I made my way to this article www.nytimes.com/2008/07/27/books/27reading.htm -
Literacy Debate: Online, R U Really Reading?
This is a question that people debate back and forth and seem to settle on their own opinion regardless of what others say.
A phrase I like from the article, "engagement with text" is important in a transmedia experience. By design, many transmedia experiences are short, multimedia experiences with a core one or two sources that contain a bulk of the content. As pointed out in the article, many find the "core" source to not be of interest, thus gravitating toward the interactive, smaller, "chunks". But the user is engaged.
I have also seen books that add a crossmedia experience to entice, support, continue and so on a reader. It is important to note those last words I used; enticing a user to continue the story vs supporting the existing story vs adding new elements are all very different mindsets, expectation levels and thus should have different delivery strategies.
Reading is a dividing line in many educational settings and I am certain it will continue to be one with transmedia and crossmedia structures.
What do you think?
Showing posts with label transmedia. Show all posts
Showing posts with label transmedia. Show all posts
Thursday, April 15, 2010
Treme (nola) and Transmedia and newspapers
Caught this article about index/nonfiction as story - niemanstoryboard.us/2010/04/13/from-treme-to-the-911-commission-report-index-as-story/
which led me to the show's web site - www.hbo.com/treme/index.html
and to this article - www.nola.com/treme-hbo/index.ssf/2010/04/hbos_treme_explained_do_you_kn.html (which has a place readers can share comments - more interaction)
What I like about this
First, as a general awesome link between a fiction and non-fiction source - cool!!!!
Second, it is a way for newspapers to find a place to jump back into places where they seem to be dying.
Third, what a great way to teach culture, geography, social studies and such
I do not have HBO so still waiting to see Treme (I am looking to see if it is online yet...) - but I can see from the official site there are some transmedial elements and potential for even more - how many people might start to really look into this time period and place (I already have as I write some stories that take place in Nola and from general time period).
This is an example of how I think transmedia can be used in education!!!!!!!
which led me to the show's web site - www.hbo.com/treme/index.html
and to this article - www.nola.com/treme-hbo/index.ssf/2010/04/hbos_treme_explained_do_you_kn.html (which has a place readers can share comments - more interaction)
What I like about this
First, as a general awesome link between a fiction and non-fiction source - cool!!!!
Second, it is a way for newspapers to find a place to jump back into places where they seem to be dying.
Third, what a great way to teach culture, geography, social studies and such
I do not have HBO so still waiting to see Treme (I am looking to see if it is online yet...) - but I can see from the official site there are some transmedial elements and potential for even more - how many people might start to really look into this time period and place (I already have as I write some stories that take place in Nola and from general time period).
This is an example of how I think transmedia can be used in education!!!!!!!
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
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!!!!!
An Example of a Transmedia Project/Lesson for Middle school - High school
So I found this lesson/project – Transmedia Improv – it was introduced in 2006'
This is a great example of scaffolding in a new concept – which is transmedia. While this leans more to digital storytelling and crossmedia use, it does have the transmedia addition that all students created new narrative for the original universe and then used a different platform.
Now – why can't this method be used to teach ANY content - we are studying the civil war - here is the basic introductions – now follow one of these basic essential questions and prepare a transmedia product – then the entire class presents – thus everyone is exposed to all content and you've reached the same endgame.
As I find specific lessons and projects – I'll spotlight them here and share – if you know of any – please share!!!!!!!!!!
The lesson/project
-----------
Over view of the project - This is from a Flickr account (www.flickr.com/photos/vanessabertozzi/sets/72057594079407031/) with images detailing the project –
" We created the Transmedia Improv for high school and middle school kids in which they role-play aliens and create remixed content from Star Wars and the web. No joke. We beta-tested with two groups of really cool kids, once in Boston (pictures you see here) and once in Chicago.
Here are the basic steps: We all watch the cantina scene from Star Wars. They use a website we created called The Cantina, where they create a profile for an alien they'd like to role-play. They invent a back-story with their partner for how the two of them arrive at the Cantina together. The do an image search for locations for their back-story and integrate these into sequential Powerpoint slides. They use IM to generate dialogue with a partner and integrate it into Powerpoint as word balloons like a comicstrip. They can add music and sound effects too. They upload their finished pieces to the website and we have a group show and tell.
The idea is that the kids learn technical skills (Exercises) while making creative choices and remixing content (Expressions). Along the way, the teacher leads discussions on the Ethics of making and consuming media. Since kids are making their own media pieces, the idea is that they're more invested in the Ethics. Star Wars and other media properties are discussed as Exemplars, referencing and analyzing the role media plays in the kids lives and our culture at large."
