I'm working on the intro presentation for the high school students for the Transmedia project - I want to have a slideshow running as they come in with examples of transmedia projects. What transmedia projects (besides star Wars and The Matrix) should be included?
Also - if people know of examples that were more of a different venue than an entertainment project (Like World without Oil - a very cool thing)
Suggestions???????
Showing posts with label school transmedia projects. Show all posts
Showing posts with label school transmedia projects. Show all posts
Thursday, April 1, 2010
Friday, March 26, 2010
World Without Oil - A transmedia-like project with practical use in the classroom.
So yes, this has been around since 2007 and is about to celebrate its three year anniversary - it till is a great resource and example of how to bring transmedia structure into education
World Without Oil - A transmedia-like project with practical use in the classroom. -
www.worldwithoutoil.org
This game/event/lesson/story/put your own word here experience ran from April 30, 2007 – June 1, 2007. It let the users, the players, be the creators and writers while puppetmasters guided, linked, collected and basically just sat back and let it go. It is a great example of a way a transmedia approach can be used to generate learning and bring people to content. The "playing" to learn idea is important in a transmedia structure, and one that has good and bad when invoked in an educational setting – here, IMO is a good thing.
They also are trying to maintain an archive, even as the game ends. This is an important topic in transmedia, and one I think is not addressed enough….
I plan on using this in my environmental science classes as well as other places, it is a topic all people should really think about – and as you will see from the materials created – the response is so varied – check out the lesson plan page for some ideas - www.worldwithoutoil.org/metateachers.htm - they even have compiled some state standards that the projects links with – also, the lesson plan page has some great ideas that should be considered with any transmedia/crossmedia lesson – not just this one.
Check these links for more information
www.worldwithoutoil.org/metafaq.htm#gameover – an overview of how to still access the game and "play"
www.pbs.org/independentlens/classroom/wwo.html - more info and lesson plans including an independent study plan for students - http://www.pbs.org/independentlens/classroom/wwo_students.html
wwolives.wordpress.com/ - the World without Oil blog – continues to follow certain topics
www.youtube.com/user/WorldWithoutOil - World without Oil YouTube channel
aspo-usa.com/2009presentations/Ken_Eklund_Oct_13_2009.pdf - some examples from the experience
World Without Oil - A transmedia-like project with practical use in the classroom. -
www.worldwithoutoil.org
This game/event/lesson/story/put your own word here experience ran from April 30, 2007 – June 1, 2007. It let the users, the players, be the creators and writers while puppetmasters guided, linked, collected and basically just sat back and let it go. It is a great example of a way a transmedia approach can be used to generate learning and bring people to content. The "playing" to learn idea is important in a transmedia structure, and one that has good and bad when invoked in an educational setting – here, IMO is a good thing.
They also are trying to maintain an archive, even as the game ends. This is an important topic in transmedia, and one I think is not addressed enough….
I plan on using this in my environmental science classes as well as other places, it is a topic all people should really think about – and as you will see from the materials created – the response is so varied – check out the lesson plan page for some ideas - www.worldwithoutoil.org/metateachers.htm - they even have compiled some state standards that the projects links with – also, the lesson plan page has some great ideas that should be considered with any transmedia/crossmedia lesson – not just this one.
Check these links for more information
www.worldwithoutoil.org/metafaq.htm#gameover – an overview of how to still access the game and "play"
www.pbs.org/independentlens/classroom/wwo.html - more info and lesson plans including an independent study plan for students - http://www.pbs.org/independentlens/classroom/wwo_students.html
wwolives.wordpress.com/ - the World without Oil blog – continues to follow certain topics
www.youtube.com/user/WorldWithoutOil - World without Oil YouTube channel
aspo-usa.com/2009presentations/Ken_Eklund_Oct_13_2009.pdf - some examples from the experience
Tuesday, March 23, 2010
Digital Arts Alliance Project curriculum
Digital Arts Alliance Project curriculum
This is a very nice unit and it could be useful in a transmedia setting as it would roll into working with the crossmedia aspects and also could be used to introduce how to plan a large scale project. I also like how this unit I organized and I hope to develop a structure similar to this for the transmedia units I develop.
