SEVEN ELEMENTS

Joe Lambert set out to accomplish a very difficult task with his Digital Storytelling Cookbook. How do you fuse the artistic and emotional creativity of story telling with technical instructions or guidelines? Generations of writers, after all, have been grappling with narrative formulation—story telling—themselves through the ages.

At first, I was worried that Lambert would simply compile a how-to recipe. I think it would have been a lot harder to try to tell someone how-to go about telling their story. But, I was pleasantly surprised to learn that he did not go there. One of several reasons that I was initially concerned with Lambert’s seven elements is grounded on my preference for diversity of artistic perspectives. I worry that how-to manuals constrict the creative process that has to evolve from within the individual, and not from a book.

Lambert approaches this task by focusing on the core components of the narrative. He lists seven fundamental elements for constructing a multimedia story. Of these, he includes traditional components that have been used for constructing spoken or written narratives. And since he is specifically working with multimedia storytelling, he also includes crucial elements for those working with the digital medium.

On a separate issue, Ashley raised an import point about “point of view and purpose, [being] essential to a story, because they provide organization.” I agree that “humans are natural storytellers.” Whether we organize our stories within the confines of time and space, or like our predecessors who organized their stories based on purpose and point of view, we all tell stories to get our point across.

I’ve includes a variety of on-line digital stories that I really liked below. To my surprise, there are some many professional looking ones that are free on the web. Because, of the egalitarian nature of digital stories in terms of creation and access, I am optimistic about them and their impact on our society. I hope that they continue to provide people with a medium for personal creative expression.

DIGITAL STORIES

CAPTURE WALES: http://www.bbc.co.uk/wales/capturewales/
FACE TO FACE: http://www.itvs.org/facetoface/intro.html
FAMILY HISTORIES: http://www.ellisisland.org/Immexp/indexframe.asp
KATHARINE DREXL: http://inquirer.philly.com/specials/2000/drexel/
PHOTOBUS: http://www.photobus.co.uk/index.html

FIELD PAPER II PROPOSAL

I have been introduced to instructional technology through EDLF courses. Instructional technology, I learned, does not simply bring PCs and software application into schools. But rather, instructional technology encompasses a broader learning system.

A multidisciplinary approach to education best describes instructional technology. First, commonly regarded ethics of use are reinforced through direct learning. Technology ethics include respect for others’ work, respect for others as the audience, and respect for the integrity of your own work. One other common ethic emphasized is that not everything transmitted electronically is factual. This includes digital images, content, and other factoids.

The second aspect of the instructional technology learning system, I dub, is train the trainer. Since, educators cannot be expected to become technology experts, teachers work with instructional technology personnel for the most appropriate use of applications in classrooms. Third, the technology used for educational purposes are applied to enhance both the teaching and the learning experience. This is most important with the discovery of different learning styles. With the appropriate instructional technology, teachers now have alternative instructional tools which can deliver curriculum cost effectively.

As a technology professional, I appreciate the Curry School’s leadership in bringing technology application into the classroom. For this particular reason, I selected instructional technology as my BIS Capstone Project topic. Likewise, I would like to interview Dr. John Bunch and Dr. Glenn Bull for my second field paper.

Specifically, I would like to learn what is the Curry’s School’s position and philosophy on instructional technology. Second, I would like to learn the scope of instructional technology education being offered at the Curry School. For example, which applications are being taught to educators? Also, which audio/visual techniques and medium are included?

Administratively, I am interested in learning which institutions are involved with UVA’s instructional technology initiative, and to what degree are these partnerships organized. Second, what are the professional categories for instructional technology professionals outside of the Curry School? Do Curry faculty and administrative leaders participate in the national or international discourse on technology use in education, and to what degree do they participate?

What, if any, initiatives are being offered to introduce instructional technology to the developing world? Are Curry faculty interested in this particular aspect of education? If so, who are these faculty members and what like projects are they currently involved with? Finally, is there interest to bring Curry’s lessons learned and best practices into the developing world area by way of USAID, UN, and NGO grant participation?

Digital Manipulation Articles

We see ourselves at an age where digital image and instructional technology application are a matter of serious social debate. For the last ten or so years digital images and computer/internet technology have been a part of children’s lives. Recently, however the national debate has complicated by several factors which include ease of use, access, and manipulation, as well as application. These particular factors have prompted educators to cautiously tread the instructional technology waters, joining the rest of society who have already integrated technology.

For the scope of this exercise, the two articles raise two larger issues. The ISTE article focuses largely on the collaborative forum established by the national community of educators, and the framework for usage and strategies they are formulating. Along different grounds, the Salon article raises the serious implications that digital images pose with regard to image manipulation. Both are of particular importance, especially when working with educators and reconceptualizing a curriculum.

