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Most of you have now completed your digital stories. Let’s reflect on what this genre can do for us. Use these questions as prompts for a piece of reflective writing on your blog.

How can I use digital stories with my students? How can I have my students utilize this genre of writing? What assignments or projects can I give my students to make use of the genre of digital storytelling? Why might I choose to have my students work on digital stories? Why might I choose to not have my students work on digital stories?

How can I use digital stories in my teaching? Why might I want to make a digital story for use in my classroom? How can this genre of writing be used as an instructional tool? What ways can I use digital stories in my classroom?

How can I use digital stories for personal writing? When might I want to work on a digital story? What ways can I explore the genre for personal projects?

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Here is a link to the video hosting service we will use.

Plain text of Vimeo presentation

Hosting Video on the Internet

You’ve created your video.
How can you share it with people?

To make your video accessible to anyone
you need to employ a hosting service.

Popular Hosting Services

YouTube.com
TeacherTube.com
Vimeo.com

Creating a Vimeo account.

  • Go to vimeo.com
  • Click “Join Vimeo”
  • Click “Sign up for Basic”
  • Input your name, email address, and desired password
  • Check your email for the activiation link and code

Uploading your Video

  • Log in to your Vimeo account.
  • Select “Choose a file to upload.”
  • Give it a title and description and any applicable tags
  • Wait… It can take a while for vimeo to finish encoding your video
  • To share your video, you need to know its location…

Your Video’s Location

  • Your video has a unique location on the Internet
  • Log in to your Vimeo account
  • Select your video from you list of uploaded videos
  • In the address bar, you will see a link that looks like this
  • http://www.vimeo.com/5299192
  • Copy this address.
  • You can paste into an email, your blog post, anywhere you choose.

 

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http://prezi.com/

Here are some examples of cool presentations other people have made.

Remember, this is a web-based presentation program. Everything is created, stored, and viewed on the Internet. Internet access is required to use it.

(Thanks to Karen McComas.)

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A reflective learner is a lifelong learner.

Reflect on your story of Summer Institute. 

What have you enjoyed the most?

What have you enjoyed the least?

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Ethnography -  July 1, 2009 - Shuang Wang

Once on a time, as old tales tell us

There was a SIdom

 Where the queen was Peggy by name 

 with Jennifer, Beth, Hildegard, and Ian as ministers

And  also on the cabinet, there were 10 councilors

They meet in summers

At Cobally Hall in Marshall

To discuss how to be good writers

 

The first day of the seventh month came along

With morning showers at the dawn

Queen Peggy announced commencement

And proceeded with a journal recommended

She said it was about a remote kingdom called Huntington

And a bunch of places for amusement

Then she commented the writings that meant to be sacred the previous day

And said Her Majesty’s intention was obviously misunderstood

“Today” she said, “you need to write another piece

Either about the books that inspired you

Or the untold story that you wanted to share”

 

All went silent and ran their pencils on the journals

 Until some chair noise got more and more noisy

Queen Peggy raised her eyes from her journal

As she inquired for the very first speaker

Shuang  the alien councilor

 cleared her voice

and asked a favor

“Can I record each of your speech with a recorder?

And listen back to it later?”

on alert were sent some councilor

“Do you want to use it against us?”

Cabinet is supposed to be closed for secrecy all after

“I only want to listen to it once again, in order not to miss any of your point, my dear councilor”

All nodded to consent  

Attentions were cast to the loud reader

 

Shuang’s writing started with a piece of Soccer

Although she still doesn’t understand if the mouths of the kids in this SIdom are bigger

She then concluded writing with honesty would be better

 

Anne the councilor, recalled her unsuccessful puppy’s lover

And how she adored the soft curls of the Allen boy

Who turned 16 in the year of 1986 and stayed 16 ever after

 

 Peggy wrote about a summer

And the connection developed between her and her father

On a boat purchased as a gift by her grandfather

 

Mandy reflected on the books she read and

Also songs that always made her feel better

 

Beth revealed a family hobby

 That they collected pets like homeless doggy

She then confessed how they got a white and a black puppy

And how they bring happiness to the family

 

Bethany story was bookie and lengthy

She developed her love of books from a babysitting magazine

Where “devoice” was first learned as an alien

 

Jill recalled how her friend Molly

Who exerted influence on her to reading

She said she had to read academically

But she hinted she would read more later for fun only

 