The unit starts here - digitalartsalliance.org/getting-started.html and contain how to physically organize a classroom for this type of project, how to plan a curriculum and a nice overview of digital arts.
Clicking on the Pre-Production bring you to some awesome tools and even ready to use in the classroom materials. The section entitled - Developing Effective Narratives – goes right into transmedia concepts and there is a nice video ready to use. It goes from the standpoint of a voiceover – but this is right in the overview – " Ask your students if their stories are meant to inform, entertain, explain? Who is the intended audience? Then begin with an outline." And to me those are the same questions you want students asking at the start of a transmedia lesson. There is also a great script activity and handout – again, these items are already made and ready to be used.
The other topics in pre-production are wonderful as they hit important thought to consider such as – Storyboarding, Finding and Saving Images, Connecting Devices to the Laptop, and Making a Checklist. Once again this highlight why I think a transmedia approach can be valuable, you mix content with skill development in a logical way (what do I need to do a project/solve a problem).
The next step is Production – again from the nuts-n-bolts aspect this is a great unit. Depending on what platforms your students use, they can find useful lessons such as – recording a narration, keyframing, editing video, but than the wonderful curriculum designers throw in a unit on working in groups.
I take an aside here – working in groups is the BANE of students and yet IMO, is one of the MOST important skills a person needs to master to be successful in a global world. I like the video the unit provides and will have my students watch it and talk about it.
Presentation is the next step. The unit is a bit light, but the topic of Distribution is brought up, which falls into the multiplatform moving of a transmedia project.
There is a section on Housekeeping, which I like, as too often projects become oohh-ahh in the classroom and the essential details are skipped over. There is a Permissions form and that concept tie in perfectly with the overall theme of copyright, piracy, intellectual property and so on. Plus we are in a school, so we have to watch certain legal aspects.
And there are some nice samples, take a few moments and appreciate the students' hard work. The site as a whole has a lot of resources and I suggest if you are bringing a transmedia/crossmedia/project-based lesson to your classroom; take a gander.
This is a very nice unit and it could be useful in a transmedia setting as it would roll into working with the crossmedia aspects and also could be used to introduce how to plan a large scale project. I also like how this unit I organized and I hope to develop a structure similar to this for the transmedia units I develop.
The unit starts here - digitalartsalliance.org/getting-started.html and contain how to physically organize a classroom for this type of project, how to plan a curriculum and a nice overview of digital arts.
Clicking on the Pre-Production bring you to some awesome tools and even ready to use in the classroom materials. The section entitled - Developing Effective Narratives – goes right into transmedia concepts and there is a nice video ready to use. It goes from the standpoint of a voiceover – but this is right in the overview – " Ask your students if their stories are meant to inform, entertain, explain? Who is the intended audience? Then begin with an outline." And to me those are the same questions you want students asking at the start of a transmedia lesson. There is also a great script activity and handout – again, these items are already made and ready to be used.
The other topics in pre-production are wonderful as they hit important thought to consider such as – Storyboarding, Finding and Saving Images, Connecting Devices to the Laptop, and Making a Checklist. Once again this highlight why I think a transmedia approach can be valuable, you mix content with skill development in a logical way (what do I need to do a project/solve a problem).
The next step is Production – again from the nuts-n-bolts aspect this is a great unit. Depending on what platforms your students use, they can find useful lessons such as – recording a narration, keyframing, editing video, but than the wonderful curriculum designers throw in a unit on working in groups.
I take an aside here – working in groups is the BANE of students and yet IMO, is one of the MOST important skills a person needs to master to be successful in a global world. I like the video the unit provides and will have my students watch it and talk about it.
Presentation is the next step. The unit is a bit light, but the topic of Distribution is brought up, which falls into the multiplatform moving of a transmedia project.
There is a section on Housekeeping, which I like, as too often projects become oohh-ahh in the classroom and the essential details are skipped over. There is a Permissions form and that concept tie in perfectly with the overall theme of copyright, piracy, intellectual property and so on. Plus we are in a school, so we have to watch certain legal aspects.
And there are some nice samples, take a few moments and appreciate the students' hard work. The site as a whole has a lot of resources and I suggest if you are bringing a transmedia/crossmedia/project-based lesson to your classroom; take a gander.