My preferences lean toward Glen Bull & Ann Thompson’s ISTE article. I applaud all those who have taken the courageous step forward to create A Framework for Use of Images. Simply, this is a prime example of good leadership. Through dialogue, they managed to identify a viable initial approach and formulated a viable solution to their past and present education challenges.
As the ISTE authors indicated, this is not to be viewed as a panacea to this issue. However, this is just one approach to integrate digital images into the curriculum as a means to add value to the educational experience. This implementation is timely. With the evolution of special education program and other initiatives to provide for the special needs of students with learning disabilities, English as a Second Language students, etc. digital images offer a cost effective solution.

The Salon article does raise important issues such as validation, documentation, and tangible resource—the negative or film. However, document credibility issues have always been a concern. This issues dates as far back to the first scribes. A Harvard Business Review article stated that the ancient Babylonians whose written language is represented by pictographs safeguarded their inventory from unscrupulous scribes who altered original lists, or prepared fraudulent ones. Defacement is another example of image manipulation. The term defacement arose from the ancient practice of defacement of monuments. Such monuments were the collective historical records of earlier civilizations. Interestingly, vandals were not the perpetrators. Rather, reigning monarchs who wanted to rewrite history erased the names of those who fell from favor. These are two of many other examples of images being manipulated.
The example of the L.Cpl. Boudreaux image illustrates the serious consequence, as well as implications of image manipulation. However, as I have attempted to articulate, history has an example of image manipulation for every form of image creation. Still, the reader should still heed the Salon article.

Educators need to accept the fact that digital images enrich the learning experience. It allows for approaches to education that were financially or due to access, were prohibitive. More so, educators must continue to emphasize the importance of original work, and reinforce respect for other people’s work as well as the student’s own work. Finally, regardless of technology or image, students must continue to be taught the important values of critical and analytical thinking, question convention, and examine what they are being fed academically and socially.

VALLEY OF THE SHADOWS

Valley of the Shadow

Wow. Nice history or social studies tool. I like the flow, although I would locate the navigational links at the top of the page. It took me a while to find them at the very bottom.

I like the breath of information, from the maps, battle movements, to the newspaper materials. I was impressed by the census information that was included. It seems that this site took the effort to include as many forms of information as possible.

Students could learn more about the Civil War era from statistical information, population movements (maps), and diaries. It fleshes out "dusty old history" and gives a voice to the period.

A website like this is very useful as it contains period information. Professionally, I could see that a webpage like this could be helpful if the individual knows what information they are looking for. For those who don't, the amount of information this type of site contains could become daunting.

I like the layout. I think that it is clean and not cluttered. I would prefer that all the links be consistent. For example, the census links have different fonts and do not seem as polished.

Over all, I like this site.

THE DIGITAL IMAGE: Article(s) Response

We see ourselves at an age where digital image and instructional technology application are a matter of serious social debate. For the last ten or so years digital images and computer/internet technology have been a part of children’s lives. Recently, however the national debate has complicated by several factors which include ease of use, access, and manipulation, as well as application. These particular factors have prompted educators to cautiously tread the instructional technology waters, joining the rest of society who have already integrated technology.

For the scope of this exercise, the two articles raise two larger issues. The ISTE article focuses largely on the collaborative forum established by the national community of educators, and the framework for usage and strategies they are formulating. Along different grounds, the Salon article raises the serious implications that digital images pose with regard to image manipulation. Both are of particular importance, especially when working with educators and reconceptualizing a curriculum.

My preferences lean toward Glen Bull & Ann Thompson’s ISTE article. I applaud all those who have taken the courageous step forward to create A Framework for Use of Images. Simply, this is a prime example of good leadership. Through dialogue, they managed to identify a viable initial approach and formulated a viable solution to their past and present education challenges.
As the ISTE authors indicated, this is not to be viewed as a panacea to this issue. However, this is just one approach to integrate digital images into the curriculum as a means to add value to the educational experience. This implementation is timely. With the evolution of special education program and other initiatives to provide for the special needs of students with learning disabilities, English as a Second Language students, etc. digital images offer a cost effective solution.

The Salon article does raise important issues such as validation, documentation, and tangible resource—the negative or film. However, document credibility issues have always been a concern. This issues dates as far back to the first scribes. A Harvard Business Review article stated that the ancient Babylonians whose written language is represented by pictographs safeguarded their inventory from unscrupulous scribes who altered original lists, or prepared fraudulent ones. Defacement is another example of image manipulation. The term defacement arose from the ancient practice of defacement of monuments. Such monuments were the collective historical records of earlier civilizations. Interestingly, vandals were not the perpetrators. Rather, reigning monarchs who wanted to rewrite history erased the names of those who fell from favor. These are two of many other examples of images being manipulated.
The example of the L.Cpl. Boudreaux image illustrates the serious consequence, as well as implications of image manipulation. However, as I have attempted to articulate, history has an example of image manipulation for every form of image creation. Still, the reader should still heed the Salon article.

Educators need to accept the fact that digital images enrich the learning experience. It allows for approaches to education that were financially or due to access, were prohibitive. More so, educators must continue to emphasize the importance of original work, and reinforce respect for other people’s work as well as the student’s own work. Finally, regardless of technology or image, students must continue to be taught the important values of critical and analytical thinking, question convention, and examine what they are being fed academically and socially.