Digital storytelling assignment

Digital storytelling assignment

Digital storytelling assignment

While storytellers have been creating narratives (historical, insightful, convincing, and/or reflective) for centuries using oral and print-based media, new digital media offers an ever-increasing range of options for developing and sharing the narratives that matter to our communities and lives. This course will introduce students to and provide repeated practice in using digital media for writing convincing digital stories, using text, audio, visual, and video in conjunction with rigorous research and narrative composition.
Students will be exposed to research sites such as university libraries, community centers, state museums, and a variety of other sites for more independent exploration in addition to writing for digital media. The course assignments and projects will include learning to write with digital media by researching and creating short narratives, resulting in a semester-long digital novel, in conversation with our readings, discussions, and the students’ own researched topics.

Digital storytelling tutorial

In the fall of 2013, I started teaching English 1102 at the Georgia Institute of Technology’s School of Language, Media, and Communication. We take a specific approach to college composition at Tech, emphasizing the growth of communication skills through a range of modes and media when engaging in science and technology cultural studies.
Pick assignments and student work from my Fall 2013 English 1102 class, “Unruly Women and the Politics of American Identity” (for a full syllabus, click the “Philosophy and Recent Courses” pull-down menu under the “Teaching” tab).
Assignment for the podcast: A vinyl album, an old magazine story, or even a rag doll can all tell you a lot about the culture in which they were made. Students can work in groups of two or three to create a three- to four-minute podcast that explains a 1920s artifact and addresses its relevance to the issues raised in Nella Larsen’s Passing. Note that the podcast does not have to reference the novel directly; instead, it must address any major social, cultural, or historical issue(s) that are important to the work. The podcast should contain two academic and/or authoritative expert sources. People who are interested in American history and culture are your target audience. Make no assumptions on whether or not the audience has read Passing. Bear in mind that your podcast should be both informative and entertaining.

1/19 assignment: introduction to digital storytelling

You will create a digital storytelling project that builds on your previous narrative and further expands your inquiry by engaging what others have said about the subject in this continuation of your Narrative Essay. You can create an open-ended statement about a subject you can relate to in any way in a 3-minute video or audio piece, using both your own knowledge and analysis evidence. These two types of evidence should educate each other; that is, you should be able to interpret and rely on your own experience through the prism of the research you do, and you should read the research critically, informed by your own experience. The idea is to use the study to objectively evaluate your experience and improve your case.
What media you can use is entirely up to you. Perhaps you’re comfortable using your Macbook or webcam to record video. Perhaps you’d rather use still photos with audio narration. Be imaginative, and keep in mind that the rhetorical modes you choose will influence how your audience perceives your Experience and Other Evidence project. When converting your script or storyboard into a multimodal project, consider Gunther Kress’ word transduction, which means “translation from one mode to another.” Do you want to make a YouTube video? It’s fine! Is this a PowToon cartoon? That is right. What is Prezi? Yes, of course.

《大學》hkcc digital storytelling – assignment 3

I took a summer session class on digital storytelling around halfway through my master’s degree in education. It was broken down into three half-day sessions, each of which allowed us to complete two digital stories. In approaching these tasks, I had no ambitious academic goals in mind. As a single mother of two teenagers working full-time and pursuing a graduate degree, I was trying to fulfill a degree requirement in a way that fit into my schedule.
My first story was an introduction to myself. This was a fantastic assignment for me. Despite the fact that I only had one evening to finish it, I spent hours refining it. I had a lot of fun mastering the tools. I had a lot of fun telling my classmates about my experience. And after it had been graded, I continued to look for ways to develop it.
I started researching the use of digital stories in education after completing the course. My personal experience taught me that in order to complete my task, I needed to become more comfortable with technology while also honing my writing, speaking, and presentation skills. After sharing my video and seeing their posts, I felt a stronger bond with my classmates.

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