Hildegard had a house to reorganize

From one cabinet to another,  she sorted out things

But she still cannot toss the  two pairs of shoes that she saw at Macy out of her mind

 Mary Frances stared “You’ve got a Mail”

 The answer to a suspense that she subtly devised two weeks ago was finally revealed  

 The guy she dated when she was 14

 Didn’t come back to her life, as other councilors wished

Not because of the existence of the other 5 competitors

But because he never grew out of his own teens

 

Lorie related the book “Legend of the Thorn Bird”

To the experience of her child birth

There she got a deep sympathy from Jill

Who had touched the same theme

 

Jennifer had loved romance books

From Tales of Fourth Grade Nothing

She learned about first kiss

 She still loved romance books

Where she sought escape from the real world

 

J.D. the only male councilor

Read Where the Red Fern Grows

He confessed for the first time

That he cried when the two hounds died

 

Beth in the blue Tee

Loved children’s books

She read with rhymes and passion

Those of her favorite lines

 

Megan loved mystery books

She loved author Christy in particular

She also loved Harry Porter

No wonder she had those wildest dreams at 5 pm

 

Bethany, councilor of Performing Art Department

Wrote a play the day before

She dramatized everybody in the present

And order each to play his/her part

After doubt and gaggling

The play was officially put on

Bethany, the playwright and director

Offered to take the part of narrator

Everyone was happy at the end

Because nobody needed to play the bad guy

J.D. the male councilor

 Picked out an error

We was we and you was you

They should not be mistaken.

 

Queen Peggy was happy

 Things all went smoothly

She reminded those who didn’t write exit slips the previous day

That to reflect is an important step to write.

 

After 5 minutes recession,

All gathered again in a lab where computers displayed

A wide white screen hung in the front

Mandy the councilor did her Demo

Reflective writing was the topic

A blue folder with a cute name sticker

Everybody were taught Zumba as an content

Then reflections had to be written

All doubted, and shy at the beginning

Then engaged in the dancing

Jennifer tried cambering

And she was persuaded to learn dancing

In case of another chance she would get

To meet a hot guy at gas station

Time passed fast and the Demo was over

All were still reflecting at the Zumba dancing

 

 

Beth ordered pizzas from Papa Johns

She also made some desert with appealing look

Brownie bottom, creamy cover and some nuts on top

The name of the cake is “Better than sex”

Do you eat or do you laugh if you know the name in advance?

 

Laura the poet helped three councilors with their writing

Each returned with content

The afternoon commenced revising activates at writing group

Mary Frances shared a piece about her experience

It was Joepard that she went to

And big TV, VCR and Surrounding sound system she won home

 Beth thought it was too short

About what had happened

She wanted to know more

 

Ian the minister waited and waited

As a born gazer, he gazed at the watch

Once the long arm pointed to 12 and short to 2

He claimed his domain of the room

He pulled out a Power Point he just made

With a new software he found at prezi dot com

The zooming in and out of the animation

Drew a lot wows from the audience

How to use word format to blog

Was the next issue that Ian concerned

He also showed a clear way

To edit a content for E- Portfolio

“Go to E-anthology at NWP dot com”

He then ordered and put a piece for allies to revise

For the digital story

“You need to finish it the next day”

 

The daily routine was over

But no one left right away

Jennifer wheeled to Jill to ask about tattoo

Beth wheeled to Mary Frances for another reason

While people were so developed in their brain

Did other body parts correspondingly deteriorate?

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Ethnography

“SI 2009 Adventures:  A Play in Four Acts”

By:  Bethany Hunt

Narrator:  The following play is based upon real events that occurred on June 30, 2009, on the fourth floor of Corbly Hall at Marshall University in Huntington, West Virginia.  A group of teachers convene daily over the summer to journal and share a variety of educational practices and strategies.  Although the author has used her creative license to a certain extent, the following play attempts to stay true to the actual events of June 30, 2009.

ACT I:  SACRED WRITING

Peggy(sitting in her normal seat; journal and pen ready) Ok, everyone.  It’s nine o’clock.  Time for Sacred Writing.

(fellows and facilitators shuffle their belongings; pens and journals are now ready)

Today’s topic is on the board, but I’ll read it to you anyway. (she reads from the board) What pieces of writing have been your teachers?  What have they taught you?

(all is quiet for several minutes; fellows write, but some are done before others; Jill, a fellow with long blonde hair,  falls asleep)

Peggy(quietly, after twenty-five minutes or so) Ok.  (everyone understands this means to put down their pens) Who wants to go first?

