digital storytelling

Stories are for sorting and storing
http://homes.chass.utoronto.ca/~lachance/S6D.HTM

> Willard,

>

> The post 29.126 has been niggling at me for days. I originally want to

> reply with a simple observation that the appeal to storytelling is

> cast in such a way to avoid the complications of narration’s relation

> to narrative (the telling and the told; shown and said). But it was

> the theme of “borrowing” from one domain by another that leads me to

> recall a counter-narrative where there is no need to borrow between

> domains since the military-industrial-entertainment complex is one entity.

>

> I contend that fundamental to human interaction is narration:

> attentiveness to how stories are related. Stories are for sorting and

> storing. *Sometimes this soothes paranoia induced by too much

> linearity.*

>

> A while ago (1996), I explored recursivity and narrativity. My

> starting point was the ability to ask questions (and learn from one’s

> bodily reactions). The musings may or may not have military relevance.

> Judge for

> yourselves:

>

> <quote>

>

> Pedagogical situations are sensory. They are also interpersonal.

> Because they are sensory this makes even learning by oneself interpersonal.

> Egocentric speech is like a dialogue between the senses. In

> Vygotsky’s and Luria’s experiments, children placed in problem-solving

> situations that were slightly too difficult for them displayed egocentric speech.

> One could consider these as self-induced metadiscursive moments. The

> self in crisis will disassociate and one’s questionning becomes the

> object of a question.

>

> Not only is the human self as a metabeing both fracturable and

> affiliable in itself, it is also prone to narrativity. That is, the

> human self will project its self-making onto the world in order to

> generate stories from sequences and to break stories into recombinant

> sequences. Its operations on signs are material practices with consequences for world-making.

>

> The fracturable affiliable self calls for reproductive models suitable

> to the interactions of multi-sensate beings, models that render dyads

> dialectical, questionable, answerable. Narrativity understood

> dialectically does not merely mean making sequences or strings of

> events into stories but also stories into things, strung together for

> more stories. From such an understanding, emerge non-dyadic

> narratives of reproduction, narratives where a thing-born transforms

> itself into an event, comes to understand itself as a process.

>

> </quote>

>

> http://homes.chass.utoronto.ca/~lachance/S6D.HTM

>

> Funny to consider that those remarks were based in a consideration of

> language and feedback mechanisms. Make me think that the storytelling

> as “potent form of emotional cueing” may be directed to undesired

> responses such as greater self-reflexivity. And depending on how they

> are parsed, Hollywood films can contribute to undesired responses

> including escape. :)

>

> Francois Lachance, Scholar-at-large

> http://www.chass.utoronto.ca/~lachance

>

> to think is often to sort, to store and to shuffle: humble, embodied

> tasks

>

> On Mon, 29 Jun 2015, Humanist Discussion Group wrote:

>

>>

>>

>>

>>

>> Sharon Ghamari-Tabrizi, in “The Convergence of the Pentagon and

>> Hollywood” (Memory Bytes: History, Technology, and Digital Culture, ed.

>> Rabinovitz and Geil, 2004), describes in some detail the adoption by

>> the U.S. military of the entertainment industry’s storytelling

>> techniques implemented by means of simulation. This chapter follows

>> on from her excellent “Simulating the Unthinkable: Gaming Future War

>> in the 1950s and 1960s”, Social Studies of Science 30.2 (2000). In

>> the 2004 piece she describes a U.S. National Research Council

>> workshop in October 1996 at which representatives from film, video

>> game, entertainment and theme-parks came together with those from the

>> Department of Defense, academia and the defense industries. There is

>> much about this convergence that we might productively take an

>> interest in. Let me, however, highlight storytelling in particular.

>>

>> In a military context, Ghamari-Tabrizi points out, skilled

>> storytelling techniques are used to help participants in a VR

>> environment sense that they are in a real environment and behave

>> accordingly. Storytelling functions as a potent form of emotional

>> cueing that would seem to elicit the desired responses. But

>> especially interesting, I think, is the fact that “many conference

>> participants argued that the preferred mode of experiential immersion

>> in electronic media is not the unframed chaos of hypertext, but

>> old-fashioned storytelling.” She quotes Alex Seiden of Industrial

>> Light and Magic (note the date — 1996): “I’ve never seen a CD-ROM

>> that moved me the way a powerful film has. I’ve never visited a Web

>> page with great emotional impact. I contend that linear narrative is

>> the fundamental art form of humankind: the novel, the play, the film… these are the forms that define our cultural experience.”

