completed your first weekly assignment, you will be motivated and inspired to continue with others.
In your blog posts, document your learning journey. Where possible, provide hyperlinks to tips and resources that showcase how you “tweaked” or made the assignment “your own”. Indicate, what you might do differently if you were to attempt this assignment again.
Choose your “Daily Creates” with care. As an example, if you are instructed, as a minimum, to “do three ‘Daily Creates’ this week”, do not wait until Friday, Saturday and Sunday to tackle this task. Also, if you are weak using Photoshop (as I am), I might be tempted to bypass the Wednesday challenge asking me to “Design a poster of an action movie starring Julia Child” because I know it will require me to spend more than 20 minutes. However, don’t skip a “Daily Create” hoping that the next one will be easier. In reality, the “Daily Creates” are designed to stimulate your creativity and engage you in your learning adventure. No one appreciates this endeavour better than Norm Wright (from the Spring 2012 DS106 course) who shares more than a year’s worth of each days’ creativity in “All My Daily Creates”.
Leave some “percolation time”. In order to be innovative in completing or designing your own assignments, you will need “think time” to explore all aspects of the endeavour before jumping into the task at hand.
Investigate the DS106 Handbook for ideas and tips to help you progress, with fewer hassles. The associated links have been compiled from previous DS106 courses and represent the best resources.
Invoke Google Reader’s RSS feeds in order to keep up-to-date with blog posts and resources shared by the DS106 learning community.
Read other student’s blog posts and provide positive, constructive comments.
Connect with other DS106 students (face-to-face or online) so that you have an idea of whom you might like to work with should a collaborative project be assigned.
Sign up for Twitter so that you can monitor and reply to DS106-related tweets, which can be filtered, using the hashtags like #ds106, #dailycreate or specific iindividuals like #cogdog. I personally like to use TweetDeck, to organize Twitter feeds, as I can setup individual columns for “All Friends”; “Mentions”; “Search: #ds106″; “Search: #dailycreate”; “Favorites”; etc.
Take time to send 140 character tweets (with the #ds106 and/or #dailycreate hashtags) to share your accomplishments. You will be surprised how many of your DS106 colleagues will check out your creativity and provide you with motivational comments.
Faithfully read CogDog’s Blog posts and Twitter feeds (@cogdog) so that you are kept up-to-date on the many facets of the DS106 course.
Always be generous when scheduling each project’s time estimate. Remember that when using technology, Murphy’s Law states that “Anything that can go wrong will go wrong.” If you have completed a DS106 assignment in less time than you previously estimated, then you are “laughing”
If you leave projects to the weekend you will miss out on the valuable aspect of reading colleagues’ blog posts and commenting. This important step helps build a productive and caring learning community.
Creating My Animated GIF
Without repeating myself, I worked through the basic tasks that I have already documented in my post entitled “The eyes are the windows into the soul. In fact, as someone who does not easily internalize processes, I find that if I document the steps in my learning journey, I can go back to that post whenever I need to repeat the process. In summary, I used these steps:
Since I am using an older Windows computer running the XP operating system, I used the PWN YouTube bookmarklet process for downloading the trailer and saved it as a High Quality MP4 file.
Next I used MPEG Streamclip to extract only the clip showing Zorro’s “sword play” near the start of the trailer. I was careful determining the “In ” and “Out” points along the timeline by using my arrow keys to move one frame at a time. Ideally, I wanted the final sword slash to end at a position near where the initial slash began. Such positioning would promote a cleaner, cyclic animated GIF. Unfortunately, I was unable to find a video footage where Zorro uses his rapier in repeated, distinctive “Z” slashing moves, so I did the best that I could in selecting the start and end points of this trimmed video clip.
I admit that I do not understand the complexities of GIMP and follow the instructions blindly. However, having a link to these important instructional documents, always helps me in the future. I know that if I enter “animated GIF” (without quotes) into my right-hand “Search L-L-L Blog” field on my blog, I will find posts explaining how to create animated GIFs. I know that if I scan each post for hyperlinks, I’ll find valuable resources to help me create another animated GIF.
