Its A Wrap

So like many others I found this process of video editing to be enjoyable, however there was some confusion on expectation of the final production.  Basically, I took all of the video editing skills we have been practicing over the past weeks and threw them into this video.  There is video that I shot myself as well as found images and video.  Also, I found a narrative that explained why blogs are a great tool to use in a classroom.  I did find this process rewarding once I finished my video. 

I would have liked to do more video production on my own instead of using found images. But there just was not enough time to finish.  I also noticed that as I became more and more comfortable with editing  videos the software I was using was not capable of creating the ideas I had in my head.  If I had more time I would definitely invest in better software since I was feeling really comfortable with this process.  I believe if I were to use this process with students it would be essential to start off with easy to use software, but as the students progress technically better software should be introduced as well.

So here is my final project and my proposal was approved just to let you all know!

Chasing Presidents

Details in your story core and story board are essential to creating a great digital story.  Likewise, reading all the words in the directions for you assignment is important as well! Unfortunately I missed the part that said "digital story about your proposal" and started creating a digital story that was so far off from my proposal that I am really disappointed I won't be sharing it with you today.  I actually started working on this as I was flying to Seattle this past week and was trying to dig up ideas when the person sitting next to me gave me the best idea.  President Obama was going to be in Seattle when I was there.  I developed a story core right on the spot that focused on me stalking the President.  I even story boarded as much as I could from the information I could find on the internet.  It turned out to be a great adventure with many twists and turns and an ending you wouldn't believe. BUT since the directions specifically said "proposal" I will not be sharing it with you today.  However, once we are done with our assignments for this class I will finish up the video (I was practically done with the video when I finally realized that I was working on the wrong thing!).

So to make a long story short, here is a story core and board of my culminating experience.  I am researching weblogs for use in elementary classrooms as a means of demonstration of a student's learning process and for curriculum development. Not very exciting but hopefully it will be understood.  The story core should better explain things that I talk about in the video.

 

Developing Weblogs for use with Elementary Curriculum & Demonstration of Learning

Grape Escape Video

This week I had a little trouble with inspiration for my video.  I wanted to be a part of the final video we will submit but I wasn't ready for that yet.  So to clear my mind I went to a friend of mine's winery in New Castle, just to clear my head a little and enjoy some refreshments *wink*  There with my thoughts I just decided to make a little promotional video to hopefully help my friend's family get some extra interest from you all!  They are currently nominated in the KCRA 3's A list and are in fifth place.  They are little winery so they could use some help.  You can vote once a day here for the next five days.  And then when this semester is over you should head out their and enjoy a gorgeous summer day at the vineyard!

Keeping Up With the Gates

My background in the design-art world very much reflects what Ohler writes about in Chapter 13 The digital Storytelling Toolbox.  Once I graduated from college I spent my entire savings on a camera, design software, and other accessories.  Looking back I should have been a little bit more reserve with my purchases and not so "obsessed" with getting the latest and greatest gear (that gear is obviously outdated ten years later).  Ohler made an overarching point that digital storytellers should not get so caught up in the high end-technical gadgets that are out there and just work with what you have.  Since some storytellers will be new at using some of the related technologies they should learn the basics on equipment that is free and possibly more user friendly.  "When it comes to creating effective stories with technology, less is often more" (loc. 2209).  Once a storyteller becomes more familiar with software and digital equipment then can they explore options of upgrading their tools.

For these reasons, I agree with Ohler, however I think it is important to note that many technological devices can be a one stop-shop for digital storytelling development.  Many newer laptops offer video, audio, and free software for video editing capabilities.  Another way to cut costs is also go in as partners with other educators on software and share licensing agreements.  Often times some software can be licensed to be put on multiple computers or can be shared for an entire school facility.  There are many ways educators can find easy ways to keep up with the latest digital technologies related to digital storytelling.

Utopian Paradise Zoo

I created this story for my elementary aged students.  They love animals, bright colors, and a hero's journey. I tried to make a good story using all those elements.

The Final Cut

In the media production process the next phases take a digital storyteller from preproduction stage all the way to the actual performance.  Preproduction phase allows students to begin a formal production process so that they are fully prepared to begin developing their project.  Next phase is the production phase or assembling the story. This is where the students take control and actually put their story together.  In my opinion the most important tip Ohler (2009) gave teachers in this phase, "Find out who the software and hardware experts are in your classroom or workshop and feel free to call on them.  You may be sheriff in your classroom, but you can use all the deputies you can get.  Kids make GREAT technology deputies" (loc. 1962).  Teachers need to relinquish control (because most of us have been  labeled control-freaks) and allow for students to develop, learn, and explore technologies used for the the production.  After this phase postproduction of finalizing the students' story includes adding titles, credits, music, transitions, and  effects. Lastly, the final phase is actual performance and distribution of their stories.  This is where Ohler suggests find venues, marketing the perormance, actually demonstrate the video or post to an online format.  The only disagreement I have with this phase is that I would think that considering who your audience is in the final performance should be evaluated in the first phase of media production.  I find that my students write better stories when they know who they are writing for.

The section that focused on time management for digital storytelling had useful information that I thought needed to be addressed.  I think it is important to make it clear to your students that creating  a project from scratch or using found media will effect how much time is needed to produce their project.  After considering this idea, if I were to implement digital storytelling in my classroom I would be very specific on what type of media they can use and give them enough time for either scratch media or found media. 

My Cup Runeth Over

Here is a short video about myself.  It has been a long time since I have produced a video, but I did enjoy the process.