>>

>> Comments?

>>

>> Yours,

>> WM

>> —

>> Willard McCarty (www.mccarty.org.uk/), Professor, Department of

>> Digital Humanities, King’s College London, and Digital Humanities

>> Research Group, University of Western Sydney

>

>

>

>

Video Storytelling in Social Media Marketing

Video Storytelling in Social Media Marketing

http://www.socialmediaexaminer.com/video-storytelling/

#1: Post Stories From Your Customers

#2: Create a Fictional Series

#3: Tell Personal Stories

#4: Shoot Documentary-Style Video

#5: Interview Guests

#6: Take Viewers Behind the Scenes

#7: Create Animated Stories

#8: Show Viewers How to Do Something

Other Stories to Tell With Video

There are a lot of interesting ways to integrate storytelling into your social videos. In addition to those featured above, here are some other stories that are well suited for video:

  • Create a single video or a series of videos to highlight humorous situations related to your business or industry.
  • If your company’s beginnings would make an interesting story, have the founder tell that story on video.
  • Are your employees involved in interesting activities or challenges? Consider featuring those stories in your social videos.
  • Tell a fictional but realistic story on video to educate viewers about your industry.
  • Find a way to combine reality TV–style video with something relevant to your audience.

why necessary to know how to code

Why People Are Obsessed With Teaching Kids How To Code

http://www.forbes.com/sites/quora/2014/12/05/why-people-are-obsessed-with-teaching-kids-how-to-code

Computers and the software they run are not magic. Nor should they be perceived as such.
Learning to code is not valuable because everyone needs to program computers, but because such an integral part of modern life needs to be understood at a basic, comprehensible level.

https://www.quora.com/Why-is-it-important-to-know-how-to-code

More on coding and education in this blog:

http://blog.stcloudstate.edu/ims/?s=coding

Fusking

Fusking = using a program to extract files names from a website that would seem obvious. Like 1.jpg, 2.jpg, etc. http://fusking.urbanup.com/3995415#.VVNxIdIMi54.

How hackers built software to steal naked photos from hundreds of women automatically

The Dark Art Of “Fusking”

http://www.buzzfeed.com/katienotopoulos/the-dark-art-of-fusking

Fusking: Photobucket Fights Back Against Peeping Toms, Sends Takedown Notice To Reddit Pages

http://www.huffingtonpost.com/2012/08/16/fusking-photobucket-takedown-notice-reddit_n_1792472.html

iTunes in decline

With Downloads In Decline, Can iTunes Adapt?

http://www.npr.org/blogs/therecord/2015/01/06/375173595/with-downloads-in-decline-can-itunes-adapt


Spotify is simpler. It’s all about music. Mosley has switched over, saying he’s willing to pay the $10 monthly subscription fee for the premium, ad-free version of the service because it’s so much easier to use.

 

plagiarism and academic integrity

Posner, Kouwe, and Hegemann: old-school vs. new-school attitudes about plagiarism

http://www.csmonitor.com/Commentary/Opinion/2010/0219/Posner-Kouwe-and-Hegemann-old-school-vs.-new-school-attitudes-about-plagiarism

Generation-Y literary remixing? or plagiarism?

I’ve typically come to the defense of Gen Y, to which I belong, when baby boomers and others accuse us of neglecting personal relationships in favor of social networking, or of growing so reliant on technology that we’re unable to operate an actual telephone book or read a paper map. I even make my living doing all kinds of Millennial-y things like blogging and writing for online publications. But I also went to a solid journalism school that instilled me with plenty of old-old-school values, many of which I don’t think are forgiving when it comes to lifting another person’s writing or insights without also admitting where you got them.

