Digital storytelling by video
'Ask
yourself a question and make yourself to be followed by a videocamera'. This is what one of the participants did at
the bookpresentation 'Omdat het Werkt! - 11 casestudies about learning with social media'. This day, organised by the
Losmakers on the
28th September 2012, was aiming to
exchange knowledge and experiences about successful application of social media
in learning- and educational trajectories. This videoproduction was applied as
an experiment to test the effects on the person who was followed and the
responses it generated from the fellow participants at this seminar. It was an
example of experimenting with 'Digital Storytelling'.
The videostory
The story
of the video was focused at following one of the twenty-five participants
during the workshops. Through a Linkedin group, that was started prior to the
event, one enthousiastic participant was identified and selected. The story board of the video was developed by
the filmmaker and the participant with a key learning question as point of
departure. Between the workshops during the breaks moments of filming were
planned to ask reflective questions.
What insights did you gain? What new questions did arise? And as final
question ; What are you going to do next monday? See video:
'The new way of learning' (in
Dutch):
The result
The process
of videomaking stimulated the participant to work actively with the learning
question. 'It stimulated me to stay close connected to the core part of the
question, expressing myself in short and
powerful answers. Through this approach
I was stimulated to gain the maximum result out off the workshops!' After the seminar the video was shared at
the Linkedin group. A number of participants recognised a number of lessons,
but also indicated they had gained new insights by watching the video.
Interactive video, digital story telling and
participatory videomaking enhance learning
This experiment was applied at a small scale
basis. Two persons (the filmer and the participant) developed the story.
However, with an active participation of a wider group of participants, the
result could have been much bigger. From
research it has been demonstrated, that the application of interactive video in
classroom situations enhances learning. However, if video is applied as a
one-day information carrier it doesn't improve learning results. In 2005
Elsevier published an article, that interaction and active participation of the
students is an essential pré-condition for applying video as a successful tool
for learning. Read article >>> Instructional
video in e-learning.
The
phenomenon of 'Digital Story Telling' is gaining increasing popularity in
primary- en secundary education in Great Brittain and the US. Young people in
the classroom get opportunities to respond interactively at presentations,
photos and videos and develop their own digital stories. Read article: Digital Storytelling A Powerful
Technology Tool for the 21st Century Classroom.
Voice thread is a popular online tool that is applied in primary
and secundary eduation where students respond interactively by text, audio- or
video messages at a presentation or an exercise. This interactivity helps the
students to process knowledge and to link it to concrete exercises. These help the students to actively apply new
information in another form. This
finally leads to better learning results.
Cartoons
and drawings are another means to tell digital stories online. With Story
bird and Glogster- you
can create your own cartoon characters to vizualize a story. An overview of
online digital story telling tools can be found at >>>>> Sites for digital story telling.
Participatory
videomaking (PV) engages people actively in telling their story. Research,
developing the story (story boarding), the filming and editing are the phases
of videomaking that appeal people's capacities on exchange, co-operation and
communication. Practical experience has shown that PV fosters the contact of
students, teachers and outsiders who are engaged in the story. So was I
involved in a participatory videomaking workshop with youth, who made a film
about eldery people in their village to ask them about their childhood experiences. See >>> PV
in Ulmu.
Ten ideas for applying video in training- or
classroom environments
Dr. Alex Couros, expert in the area
of educational videomaking, shares at his site ten ideas
about how you can engage students to tell their stories by video. Read >>>>>> 10 ideas for classroom video
projects.
Four examples, which fascinated me the most
and which are easily to be created:
1. A video
interview by skype, where two people from
two different backgrounds meet each other by webcam. Through Tin - Tin you can obtain the software that enables the
creation of a webcam interview.
2. A life
story in one minute - Forrest Gump in One Minute
3. An audio
story told by children and filmed and
executed by adults, see Kid Snippets - Salesman
4. Social
commentary and critique - children make a documentary about the quality and the
meals in the schoolcantine. See video
from the Neverseconds
daily foodblog.
The most
interesting part of these video's is the creativity, the diversity and the
co-operation between the different groups and the discussions that are
accelerated by these video's. For me,
video is a very powerful tool, that contributes to enhanced learning,
interaction and understanding between people!
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