I found a number of references and articles documenting this project
An extension - www.lingualgamers.com/thesis/transmedia_improv.html
Some photos of this project - www.flickr.com/photos/vanessabertozzi/sets/72057594079407031/
Article by Henry Jenkins with overview of project - spotlight.macfound.org/blog/entry/henry_jenkins_transmedia_improv_encourages_learning_by_remixing_media/
Article by Henry Jenkins with overview of project - www.pbs.org/mediashift/2006/07/learning-by-remixing194.html
This is a great example of scaffolding in a new concept – which is transmedia. While this leans more to digital storytelling and crossmedia use, it does have the transmedia addition that all students created new narrative for the original universe and then used a different platform.
Now – why can't this method be used to teach ANY content - we are studying the civil war - here is the basic introductions – now follow one of these basic essential questions and prepare a transmedia product – then the entire class presents – thus everyone is exposed to all content and you've reached the same endgame.
As I find specific lessons and projects – I'll spotlight them here and share – if you know of any – please share!!!!!!!!!!
The lesson/project
-----------
Over view of the project - This is from a Flickr account (www.flickr.com/photos/vanessabertozzi/sets/72057594079407031/) with images detailing the project –
" We created the Transmedia Improv for high school and middle school kids in which they role-play aliens and create remixed content from Star Wars and the web. No joke. We beta-tested with two groups of really cool kids, once in Boston (pictures you see here) and once in Chicago.
Here are the basic steps: We all watch the cantina scene from Star Wars. They use a website we created called The Cantina, where they create a profile for an alien they'd like to role-play. They invent a back-story with their partner for how the two of them arrive at the Cantina together. The do an image search for locations for their back-story and integrate these into sequential Powerpoint slides. They use IM to generate dialogue with a partner and integrate it into Powerpoint as word balloons like a comicstrip. They can add music and sound effects too. They upload their finished pieces to the website and we have a group show and tell.
The idea is that the kids learn technical skills (Exercises) while making creative choices and remixing content (Expressions). Along the way, the teacher leads discussions on the Ethics of making and consuming media. Since kids are making their own media pieces, the idea is that they're more invested in the Ethics. Star Wars and other media properties are discussed as Exemplars, referencing and analyzing the role media plays in the kids lives and our culture at large."
I found a number of references and articles documenting this project
An extension - www.lingualgamers.com/thesis/transmedia_improv.html
Some photos of this project - www.flickr.com/photos/vanessabertozzi/sets/72057594079407031/
Article by Henry Jenkins with overview of project - spotlight.macfound.org/blog/entry/henry_jenkins_transmedia_improv_encourages_learning_by_remixing_media/
Article by Henry Jenkins with overview of project - www.pbs.org/mediashift/2006/07/learning-by-remixing194.html
Teacher professional development and change
Oh what an interesting time last week. Wednesday and Thursday we had a speaker come in to lead small workshops on co-teaching and related topic. Dr. Hines is a great speaker and has a lot of perspective that a teacher in rural southern NJ does not have. So much of what she said she sees in education at the federal level and the place education is going in other states aligns with my idea of transmedia approaches in education.
She mentioned the concept of gaming in education and also discussed Florida's new virtual high school – you can go K-12 totally online – and there is a huge waiting list for this program. A lot of the change in culture, technology and approach regarding students came up. There are definitely two camps to education theory (ok there are more, but still)....
I was a little saddened to hear many of the responses to what she was talking about. And I know that for 95% of those that attended, it will be status quo come today.
Friday we had out teacher in-service – and again I squirmed listening to the conversations. First was a review of the new standards. It was mentioned just lat week the Governor's board approved the math and English standards (except Texas, which do not get me started, and Alaska) - www.corestandards.org/. Many teachers were tuned in and many tuned out.
In our new state standards – I am finding almost direct references to concepts a transmedia project can address – I am entering some of those here and when I share my unit materials, I've aligned things even more rigorously. And of course NJ is updating their standards as well - www.njcccs.org/
Well, we had a session on school culture, and that descended into griping chaos. We are very lucky in this district and yet… this is why change in education will be very slow or nonexistent, yet, it is coming.
-------------
here are a few - again - just a few - and these are just for the high school - I could cite more
8.1.12.A.3 Participate in online courses, learning communities, social networks, or virtual worlds and recognize them as resources for lifelong learning.
The use of digital tools and media-rich resources enhances creativity and the construction of knowledge.
8.1.8.B.1 Synthesize and publish information about a local or global issue or event on a collaborative, web-based service (also known as a shared hosted service).
8.1.12.B.1 Design and pilot a digital learning game to demonstrate knowledge and skills related to one or more content areas or a real world situation.
8.1.12.C.1 Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers and experts, and present ideas for feedback in an online community.
Digital tools facilitate local and global communication and collaboration in designing products and systems.
8.2.8.E.1 Work in collaboration with peers and experts in the field to develop a product using the design process, data analysis, and trends, and maintain a digital log with annotated sketches to record the development cycle.
8.2.12.E.1 Use the design process to devise a technological product or system that addresses a global issue, and provide documentation through drawings, data, and materials, taking the relevant cultural perspectives into account throughout the design and development process.
