This week I decided to read and listen to everyone’s audio assignments. Overall, everyone did a fantastic job! Some great stories were shared, and I commented on everyone’s assignments using hypothesis (If I missed anyone, let me know!).
I saw that a lot of you struggled with this week’s audio assignment, specifically the technical aspects. Audio is a difficult medium to work with, I also struggled last year with this assignment. My produced audio assignment is probably my least favorite of all my ds106 assignments completed last year. All this to say that you’re not alone, I understand your struggle! I still struggle with audio projects.
Moving into week three you will be doing a video assignment. Video can also be very frustrating. You have access to some free tools to help you with your projects. On Windows you have Movie Maker (should be installed already, if not you can download from the link), and on Apple you have iMovie. On top of that YouTube has some editing features available after you upload your video. Other tools you can look into using include Camtasia (30 day free trial, then around $200 after if you decide to purchase), Adobe Premiere (very expensive, but great if you already have it) and Screencast-o-matic (if your chosen assignment requires a screencast).
This week you got the chance to read my favorite chapter from Lankshear and Knobel. Here is my reading response from last year about it. Notice that Remi and I disagree on one particular subject (the conversation is in my reflection for that week), and we still don’t agree to this day, and that’s ok. As graduate students, we’re allowed to disagree with our professors or readings, as long as we do it in a respectful way.
I also wanted to offer to anyone in the course that might be struggling the opportunity have a phone call with me via Google Hangouts. If you’re interested, please send me an email and we can set something up. Keep in mind that I’m in the Eastern time zone. Keep telling those stories! Until next time!
On this hot and sunny Sunday afternoon (I live in PA, if you’re wondering why I’m somewhere hot and sunny, and you might be in the rain!) I’m busy reading the great stuff you all posted this week and working on your groups for next week. On that note, don’t forget to submit your theme proposal to the online form by the end of today (Sunday)!
I just have to say how impressed I am with all of you. The first week of this class is challenging, and you all took it in stride, and produced some really great media, critiques and “visual” stories. I feel like I’m learning bits and pieces about you personally though these stories. For those of you that may have felt like this was a huge struggle, or anyone that wants some inspiration here are some links to the work I did last year:
I left out the chapter critiques because my readings were slightly different last year. On that note I wanted to talk a bit about your interest-driven scholarship. These pieces of writing do not have to be a separate blog post from your required reading response (but if you want to keep it that way, that’s cool too). What happened with me last year is something in my readings would prompt me to do some research on another topic. For example, this post from my week one reading response last year. A section of the chapter really made me think about another topic, so I went and found some research and incorporated it into my response.
Now that I’m done with required business, I’m going to tell you a story… Something really cool happened to me this week!
As you all know, I took this class last year, and if you remember my focal theme was “The experiences of a new mother”. This class was just as public last year in terms of blogging and assignment submission as it is this year. So, all of my assignments, critiques, daily creates, etc. are all still available on my blog. A mommy blogger, or at least as far as I can tell, a digital media journalist (I don’t speak Spanish) somehow stumbled upon one of the critiques that I did, and tweeted out a link to all of her followers (over 4000 of them).
As will be described in a forthcoming post that presents a detailed pedagogical rationale for collaborative reading and annotation practices in both public and private, some of our web annotation with Hypothesis will be “open” for public consumption, and some will be private so as to create more intimate discussion among learners in our course. This brief blog post is a practical – as well as visual and resource-rich – guide to setting up Hypothesis Groups.
Before joining a Hypothesis group, learners new to web annotation will want to read this blog post (from Remi’s previous Games and Learning course) and note, in particular, the instructions toward the end. Having read this post and joined Hypothesis, you’re ready to join a group. This summer term, you’ll actually be joining two groups:
One group for everyone in INTE 4340/5340 Learning with Digital Stories (about 40 people)
One group for a group of about ten learners (these smaller teams will correspond with letters – Group A, Group B, Group C, and Group D)
The lovely folks at Hypothesis have created a great set of resources on Annotating With Groups – it includes two brief videos, and a slideshow. In addition to those resources (check them out!), the following images will assist you in joining our private Hypothesis groups this term.
First, you’ll want to visit our Week 1 page via Canvas and click the noted hyperlink:
Second, you’ll want to click the “Join Summer 16 ILT5340” button:
Third, you’ll see who is in the group, and what documents and annotations have been recently added to this group.
Fourth, when annotating a required Course Reading, you’ll be able to select a group in the upper left corner of the Hypothesis panel, and then post to that group via the “Post” button. (A related aside, when annotating recommended readings, you’re very welcome to contribute public annotations as many of those readings – other blog posts, essays, and articles – already have public and ongoing Hypothesis conversations. And annotation of our weekly pages with Daily creates is also public.)
If you have any questions about joining our Hypothesis groups, please ask!
The following summarizes activities for the first week of INTE 4340/5340 Learning with Digital Stories (Monday, June 6th through Sunday, June 12th). As noted, some activities and links to resources are intentionally private and are only accessible to course participants via our Canvas LMS.