Wednesday, March 17, 2010
First steps in setting up my transmedia lesson - the hurdle of time
Well, working on getting things together. I worked with another teacher to provide a few extra periods during the first two days of the project - this will make a big difference, and one of the biggest hurdles to a transmedia construct in a classroom.
we have 42 minute periods - and while the ideal is to have students working on content outside of those 42 minutes, realistically, a lot of what happens only occurs in those 42 minutes, especially with the one type of student I work with.
So you start to introduce a subject, and bam bell rings, they go on to other classes and have 24 hours worth of other stuff to compete with and then you spend time on day two trying to reorient and well... time is one of the biggest hurdles to overcome (more of these as we go along)
So with my GIS and Forest Fire Ecology class I am semi lucking out - I have them one period, once a week - how's that for trying to make continuity - luckily the botany teacher is going to incorporate the project more into his class, so at least students will have more than once a week... but that is one time structure
with the culinary - I will have three periods the first day - then many of the students are gone for a function, then the weekend, then Monday I have them for three periods again - then we move to the one period a day...
I think, for a transmedia project, especially if it is the first time introducing this type of project, or with certain levels/populations, if you can barter some swing time for the first day or two when introducing.... it will make a huge difference.
when I put up my lessons and plans, I'll try to keep it so they could be broken down into smaller time units....
I also want to address the hurdle of time and other hurdles as I go - plus in the workshop series I am developing - classroom structure and timing are two big item to discuss.
we have 42 minute periods - and while the ideal is to have students working on content outside of those 42 minutes, realistically, a lot of what happens only occurs in those 42 minutes, especially with the one type of student I work with.
So you start to introduce a subject, and bam bell rings, they go on to other classes and have 24 hours worth of other stuff to compete with and then you spend time on day two trying to reorient and well... time is one of the biggest hurdles to overcome (more of these as we go along)
So with my GIS and Forest Fire Ecology class I am semi lucking out - I have them one period, once a week - how's that for trying to make continuity - luckily the botany teacher is going to incorporate the project more into his class, so at least students will have more than once a week... but that is one time structure
with the culinary - I will have three periods the first day - then many of the students are gone for a function, then the weekend, then Monday I have them for three periods again - then we move to the one period a day...
I think, for a transmedia project, especially if it is the first time introducing this type of project, or with certain levels/populations, if you can barter some swing time for the first day or two when introducing.... it will make a huge difference.
when I put up my lessons and plans, I'll try to keep it so they could be broken down into smaller time units....
I also want to address the hurdle of time and other hurdles as I go - plus in the workshop series I am developing - classroom structure and timing are two big item to discuss.
Two upcoming Projects
Ok so a brief run down of two projects I am working on at the high school level
1. GIS and Forest Fire Ecology - this is being delivered in a Botany class - the class is an elective and populated with seniors - the unit will be taking a transmedia (very loosely defined) approach to the structure and the final product to be delivered
2. Transmedia and Digital Literacy - this is being delivered to a group of senior from the culinary program who have been taking online classes. This will be done at the end of the year and will actually introduce the conepts of transmedia and then the students will create a transmedia product with a culinary theme
So two different projects and lot of fun and trying new things. I am doing both with seniors and at the end of the year - which brings a few items to the table - seniors and the end of the year aka senioritis, two very different class structures and very different final outcomes desired - which means I can compare how these go over.... here is to a few wild and fun months!!!!!
1. GIS and Forest Fire Ecology - this is being delivered in a Botany class - the class is an elective and populated with seniors - the unit will be taking a transmedia (very loosely defined) approach to the structure and the final product to be delivered
2. Transmedia and Digital Literacy - this is being delivered to a group of senior from the culinary program who have been taking online classes. This will be done at the end of the year and will actually introduce the conepts of transmedia and then the students will create a transmedia product with a culinary theme
So two different projects and lot of fun and trying new things. I am doing both with seniors and at the end of the year - which brings a few items to the table - seniors and the end of the year aka senioritis, two very different class structures and very different final outcomes desired - which means I can compare how these go over.... here is to a few wild and fun months!!!!!
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