I’ll always like to ask myself … “If you were to repeat this assignment/project, what would you do differently?”. For this activity, I’d like to follow up on Alan Levine’s suggestion to try and reduce the size of animated GIFs. To do so, I would like to see if I could delete some of the 16 frames that I extracted without diminishing the visual appeal of the sword play.
Did you find the subliminal message? At the start of this post, I suggested that the title “You Snooze – You Lose!” and Zorro’s distinctive, three stroke rapier cut “Z mark”, shared a subtle, subliminal message. One might suggest that the animated GIF, that I created, produces a repetitive pattern of “Z Z Z Z …”. In the English language, the symbol of repeated Zs often means that an individual is snoozing or snoring. Thus Zorro, with his distinctive sword-play, is subtly reinforcing the title message that snoozing or snoring during the DS106 term not only causes the individual to lose out, but perhaps equally important, the DS106 learning and support community loses an important contributing component … You!
What does one do when time is a critical factor and one is challenged to accomplish two different tasks in two different environments? Well … some might get uptight and vent their frustration, by swearing, using profane, “four-letter words”.
In my case, I chose to focus on common elements that satisfy the needs for both entities. Let me explain. I’m currently enrolled in two different massive, open online courses or MOOCs. This year, I am returning to Digital Storytelling – DS106 and thanks to information shared in this learning community, I signed up for Educational Technology & Media. Both of these MOOCs have certain unique expectations.
For example, in today’s DS106 “The Daily Create” (#374) assignment, I was asked to “Take a picture of your favorite thing in the world to do, however simple or complex.” At the same time, ETMOOC facilitators are asking participants to “Tell us a little bit about yourself – perhaps, where you’re from, what you do, or what you want to be when you grow up – and let us know what you’d like to gain from #etmooc?”
My challenge is to try to meet both of these tasks without uttering any “four-letter words”. Perhaps one might assume that since I have twice the challenges, from the demands of two different MOOCs, my favourite “four-letter words” should increase or double in character length. That is indeed true. In fact, my favourite pastimes can be best described by the “eight-letter word “learning” followed by its slightly shorter, but equally important task of “sharing”. I trust that these two words are demonstrated in the following picture where I glean information from books, magazines and the Internet and share my findings in my educational blog called “Life-Long-Learners”.
Although I am a retired K-12 educator, I’m still passionate about learning. About a year ago, a good friend and innovative educator, Darren Kuropatwa, suggested that I should sign up for the DS106 MOOC. He felt that the innovative learning style, where one can choose his/her own assignments, would challenge and engage me. Darren felt that I would use my blog posts to reflect on what, and how, I learned and share my journey with others. Furthermore, he knew that I would make connections with other like-minded participants and, through mutually supportive blog comments and tweets, extend my Personal Learning Network (PLN).
When I returned to DS106 this year, Ben Rimes (a talented Michigan educator whom I have never met face-to-face) shared in a blog post that he was about to sign up for #ETMOOC. So when another learning opportunity presented itself, be it in a somewhat serendipitous manner, I signed up.
As a former Mathematics/Computer Science teacher, I was always sharing resources with colleagues throughout our school division and our province. When I became an Education Technology Consultant for the Winnipeg School Division, I decided that the best way to help K-12 teachers and their students harness the power of technology was through a monthly educational newsletter. For 23 years I wrote and edited “Bits and Bytes” whose focus was “to provide educators with tips and techniques to help them integrate technology to enhance learning in K-12 classrooms”.
I believe that my philosophy about sharing and the importance of belonging to a PLN can best be summarized in my previous post, and video, entitled “My PLN: A Teacher’s Treasure”.
One of my favourite quotes, that I re-mixed in my first “Teacher Feature” is by Margaret Fuller, who stated “If you have knowledge, let others light their candles in it.” I think that as professional educators, we should strive to share our knowledge with others. Today, the Internet makes it so much easier.
