Digital Storytelling for EDAD 652

Community Relations for Administrators EDAD 652

Instructor Kay Worner

A discussion with Kay’s class of school administrators about the use of digital storytelling as a tool for community relations.

discussion based on LIB 490/590
http://web.stcloudstate.edu/pmiltenoff/lib490/

  • Introduction (5-10 min)
    Plamen: http://web.stcloudstate.edu/pmiltenoff/faculty/
    students: interests and related information
  • Group assignment (5-10 min)
    Effective communication strategies. List 3-5 and discuss the pros and cons (what makes them effective and are there any impediments, limitations)
  • Class discussion on effective communication strategies: based on the group work findings, how do you think digital storytelling may be [can it be] an effective communication tool

What is Storytelling? How does it differ from Digital Storytelling?

https://en.wikipedia.org/wiki/Digital_storytelling

Rossiter & Garcia (2010)  consider “digital stories are short vignettes that combine the art of telling stories with multimedia objects including images, audio, and video” (p. 37)

Is Digital Storytelling more then just storytelling on technology steroids?

What is Digital Storytelling (DS) for school leadership? A bibliographic research reveals a plenitude of research on DS in the classroom, for educators, but not much for educational leaders.
Guajardo, Oliver, Rodrigez, Valcez, Cantu, & Guajardo (2011) view digital storytelling for emerging educational leaders as “as a process for data creation, analysis, and synthesis.”

There is information for corporate leaders or community leaders and DS, but not much for ed leaders.

Let’s create our own understanding of digital storytelling for educational leaders.

Basic definitions, concepts and processes.

  • Learn about Web 1.0 versus Web 2.0; the Cloud; transliteracy and multiliteracy

Multimodal Literacy refers to meaning-making that occurs through the reading, viewing, understanding, responding to and producing and interacting with multimedia and digital texts. It may include oral and gestural modes of talking, listening and dramatising as well as writing, designing and producing such texts. The processing of modes, such as image, words, sound and movement within texts can occur simultaneously and is often cohesive and synchronous. Sometimes specific modes may dominate.

http://guides.library.stonybrook.edu/digital-storytelling

  • Social Media and digital storytelling
    which social media tools would you employ to ensure a digital story happening?

When you hear the term, Digital Storytelling, do you immediately consider Social Media?

IT’S A MINDSET – NOT A SKILL
http://turndog.co/2015/06/16/how-to-use-social-media-in-your-digital-storytelling/

Share Your Brand’s (School?) Story
https://www.postplanner.com/digital-storytelling-techniques-secret-sauce-social-media/

  • group work (15-20) min
    split in groups of 3: an ed leader, a media specialist (or teacher with technology background) and a teacher (to represent a school committee on community relations)
    you have 5 min to research (Internet, access to school resources) and 5-10 min to come up with a strategy for use of digital storytelling for expanding and improving community relationship
    Base your strategy on existing examples.
    E.g.:
    Do the following electronic resources regarding this particular educational institution relay digital story:
    http://strideacademy.org/
    https://www.facebook.com/StrideAcademy/
    https://twitter.com/search?q=Stride%20Academy%20Charter%20School&src=tyah
    https://youtu.be/eekIUqMQ4v0
    What do you like?
    What would you do differently?
  • Digital Storytelling for building, expanding, improving community relations – final thoughts

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literature:
Rossiter, M., & Garcia, P. A. (2010). Digital storytelling: A new player on the narrative field.
New Directions For Adult & Continuing Education, 2010(126), 37-48.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.
com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d51532202%26
site%3dehost-live%26scope%3dsite

Guajardo, M., Oliver, J. A., Rodriguez, G., Valadez, M. M., Cantu, Y., & Guajardo, F. (2011). Reframing the Praxis of School Leadership Preparation through Digital Storytelling. Journal Of Research On Leadership Education, 6(5), 145-161.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dEJ958883%26site%3dehost-live%26scope%3dsite