The designed world is the product of a design process that provides the means to convert resources into products and systems.
8.2.8.G.1 Explain why human-designed systems, products, and environments need to be constantly monitored, maintained, and improved.
8.2.8.G.2 Explain the interdependence of a subsystem that operates as part of a system.
8.2.12.G.1 Analyze the interactions among various technologies and collaborate to create a product or system demonstrating their interactivity.
The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time.
9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences.
9.1.12.A.2 Participate in online strategy and planning sessions for course-based, school-based, or outside projects.
Critical thinking and problem solving in the 21st century are enhanced by the ability to work in cross-cultural teams in face-to-face and virtual environments. 9.1.12.A.3 Assess how a variety of problem-solving strategies are being used to address solutions to global problems by participating in online discussions with peers from other countries.
9.1.12.A.4 Justify problem-solving strategies used in the development of a particular innovative product or practice in the United States and in another country.
9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.
Digital media are 21st-century tools used for local and global communication.
9.1.12.E.1 Create messages for different purposes and audiences with sensitivity to cultural, gender, and age diversity, using various digital media outlets.
9.1.12.E.2 Generate digital media campaigns in support of or opposing a current political, social, or economic issue.
She mentioned the concept of gaming in education and also discussed Florida's new virtual high school – you can go K-12 totally online – and there is a huge waiting list for this program. A lot of the change in culture, technology and approach regarding students came up. There are definitely two camps to education theory (ok there are more, but still)....
I was a little saddened to hear many of the responses to what she was talking about. And I know that for 95% of those that attended, it will be status quo come today.
Friday we had out teacher in-service – and again I squirmed listening to the conversations. First was a review of the new standards. It was mentioned just lat week the Governor's board approved the math and English standards (except Texas, which do not get me started, and Alaska) - www.corestandards.org/. Many teachers were tuned in and many tuned out.
In our new state standards – I am finding almost direct references to concepts a transmedia project can address – I am entering some of those here and when I share my unit materials, I've aligned things even more rigorously. And of course NJ is updating their standards as well - www.njcccs.org/
Well, we had a session on school culture, and that descended into griping chaos. We are very lucky in this district and yet… this is why change in education will be very slow or nonexistent, yet, it is coming.
-------------
here are a few - again - just a few - and these are just for the high school - I could cite more
8.1.12.A.3 Participate in online courses, learning communities, social networks, or virtual worlds and recognize them as resources for lifelong learning.
The use of digital tools and media-rich resources enhances creativity and the construction of knowledge.
8.1.8.B.1 Synthesize and publish information about a local or global issue or event on a collaborative, web-based service (also known as a shared hosted service).
8.1.12.B.1 Design and pilot a digital learning game to demonstrate knowledge and skills related to one or more content areas or a real world situation.
8.1.12.C.1 Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers and experts, and present ideas for feedback in an online community.
Digital tools facilitate local and global communication and collaboration in designing products and systems.
8.2.8.E.1 Work in collaboration with peers and experts in the field to develop a product using the design process, data analysis, and trends, and maintain a digital log with annotated sketches to record the development cycle.
8.2.12.E.1 Use the design process to devise a technological product or system that addresses a global issue, and provide documentation through drawings, data, and materials, taking the relevant cultural perspectives into account throughout the design and development process.
The designed world is the product of a design process that provides the means to convert resources into products and systems.
8.2.8.G.1 Explain why human-designed systems, products, and environments need to be constantly monitored, maintained, and improved.
8.2.8.G.2 Explain the interdependence of a subsystem that operates as part of a system.
8.2.12.G.1 Analyze the interactions among various technologies and collaborate to create a product or system demonstrating their interactivity.
The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time.
9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences.
9.1.12.A.2 Participate in online strategy and planning sessions for course-based, school-based, or outside projects.
Critical thinking and problem solving in the 21st century are enhanced by the ability to work in cross-cultural teams in face-to-face and virtual environments. 9.1.12.A.3 Assess how a variety of problem-solving strategies are being used to address solutions to global problems by participating in online discussions with peers from other countries.
9.1.12.A.4 Justify problem-solving strategies used in the development of a particular innovative product or practice in the United States and in another country.
9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.
Digital media are 21st-century tools used for local and global communication.
9.1.12.E.1 Create messages for different purposes and audiences with sensitivity to cultural, gender, and age diversity, using various digital media outlets.
9.1.12.E.2 Generate digital media campaigns in support of or opposing a current political, social, or economic issue.
Great graphic Organizer for planning a transmedia project
Great graphic Organizer for planning a transmedia project
The diagram below was created by Gary Hayes. He has created a number of wonderful images, diagrams, and other visuals as well as having written a number of awesome articles.
This particular one I plan on using with my students and with my writing group (for my own transmedia project) and it serves as a great start point in general for thinking about all the assorted possibilities.
How might you use it?
from www.flickr.com/photos/garyhayes/4013418390/
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