In closing, I’ll end with the following two, “four-letter words”:
Larger Images are available on Brian Metcalfe’s Flickr photostream at: http://www.flickr.com/photos/life-long-learners/
We would like you to introduce yourself to #etmooc. Declaring your identity, through letting us know a bit about who you are, will help participants better relate to and connect with you.
To try and be more economical with my usual long-winded writing style, I have included an image since we all know that “a picture is worth 1000 words”.
As a retired K-12 Educational Technology Consultant and teacher, I consider myself to be a life-long-learner. My gravatar (Globally Recognized Avatar) creation illustrates the three stages in our human development – child, adolescent, and adult. More importantly, the logo portrays that through communicating, collaborating, and “putting our heads together”, each individual can benefit from the ideas that others share.
I believe that sharing educational ideas and resources is just like tossing a pebble into a quiet pond. We have no idea how far the ripples will travel and we have no idea how other educators, and more importantly, how other students will benefit.
The motto “Ancora Imparo!” was uttered by Michelangelo at the age of 87 and translates to “Still, I am learning” or I am still learning”. Imagine such a profound statement being admitted by this artistic genius who recognized that, even in his latter years, there was still much more to learn. As such, “Ancora Imparo!” seemed to be a very fitting motto for my blog and a mantra for all “Life-Long-Learners”.
The vast majority of the participants in the #etmooc learning environment will use gravatar images that are pictures of themselves. However, I have been actively engaged in using and teaching about the Internet since its first introduction to K-12 students and staff. As educators, we were always concerned with protecting the identity of students. We were diligent in preventing student faces, together with corresponding names, from appearing on our web pages to be viewed by a global audience. As such, I felt it was important, at that time, to model discretion and chose a graphic image to represent my identity. Furthermore, if, the extremely knowledgeable educational blogger, Alan Levine can use a “dog” as his gravatar, I feel quite content to utilize my “putting our heads together” image to represent me in the social networking and MOOC environment.
Creating animated GIFs can be an engaging educational exercise. Students can be challenged to use a computer to draw a series of related, progressive images that, when blended together, create animation.
Twenty-five years ago the Graphics Interchange Format (GIF) was created to display images using less than 256 colours. Long before applications such as Flash, iMovie, Photo Story 3, Voki, YouTube or Xtranormal were developed, the only way moving images could be displayed on a web page was through the creation of an animated GIF.
[An animated GIF welcoming readers to the New Year]
I admit that I thought I was fairly familiar with the way in which animated GIFs were created. In fact, in October 2000, I wrote a rather detailed article about the process entitled “Get Animated … with Ulead’s GIF Animator Lite Edition”. Students were eager to use Microsoft Paint to create a series of progressive images that were assembled into an animated GIF.
I still remember a major time-saving tip that Don Bellamy, a talented graphic artist, shared with me. The gist of his recommendation was:
To save time when creating animated GIFs, always start with the finished slide/image and work backwards. You can erase components while creating new slides in reverse, faster than you can draw new slide additions working in the forward manner.
The animated growing flower GIF, at right, is composed of five different slides or images. Without Don’s influence, I would have begun the animation process by creating the first slide/image of the pot. Next I would have added the sprouting plant component and saved it as the second slide or image. Successive slides would have included leaves growing off the stem in both directions culminating with the flower bloom as the fifth and last image. However, I found it to be much easier and faster to start with the finished image of the blossoming flower which was saved as slide 5. Then I worked backwards erasing, in turn, the flower (slide 4); left leaf (slide 3); right leaf (slide 2); sprout (slide 1) leaving only the flower pot. When these slides were reassembled (in the forward, numerical progression) using the “GIF Animator” Windows freeware, the result was the animated rose that you see displayed.