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more on digital storytelling in this IMS blog
http://blog.stcloudstate.edu/ims?s=digital+storytelling

document analysis methodology

document analysis – literature on the methodology

  • Bowen, G. A. (n.d.). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9, 27–40.
    https://www.academia.edu/8434566/Document_Analysis_as_a_Qualitative_Research_Method
    Document analysis is a systematic procedure for reviewing or evaluating documents—both printed and electronic (computer-based and Internet-transmitted) material. Like other analytical methods in qualitative research, document analysis requires that data be examined and interpreted in order to elicit meaning, gain understanding, and develop empirical knowledge(Corbin&Strauss,2008;seealsoRapley,2007).
    Document analysis is often used in combination with other qualitative research methods as a means of triangulation—‘the combination of methodologies in the study of the same phenomenon’ (Denzin, 1970, p. 291)
    The qualitative researcher is expected to draw upon multiple (at least two) sources of evidence; that is, to seek convergence and corroboration through the use of different data sources and methods. Apart from documents, such sources include interviews, participant or non-participant observation, and physical artifacts (Yin,1994).By triangulating data, the researcher attempts to provide ‘a confluence of evidence that breeds credibility’ (Eisner, 1991, p. 110). By examining information collected through different methods, the researcher can corroborate findings across data sets and thus reduce the impact of potential biases that can exist in a single study. According to Patton (1990), triangulation helps the researcher guard against the accusation that a study’s findings are simply an artifact of a single method, a single source, or a single investigator’s bias. Mixed-method studies (which combine quantitative and qualitative research techniques)sometimes include document analysis. Here is an example: In their large-scale, three-year evaluation of regional educational service agencies (RESAs), Rossman and Wilson (1985) combined quantitative and qualitative methods—surveys (to collect quantitative data) and open ended, semi structured interviews with reviews of documents (as the primary sources of qualitative data). The document reviews were designed to identify the agencies that played a role in supporting school improvement programs.
  • Glenn A. Bowen, (2009) “Document Analysis as a Qualitative Research Method”, Qualitative Research Journal, Vol. 9 Issue: 2, pp.27-40, doi: 10.3316/QRJ0902027
    http://www.emeraldinsight.com/action/showCitFormats?doi=10.3316%2FQRJ0902027
  • Document Review and Analysis
    https://www.bcps.org/offices/lis/researchcourse/develop_docreview.html

Qualitative

  • Semiotics (studies the life of signs in society; seeks to understand the underlining messages in visual texts; forms basis for interpretive analysis)
  • Discourse Analysis (concerned with production of meaning through talk and texts; how people use language)
  • Interpretative Analysis (captures hidden meaning and ambiguity; looks at how messages are encoded or hidden; acutely aware of who the audience is)
  • Conversation Analysis (concerned with structures of talk in interaction and achievement of interaction)
  • Grounded Theory (inductive and interpretative; developing novel theoretical ideas based on the data)

Document Analysis
Document analysis is a form of qualitative research in which documents are interpreted by the researcher to give voice and meaning around an assessment topic. Analyzing documents incorporates coding content into themes similar to how focus group or interview transcripts are analyzed. A rubric can also be used to grade or score a document. There are three primary types of documents:

• Public Records: The official, ongoing records of an organization’s activities. Examples include student transcripts, mission statements, annual reports, policy manuals, student handbooks, strategic plans, and syllabi.

• Personal Documents: First-person accounts of an individual’s actions, experiences, and beliefs. Examples include calendars, e-mails, scrapbooks, blogs, Facebook posts, duty logs, incident reports, reflections/journals, and newspapers.

• Physical Evidence: Physical objects found within the study setting (often called artifacts). Examples include flyers, posters, agendas, handbooks, and training materials.

As with all research, how you collect and analyse the data should depend on what you want to find out. Since you haven’t told us that, it is difficult to give you any precise advice. However, one really important matter in using documents as sources, whatever the overall aim of your research, is that data from documents are very different from data from speech events such as interviews, or overheard conversations.So the first analytic question you need to ask with regard to documents is ‘how are these data shaped by documentary production ?’  Something which differentiates nearly all data from documents from speech data is that those who compose documents know what comes at the end while still able to alter the beginning; which gives far more opportunity for consideration of how the recepient of the utterances will view the provider; ie for more artful self-presentation. Apart from this however, analysing the way documentary practice shapes your data will depend on what these documents are: for example your question might turn out to be ‘How are news stories produced ?’ – if you are using news reports, or ‘What does this bureaucracy consider relevant information (and what not relevant and what unmentionable) ? if you are using completed proformas or internal reports from some organisation.

An analyse technique is just like a hardware tool. It depends where and with what you are working to choose the right one. For a nail you should use a hammer, nad there are lots of types of hammers to choose, depending on the type of nail.

So, in order to tell you the bettet technique, it is important to know the objectives you intend to reach and the theoretical framework you are using. Perhaps, after that, We could tell you if you should use content analysis, discourse or grounded theory (which type of it as, like the hammer, there are several types of GTs).

written after Bowen (2009), but well chewed and digested.