Evering L, Moorman G. Rethinking Plagiarism in the Digital Age. Journal Of Adolescent & Adult Literacy [serial online]. September 2012;56(1):35-44. Available from: EBSCO MegaFILE, Ipswich, MA. Accessed December 3, 2014.

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d79862807%26site%3dehost-live%26scope%3dsite

The current concept of plagiarism is based on a capitalist view of property and ownership. It assumes that everything of value can be owned, bought, and sold and that ideas, knowledge, and art are created by individuals who have the rights of ownership. This view is deeply ingrained in Western culture.

Traditional definitions of plagiarism are further challenged by the digital revolution.

This situation has caused the current Millennial generation to see knowledge ownership, acquisition, and distribution in radically different terms than in previous generations. Clearly,
academia is past due in reevaluating the concept and how we deal with it in secondary and higher
education.

Plagiarism and the Millennials

https://hubbardbecky.wordpress.com/2010/09/22/plagiarism-and-millenialls/

Digital Citizenship

ISTE Launches Digital Citizenship Academy Series for Educators

http://thejournal.com/articles/2014/11/18/iste-launches-digital-citizenship-academy-series-for-educators.aspx

“For educators  to prepare students to be good digital citizens, it is crucial that they have a  clear understanding of the many components of digital citizenship and  consistently model the behavior.” said Wendy Drexler, ISTE chief innovation officer,  in a prepared statement

technology for early childhood students

Plan for today, Mon, Nov 17 class session:

Parent involvement in their children’s social emotional and academic development.

  1. Introduce myself, who I am, who do I work with. Why is it good to know IMS and consider working with IMS. How to contact us – 5 min
  2. Start with a video from the following IMS blog entry: http://blog.stcloudstate.edu/ims/2013/05/01/on-digital-literacy/ :
    http://youtu.be/d5kW4pI_VQw – 2 min. What is the video about, how do students think it relates to their class (parent involvement in their children’s social emotional and academic development) – about 5 min
  3. Group work assignment – what is digital literacy and why is it important to people of all ages:
    Students work in groups and outline a definition of digital literacy and a list of 5 reasons about the importance – 5 min
    Study and discuss the following infographic (5 min)
    http://blog.stcloudstate.edu/ims/2014/10/16/early-learners-tech-use/
    For and against children spending time with technology. Gaming, social media, and computer use in general as addiction. “Disconnect/Unplugged” (Sherry Turkle) versus contemplative computing and similar meditative and contemplative practices: http://blog.stcloudstate.edu/ims/2013/11/05/getting-unplugged/
  4. Discussion on how does digital literacy vary between age groups; how do people from different ages communicate. How do they work together and help each other when learning about digital literacy. Who is the best source for students to learn about digital literacy (hint – IMS ;)) – 10 min
    Suggested source for more information: The SlideShare presentation on the IMS blog entry: http://blog.stcloudstate.edu/ims/2013/05/01/on-digital-literacy/: http://www.slideshare.net/dajbelshaw/etmooc-t3-s1-digital-literacies-with-dr-doug-belshaw
  5. Discussion on digital identity, digital citizenship, privacy and security. – 10 min
    http://blog.stcloudstate.edu/ims/2013/10/03/digital-identity-and-digital-citizenship/
  6. Questions and suggestions regarding

Teenagers, The Internet, And Privacy

The Truth About Teenagers, The Internet, And Privacy

http://www.fastcompany.com/3037962/then-and-now/the-truth-about-teenagers-the-internet-and-privacy

danah boyd, a professor at Harvard University’s Berkman Center for the Internet and Society, argues that teenagers closely scrutinize what they share online because it is a way for them to negotiate their changing identities. In her book, It’s Complicated: The Social Lives of Networked Teens, she describes how teenagers carefully curate their feeds based on the audience they are trying to reach.

Adolescents have been migrating away from Facebook and Twitter over the last few years, showing preference for sites like Snapchat, Whisper, Kik, and Secret that provide more anonymity and privacy. Part of this transition can be explained by the fact that the older social media sites stopped being cool when parents joined them, but perhaps another reason could be that teenagers growing up in the post-Snowden era implicitly understand the value of anonymity. For teens, it’s not a matter of which platform to use, but rather which works best in a particular context.