Likewise the final slide, in the above New Year’s welcoming animated message, was created with the complete message. The “working backward” procedure used was to:
Complete the final message – saved as “ani-NewYears-40.jpg” (with its arbitrarily high-numbered file name)
Erase final exclamation mark – save resulting image as “ani-NewYears-39.jpg”
Erase “adventure” – save resulting image as “ani-NewYears-38.jpg”
Continue the process, erasing one word at a time, while saving the resulting image with its next lower file number
Erase the large red “0″, as the second last image, and save the image as “ani-NewYears-20.jpg”
Erase the large red “2″ and save the resulting blank yellow rectangle (with the lowest slide/image number as “ani-NewYears-19.jpg”
The resulting 20 “ani-NewYears-##” images were imported into the GIF Animator software, and like all animated GIF creation software, were imported in ascending order of numerical slide/images from lowest file number (with the least detailed display) to the highest file number which displays the final, complete illustration. One can modify the exposure time of each slide/image in the animation software and when the final GIF is assembled, it can be opened in any browser to view the animation effect. This was the animated GIF process of which I was familiar.
Animation in the 21st Century
Now, we fast forward about 12 years where I am re-introduced to animated GIFs in an on-line Digital Storytelling “DS106” course. Right away, I realized that my knowledge of how to create animated GIFs had not kept up-to-date. As instructors, Jim Groom and Alan Levine, challenged us by not only creating animated GIFs from images but also by creating animated images from movies, television, and home videos. Not to be outdone, other DS106 instructors and students went wild demonstrating their “animated” creativity. In fact, as I explored the animated GIFs from DS106 this past Summer and Fall terms, I began to feel the excitement to signup for another DS106 session which officially starts January 14, 2013. In order that you can experience the creativity and positive learning environment fostered through DS106, I encourage you to explore the links, blog posts, and comments shared by the following amazing individuals:
However, the best part about the creativity demonstrated by these “GIF masters” is that, as part of the DS106 learning community, they shared the processes they went through to accomplish their animation. I think that as educators we need to ask our students to reflect and share the processes/hangups that they encounter when learning. It can definitely be a window into their comprehension and, better yet, provide us with important feedback into out teaching.
Technology empowers students. Certainly this brief sentence contains three important words. However, when creating this month’s “Teacher Feature”, I remembered “three little words” that will help reduce teacher stress while empowering students. It is recommended that teachers start responding to student questions, for which they don’t know the answer, with the three little words … “I don’t know”.
Teacher Feature #24 – Stephen Heppel – December, 2012
Undoubtedly, for some teachers, such a confession will be difficult. Especially if they have prided themselves on always knowing everything about their particular subject area(s). However, with technology invading our homes and our schools, it will be impossible, for even the most tech-minded individual, to always have the right answer. Therefore, I recommend that each teacher become more transparent and acknowledge students more frequently with “I don’t know … but if you find out, I’d love for you to share it with me”. With such feedback, the individual pupil is empowered as the traditional teacher’s and student’s roles are reversed.
In order to survive the barrage of questions posed by inquisitive Early Years students, some teachers direct their young students to “Ask three, before me.” What an amazing catch-phrase! This strategy asks that students search for answers in other ways as opposed to always relying on the teacher. Not only does it take pressure off the teacher, it also encourages students to learn new problem-solving techniques. Teachers, who are hoping to infuse technology into their classrooms, cannot know all the myriad of details about each software application. Neither can they know how to accomplish all tasks on each particular gadget in a Bring Your Own Device (BYOD) classroom environment. Rather, empower the students to collaborate and problem solve as a community of learners. Such action will benefit them when they are employed in the real world.
I was very lucky to be exposed to such a “real world” learning experience when I enrolled in the popular “Digital Storytelling” course offered by the University of Mary Washington in Fredericksburg, Virginia. This massive, open, online course (or MOOC), affectionately known as “DS106” (www.ds106.us), ran for 15 weeks and exposed me to the realities of learning in the 21st century. No, there were no recommended textbooks nor required software applications. Neither were there specific handouts on how to create GIFs or a special effects using Photoshop or Gimp. Although the instructors worked hard, they did not take ownership for creating up-to-date instructions on how to accomplish a task using different versions of Photoshop. Rather students were empowered to search Google for “Photoshop tutorials” or communicate with others taking the course to learn how certain tasks were best accomplished. Furthermore, students were encouraged to share their creative assignments providing “behind the scenes” insights into how their projects were accomplished. Following the “ABCs” of DS106, students were encouraged to “Always Be Creating” and “Always Be Commenting” on other students’ work so that a true sharing and learning community could be fostered.