1. Introduction: Qualitative vs. Quantitative Research?

excellent guide to the structure of a qualitative research

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more on qualitative research in this IMS blog
http://blog.stcloudstate.edu/ims?s=qualitative+research

social media in your course

8 Things You Should Know before Using Social Media in Your Course

Jennifer Rafferty, Director, OLC Institute for Professional Development, 

https://onlinelearningconsortium.org/8-things-you-should-know-before-using-social-media-in-your-course

a variety of available platforms, and many creative ways that faculty are integrating social media into their teaching practice.

  • how the digital medium will foster engagement and enhance learning outcomes.
  • aware of the implications of having students post content on third-party services (those not provided or hosted by your institution).
  • Social media usage in the classroom intersects with both FERPA and Copyright Compliance, so keep this checklist handy as you develop your class activity.

Include details about the activity in your syllabus & course description.

Use contracts.
Link to institutional policies.
Use aliases for social media accounts.
Teach your students to use digital media responsibly.
Know where to provide assignment feedback.
Don’t use personal accounts for university business.
Understand the Terms of Service.

Sources

Classification of Social Media Platforms, DelValle Institute Knowledge Base, Office of Public Health Preparedness. Retrieved on March 24, 2017 from  https://delvalle.bphc.org/mod/wiki/view.php?pageid=65

Copyright Clearance Center, Inc. 2005. Using Digital Content. Retrieved on March 24, 2017 from http://www.copyright.com/Services/copyrightoncampus/basics/teach.html

Educause, Is Your Use of Social Media FERPA Compliant? Retrieved on March 24, 2017 from http://www.educause.edu/ero/article/your-use-social-media-ferpa-compliant

Kind, T., Genrich G. and Chretien, K.(2010)  Social Media Policies at US Medical Schools. Medical Education Online.  Retrieved on March 24, 2017 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2941429/

Meyer, L., (2015). Six Alternative Social Media Tools for Teaching and Learning, Campus Technology. Retrieved on March 24, 2017 from https://campustechnology.com/Articles/2015/01/07/6-Alternative-Social-Media-Tools-for-Teaching-and-Learning.aspx?Page=4

Orlando, J., 2011. FERPA and Social Media, Faculty Focus. Retrieved on March 24, 2017 from http://www.facultyfocus.com/articles/teaching-with-technology-articles/ferpa-and-social-media/

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more on social media for teaching practices in this IMS blog

http://blog.stcloudstate.edu/ims?s=social+media+teaching

Analytics and Data Mining in Education

https://www.linkedin.com/groups/934617/934617-6255144273688215555

Call For Chapters: Responsible Analytics and Data Mining in Education: Global Perspectives on Quality, Support, and Decision-Making

SUBMIT A 1-2 PAGE CHAPTER PROPOSAL
Deadline – June 1, 2017

Title:  Responsible Analytics and Data Mining in Education: Global Perspectives on Quality, Support, and Decision-Making

Synopsis:
Due to rapid advancements in our ability to collect, process, and analyze massive amounts of data, it is now possible for educators at all levels to gain new insights into how people learn. According to Bainbridge, et. al. (2015), using simple learning analytics models, educators now have the tools to identify, with up to 80% accuracy, which students are at the greatest risk of failure before classes even begin. As we consider the enormous potential of data analytics and data mining in education, we must also recognize a myriad of emerging issues and potential consequences—intentional and unintentional—to implement them responsibly. For example:

· Who collects and controls the data?
· Is it accessible to all stakeholders?
· How are the data being used, and is there a possibility for abuse?
· How do we assess data quality?
· Who determines which data to trust and use?
· What happens when the data analysis yields flawed results?
· How do we ensure due process when data-driven errors are uncovered?
· What policies are in place to address errors?
· Is there a plan for handling data breaches?

This book, published by Routledge Taylor & Francis Group, will provide insights and support for policy makers, administrators, faculty, and IT personnel on issues pertaining the responsible use data analytics and data mining in education.