Use Hypothesis and add your first Daily Create as a public annotation to this blog page. In other words, annotate this text right here with your creative media! (Also, this may require that you host your created media via Flickr, YouTube, or a similar platform.)
By Friday 6/10:
Blog about your DS106 Assignment Bank Visual creation
Get your seat belts buckled and queue up some awesome music because we’re going on an interesting ride this summer. Welcome to INTE 5340 – Digital Storytelling! My name is Lisa Dise and I am your TA for this course (read more about me on my website). I’ve traveled down this road before, experienced some bumps and potholes first hand and held tightly onto the steering wheel, bracing myself the whole time. This time I’m here to serve as a guide for this course; I’m sitting in the backseat, looking at the beautiful scenery as you drive, with a map in hand, ready in-case you need help with directions.
Hopefully you have all read the syllabus by now (maybe even a couple of times!). As you can probably tell, this class is intense. Will this course be challenging? Yes. Will it be rewarding? Most definitely. Will you learn something? Absolutely. Will you have fun in the process? I hope so! This class is HARD, I’m not going to hide it. It was the first class I took as a graduate student, and I learned a lot, about digital storytelling, and about myself as a student. One thing it forced me to do, was to learn how to manage my time. What worked for me was to create a schedule of what days I aimed to have course tasks accomplished. Here’s an example of my weekly schedule from last summer:
*Note that the course I took last summer had a slightly different form than the one you’re taking now.
Monday – Read course announcements, First Daily Create, Finish reading if necessary, Pick DS106 Assignment Bank
Tuesday – DS106 Assignment Bank
Wednesday – Digital Story Critiques
Thursday – Reading Response
Friday – Flex day
Saturday – Respond to Peers, Second Daily Create
Sunday – Weekly Reflection, Read for next week
Lather, Rise, Repeat. I tried to stick to this schedule as best I could. There were times where I needed to be flexible and moved some of the assignments around. The key to success in this course is to be organized!
Now, a few notes regarding course specifics…
Learning with Remi
I’ve learned with Remi twice now. Remi expects a lot from his students, but in return you will get a present, engaging and caring professor. Here’s a few tips I can share about learning with Remi:
Watch every screencast and read every announcement: Remi won’t share anything superficial or unimportant.
Ask questions if you have them: Remi wants to see you succeed, not fail.
Be honest. Did you struggle this week? It’s ok. Challenges are expected and experimentation is encouraged. Keep trying until you get it!
Choose something you like, something you’re passionate about, something that’s important to you. You’ll be working with this theme all summer, the last thing you want is to get bored with it! My theme from last year was “Becoming a new mother”, I enjoyed creating media around my experiences as a new mother, and my son. Remember, at least four of your ds106 assignments must be related to your theme.
ds106 is an open digital storytelling course offered by the University of Mary Washington. We will be interacting with the ds106 community A LOT. I suggest taking some time to get acquainted to the site, and watch some videos on YouTube about other’s experiences. Also, get creative! Find an assignment you want to complete, or really like today’s daily create but want to change it up a bit? Go for it! One more tip about ds106, read the how to blog like a champ rubric and use it when writing your blog post submissions.
About those blogs…
You will be blogging, multiple times a week. The first thing you need to do for this course (after you’ve read the syllabus) is set up a blog if you don’t have one already. If you’re an ILT student, then use your base camp blog. If you need to set up a blog I recommend WordPress or Blogspot, they’re free and easy to use.
You will also be reading and comment on your peers blogs, because of the amount of people in this class I recommend using a service like feedly to help keep everything organized.
Twitter is a fantastic tool to help you connect and network with your peers and others in the digital storytelling community. You will be required to promote your blog posts through Twitter. Get used to using the hashtag #ILT5340 for all your coursework, and #ds106 for any ds106 related assignments. On top of following everyone in the course, you should consider following these Twitter accounts: @ds106 – The official ds106 Twitter handle, @ds106dc – The ds106 daily create account, @jimgroom – Creator and professor of ds106, and @cogdog – Creator and professor of ds106.
Once you become active on Twitter you will notice that the actual Twitter website won’t be able to track everything as well as you want it to. I like to use TweetDeck (Chrome app) to keep myself organized. There are many tutorials available to teach you how to use TweetDeck effectively.
Speaking of Chrome apps… Hypothesis!
We will be conducting the majority of our class discussions through an app called Hypothesis. Get yourself set up with an account on the hypothesis website. Once you have created your account, download and install the Chrome extension. This application is only available through Google Chrome, please install the browser on your computer if you don’t already have it. Once you have your hypothesis account and extension already set up, please join our course group by clicking on this link. That’s it! You’re ready to start annotating and discussing. Watch the video below to get an idea on how to get started.
Note that starting in week two you will be annotating and discussing in your groups. More information on that will be coming shortly.
Congratulations! You’ve now completed your initial Digital Storytelling driver training. You’re now ready to take the wheel. Watch out for those speed bumps and remember to holler if you have any questions!