If we teach today as we taught yesterday, we rob children of tomorrow.
John Dewey said it best … “If we teach today as we taught yesterday, we rob children of tomorrow.” This message definitely resonates with me as a new year fast approaches. During this holiday season, teachers might consider pedagogical resolutions that they might adopt during the new year. Perhaps some of the following questions might cause you to reflect and change:
Can you move towards harnessing technology in your classroom?
How can you become less of a gatekeeper of knowledge and more of a facilitator of learning?
Are you willing to be more honest with students by saying “I don’t know”?
Would you be willing to explore one new educational application each month?
Could you connect with other educators to form a Personal Learning Network?
Will you encourage students to explore creative ways that technology can empower them?
As the year 2012 comes to an end, I want to wish all my readers and friends a warm Seasons Greetings and finish this post with three little words … “Happy New Year”.
Jess McCulloch is an innovative educator from Melbourne Australia. Through her creative Rhyming for Teacher Learning endeavour, Jess used crowd-funding to help raise travel funding to attend this past summer’s UnPlug’d educational summit in Ontario’s Algonquin Provincial Park.
I am lucky to have close friends who, as educational change agents, attended the initial 2011 UnPlug’d summit. Their enthusiasm and passion for teaching was magnified through interaction with like-minded colleagues. They willingly shared their powerful experience through blogging, presentations, and their free, downloadable resource “What Matters Most in Education”. Their K-12 vision and stories continue to have a tremendous world-wide impact on other teachers and ultimately their students.
So when Jess McCulloch, decided she wanted to travel from Australia to Canada to participate in this year’s UnPlug’d, I decided to help her out with a small contribution. In return, Jess promised to write a poem on a subject of my choosing. Having benefited greatly from the willingness of others, who share educational ideas and resources, I suggested that “the importance of online sharing” might be a topic worthy of her talents.
I include both Jess’ reading as well as her creative poem below:
I share my work online because when I do
I hope I’ve added something that’s useful to you
I share my ideas online because then I know
That you adding yours will then help mine grow
I share my pictures online because then you can see
A little bit more about what makes me me
I look for your work online because I know that it could
Help me shape mine like no other would
I look for your ideas online because I want to think
About new perspectives, opinions and make my own links
I look for your pictures online because it does make me smile
To see a different side of you every once in a while.
To make the Internet such a rich space to trawl through
I share online what I can and I’m rapt you do too.
I am amazed at how Jess has captured the essence of the importance of sharing online in this creative 14 line poem. However, I’m sure there are readers who might be wondering … “Why give a contribution to an educator on the other side of the world, particularly one you have never met?”
True, I have never met Jess McCulloch face-to-face but I do feel as though I know something about her through her remarkable online sharing.
I was first introduced to her educational passion when she shared “The Black Line Mystery”, as an innovative and engaging educational activity as part of the free, K12Online Conference last year. Through the eyes of Agent 42 (in a “Carmen Sandiego” style that older educators will appreciate), Jess engaged her students as they began learning Chinese characters beginning with the most complex symbol.
My next encounter with Jess occurred when I participated in the free DS106 Digital Storytelling course this past spring. There was Jess, participating “from a distance” like me, sharing what she was learning with others. As an educator, I found her creations and comments to be quite inspiring and insightful. Her “Technology Does Not Fit” or “The Journey Not The Speed” are not only creative poems, they share powerful pedagogical messages to educators world-wide.
I must admit that one of my favourite "McCulloch moments" is Jess' inspirational "Magical Connections" keynote ...