Important Dates:

· June 1, 2017 – Chapter proposal submission deadline
· July 15, 2017 – Proposal decision notification
· October 15, 2017 – Full chapter submission deadline
· December 1, 2017 – Full chapter decision notification
· January 15, 2018 – Full chapter revisions due
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more on data mining in this IMS blog
http://blog.stcloudstate.edu/ims?s=data+mining

more on analytics in this IMS blog
http://blog.stcloudstate.edu/ims?s=analytics

mobile apps for libraries

Apps for Librarians: Empower Your Users with Mobile App Literacy eCourse
Nicole Hennig
Item Number: 1541-9076  Publisher: ALA Editions Price: $250.00

http://www.alastore.ala.org/detail.aspx?ID=11270&zbrandid=4634&zidType=CH&zid=42706629&zsubscriberId=1026665847&zbdom=http://ala-publishing.informz.net

Estimated Hours of Learning: 28
Certificate of Completion available upon request

Learning outcomes

After participating in this eCourse, you will:

  • Gain experience using some of the best apps available and understand how they enable learning
  • Learn how to evaluate and review mobile apps
  • Learn how tablets complement laptops, and how their capabilities are creating new learning opportunities
  • Learn how apps are being used by people with special needs, and where to find additional resources for learning more
  • Receive guidance for creating your own app guides, offering workshops, and advising colleagues

In this 5-week eCourse, you’ll learn about the most useful apps available on tablet and mobile devices and how they can be applied in your library to create the best learning experiences for your patrons and students.

Mobile apps are empowering for people of all ages and abilities. Contrary to the popular idea that apps are only useful for “consumption,” the best apps are being used effectively as tools to enable learning and knowledge creation. In this eCourse, Nicole Hennig will show you how to incorporate apps as learning tools at your library.

eCourse Outline

Week 1 – E-Reading

The Apps

  • Book reading
  • Magazine reading
  • Apps for Reading PDFs, web pages, and news feeds
  • Individual book apps

Readings & Discussion

  • Readings about e-reading & future of the book
  • Your thoughts on the readings (discussion forum)
  • Optional app review assignment

Week 2 – Productivity & Writing

The Apps

  • Productivity
    • Cloud storage, passwords, to do lists, notes
    • Handwriting, speech recognition, scanning, barcodes
  • Writing & Presenting
    • Word processing, spreadsheets, slides
    • More presentation apps

Readings & Discussion

  • Readings about security, writing, mobile apps in academia
  • Your thoughts on the readings (discussion forum)
  • Optional app review assignment

Week 3 – Reference

The Apps

  • Dictionaries, encyclopedias
  • Unit converters, maps, languages
  • Specialized reference apps
  • Subscription databases & citations

Readings & Discussion

  • Readings about jailbreaking, platforms, & mobile web
  • Apple’s iOS Human Interface Guidelines
  • Your thoughts on the readings (discussion forum)
  • Optional app review assignment

Week 4 – Multimedia

The Apps

  • Art viewing
  • Art creation
  • Photography and photo editing
  • Music listening
  • Music creation
  • Video viewing and editing

Readings & Discussion

  • Readings about technology & children
  • Your thoughts on the readings (discussion forum)
  • Optional app review assignment

Week 5 – Accessibility & More

Accessibility features of mobile devices

Readings & Discussion

  • Readings about assistive technology
  • Your thoughts on the readings (discussion forum)

Idea generation assignment

  • Ideas for using apps in library programs & services
  • Apps that wow

How this eCourse Works

The eCourse begins on June 5, 2017. Your participation will require approximately five to six hours a week, at times that fit your schedule. All activities take place on the website, and you will be expected to:

  • Read, listen to or view online content
  • Post to online discussion boards
  • Complete weekly assignments or activities

Instructor Nicole Hennig will monitor discussion boards regularly during the five-week period, lead group discussions, and will also answer individual questions. All interaction will take place on the eCourse site, which will be available 24 hours a day, 7 days a week. It’s recommended that students log into the site on the first day of class or within a few days for an overview of the content and to begin the first lesson.

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more on mobile apps in this IMS blog
http://blog.stcloudstate.edu/ims?s=mobile+apps

SXSW 2017 tech and social media trends

Our favorite tech and social media trends from SXSW this year

http://mashable.com/2017/03/28/plenty-to-nerd-out-about-sxsw/

The themes surrounding the SXSW Interactive Festival

Virtual Reality is quickly becoming a device that can be used to bridge gaps in understanding between cultures, transporting people into situations and locations dissimilar from their own.

Empathy Lab, a partnership between Refinery29 and the Columbia University Digital Storytelling Lab. Here attendees witnessed firsthand the power of empathy, via a series of exercises that sought to shift the way they saw the world – and each other.

More on digital storytelling and virtual reality in this SCSU class:
http://web.stcloudstate.edu/pmiltenoff/lib490/

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more on digital storytelling in this IMS blog
http://blog.stcloudstate.edu/ims?s=digital+storytelling

more on VR in this IMS blog
http://blog.stcloudstate.edu/ims?s=virtual+reality

http://blog.stcloudstate.edu/ims/2015/11/18/immersive-journalism/

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