I recommend that readers Google “Jess McCulloch”. In doing so, one will be impressed with the wealth of educational ideas that she shares through a wide variety of forums and applications. I must admit that one of my favourite “McCulloch moments” is Jess’ inspirational “Magical Connections” keynote presented in Shanghai. Jess’ focus was to engage the audience so that they would recognize “the importance of connecting with students”. Having delivered educational keynotes myself, I know how challenging it can be to share ideas that are applicable and meaningful to an audience of educators who teach a wide variety of grades and different subject areas. However, Jess demonstrated her talents and pedagogical passion to paint a powerful picture through poetry. Jess’ simple background instructions “My pictures are the ones that are in your head” helped those in the audience engage with her poetic keynote as they identified similar magical moments in their own teaching careers.
On Jess’ “The #technoLanguages Blog”, she referred to herself using the “LOTE” acronym. Not knowing what these four characters represented, I Googled them and found that as a teacher of Chinese, Jess was considered to be a teacher of “Language(s) Other Than English” or LOTE. However, I think that in Jess’ case, this LOTE acronym might equally represent “Learning on the Edge”. Jess continues to risk-take, learn, and share widely with others. This commitment was revealed in her UnPlug’d profile when Jess made the following comment when asked what her interest was in “unplugging”:
To stop, sit, and really focus on what is important to education. To take the chance to reflect on what direction I’m taking and what conversations I need to have to push my own learning.
This comment really resonated with me because Jess is, indeed, a kindred spirit and exemplifies what it is to be a life-long-learner.
Jess … on behalf of all those educators and students who have benefited from your ideas and resources, thank you for caring and sharing.
Two posts will be published today. They represent two different “storytelling” activities that can be used to engage your K-12 students. This first activity is known by DS106 students, as the “Four Icon Challenge” or the “One Story – Four Icons” assignment. My following post will describe how “Bumper Sticker” creation can engage your students in an unique way. Recently I shared a presentation entitled “‘DS106′ – The ABC’s of Digital Storytelling” at a ManACE Technology Information Night (TIN). During my preparation for this TIN presentation, I confirmed that these two engaging activities have a definite role to play within our K-12 classes.
The Four Icon Challenge
This activity can be used successfully within any subject in most K – 12 grade levels. DS106 students were required to synthesize a movie or book down to four basic ideas that can be represented by icons. In order that you better understand the process, I will challenge you to name the following books or movies:
Readers may check their answers by scrolling to the bottom of this post.
The compilation of four images are represented in different layouts or designs. Although most entries used a horizontal arrangement of four icons, the second entry (B) used a square design and the colour as a hint. In the last entry (E), I inserted appropriate images into a four cell table in Word. Next, I took a “screen shot” and saved the four icon challenge compilation as an image. The first entry (A) used the web application “Chogger” which allows students to create a “comic strip” of four icons without the need to login. One can simply visit http://chogger.com and select either of the green “Build” or “Make a Comic” buttons. For this activity, one selects a layout panel with four components and begins by either drawing or using Google to search for appropriate images to insert into each of the panel frames.
Teachers, who may wish to display student’s “Four Icon Challenge” creations on the web, should advise students to save the images without giving away the answer through the image filename. For example, if one hovers the cursor over the first example (A), the answer is immediately obvious. Challenge (B) used a filename which is easy to “crack” and the last entry (E) used scrambled words to create the filename. However, examples (D) and (E) display only a generic filename which does not provide any clues to the movie or book.
This technique of distilling a book or movie down to four main ideas could also be used to to depict a historical event. Imagine what four key ideas, with appropriate icons, could be used to represent Canada’s Confederation, the development of the atomic bomb, or the African-American Civil Rights Movement. Encourage your students to create a “Four Icon Challenge” to showcase important aspects of the subject area that you teach.
For those readers who are skeptical that this activity can be used effectively with younger children, I recommend that you investigate Tyler Hart’s Grade 3 classroom. In an earlier highlighted “Teachable Moment” blog post entitled “Puzzle: What book, movie or historical event“, I demonstrated how this creative teacher and his students in Richmond Virginia became engaged in this “One Story – Four Icon Challenge”.
As the end of the school year fast approaches, I suggest that this challenge might provide an interesting way for teachers to gain feedback about their course. Why not ask students to create four panel stories that depict the activities or activities that they enjoyed most?
I find that in many puzzle books or in the trivia questions in the local “Coffee News“, readers often look at the question and, rather than take time to adequately think about the problem, they quickly flip the page to find the answers that are written upside down or are printed on the reverse side of the paper. To help encourage you and your students to take adequate time to puzzle over the above “Four Icon Challenges”, I am “scrambling” my solutions somewhat. After you have tried to solve all the above five books or movies, you may unscramble my solutions section (shown below) by:
holding this computer display up to a mirror; or
printing this post and reading the black-framed solutions in a mirror.
My first DS106 video assignment is a “Digital Story Compilation” in which I was challenged to “Create a video compilation of some of your favorite things you’ve made in ds106″. I titled it “DS106: Thanks for the Memories” because while I was creating this video, I was totally engaged in the process of documenting my new-found experiences in my DS106 learning journey.
I must admit though I was so envious of some of my colleagues who assembled a 3-5 minute video of their creative images, added a soundtrack, uploaded it to YouTube, and quickly moved on to their next video assignment. True, their videos represented their accomplishments and other DS106 students, who shared the learning experience, could view the elements without the need for additional commentary to explain the back story.
By comparison, my video, like my blog posts, tend to favour the longer formats. I am jealous of my colleagues who can write effortlessly and share ideas with an economy of words. Some might consider my style to be somewhat “anal”(ytical). This approach might be reinforced if one knew that I initially attempted the relaxed “voice over” narration and rejected it after several “takes”. As an educator, I just felt uncomfortable “winging it” and recording a narration as the video progressed. Therefore, I created a Word document with an embedded table which contained both the slide images and their respective narrative “sound bites”. Believe me, after matching images and writing appropriate narration to enhance the video, I have a new-found admiration for the work that goes into video production.
Your “Teacher’s Voice”
However, it was my adult son who raised another aspect of video creation that I had not considered. After listening to my “20 Questions & Answers About DS106” radio show, he provided me with some constructive feedback about my sound-track, when he stated:
Dad … in your narration, you pause too much and your speaking is too slow and deliberate. Radio announcers talk quickly and move right along. I think you seem to be lapsing into your “teacher’s voice”.
Certainly my “radio show” narration was somewhat stilted. In fact, I will warn viewers that even the following “DS106: Thanks for the Memories” video appears to have this same deliberate narrative quality that I, as an educator, tend to use in an instructional setting.
It was this feedback and reflection that caused me to finally ask this very important question:
Who is your audience?
While most DS106 students were designing audio-visual creations, their primary audience was their respective instructor and their supportive DS106 colleagues. Each of these audience members were quite familiar with the DS106 massive, open online course (MOOC), the “Daily Create” activities, and its challenging assignments. These individuals were immersed in the ABC’s of “Always Be Creating” and “Always Be Commenting”.
On the other hand, as a former teacher, who has been sharing educational blog posts for more than two years, I write for a primary audience who are K-12 educators, with my DS106 community an important secondary target. Whereas, my colleagues are creating for an audience who knows the complete DS106 back story, I am sharing with many educators who are not even aware of what the MOOC acronym represents let alone understand the mechanics and learning that goes on within this course. For this reason, I feel the need to explain in more detail so that my blog-following educators can better understand the dynamics, the energy, the fun and most importantly the learning that is taking place within this creative DS106 community. As an educator, I am doing my best to share powerful ideas and creative endeavours that I hope can somehow be adapted to work successfully within the K-12 environment. So perhaps, I am using my teacher’s voice but in many ways, I am still teaching.