Bethany(raises her hand) I will.  Sacred writing has really inspired me to reveal personal information about myself.  I also learn from others through their writing.

Beth Wireman:  I am inspired by the process of writing.  I have a flood of thoughts, and some thoughts get lost in the stream.  I won’t read the rest; it’s rambling.

Mandy:  My brain seems to be made of spaghetti noodles.  I enjoy writing about my husband, but sometimes my writing shows that I am a butt hole too.  All in all, writing is self-discovery.

Jennifer:  Wow!  I think this is a difficult topic!  Shuang speaks beauty, but I can’t stop thinking about my dentist appointment last night.  The Novocain caused my cheeks to swell up.  Here’s what’s really on my mind, though:  I had a Sleepless in Seattle moment with a strange—but hott—guy last night!  I was tongue-tied and couldn’t ask him whether I knew him or not.  Eventually he drove away and we never really spoke to one another.  (there are murmurs in the room)

Hildegard(outraged) Why did you let this opportunity slip by?  You should have dropped the gas pump and said “oops!” so he would have come over and talked to you!

J.D.:  (raises his hand) We’re stupid!

Jennifer(looks sheepishly at the group) I’m just not good with guys!  You know that!  (more murmurs at the table)

(eventually the group reconvenes after Beth, a.k.a. “Pre-K” and “Mother,” gets the group back on track)

PeggyA Wrinkle in Time has really inspired me.  (fellows realize they should have written about books) I have learned from many books and authors.  Peter Elbow was liberating for me as a teacher.  He said that students should write and share:  that’s it.

Anne:  I went home last night and wrote another letter to let out my frustrations.  I’ve been working on lessons for next year.  One thing I want to incorporate is how to just write, not editorialize.  My students need to learn this skill.

Megan:  I like how my students reveal themselves and their experiences through their writing.  For instance, I have learned about the Korean War and students’ home life by reading their writing.

Shuang:  I didn’t think I was talented, but then I learned from a manual how to write.  I used writing one day in my classroom and a particularly loud student revealed that it was the best writing he had ever done!  I learned a useful lesson:  talent is not important, but following your heart is.

Beth:  I had no idea what to write!  I decided to discuss what teachers have taught me:  play hard; smile, smile, smile; sing to help you nap; learn to wipe and flush in one day so as to make mom happy, and talk about death as much as life in the classroom.

J.D.:  Writing has not really taught me content; rather, it’s taught me about myself.  Yet my mind sometimes shuts me down anyway.  I really just want to talk about golf.  Imagine that!

Jill:  I learned the most from my demo; after all, it was the longest and most researched writing I ever did!  On a lighter note, I saw Transformers last night, but I hated it and kept falling asleep.  It was a real quality movie (rolls her eyes).  I want to say an ode to my bed because sleep is on my mind today. (the others agree)

Peggy:  I thought you fell asleep earlier!  (Peggy contemplates whether SI is getting to the fellows, then remembers to trust the process)

Lorie:  I am inspired by my son’s writing.  He had a lovely cartoon-like picture with birds in it and a statement at the top:  “I see the birds’ shit.”  He claims that he saw the “birds hit,” but I don’t buy into it.  I have come to the conclusion that he is a liar and James and I are screwed because our son has the perfect mix of looks, intelligence, and charm.

Hildegard:  Eleanor of Aquitaine is inspirational to me. (fellows contemplate whether she has an obsession with historical women; yesterday she wrote about Anne Boleyn) I love strong women, but I want to know how much is fact and what is just propaganda.

Mary Frances:  “The Road Not Taken” and 1 Corinthians 13 are my inspiration.  I need to read 1 Corinthians when my family members are particularly unlovable.  Gone with the Wind has taught me that it is hard to tell the difference between a Rhett and and an Ashley.

Peggy(satisfied with the fellows’ writing) Excellent.  Now, who has ethnography?

Megan:  I did.  (she reads a camp letter to parents from “Camp SI”; the audience claps in approval)

(Sacred Writing ends as fellows and facilitators wonder off to the tea table, bathroom, or computer lab)

ACT II:  DEMONSTRATION

Jennifer:  Is everyone in here?

Bethany:  I think Beth is missing.  Beth Wireman.

Jennifer:  Ok, we’ll wait.  (SI fellows and facilitators continue discussions until Beth enters) Alright, now that we’re all here, I’m going to read Lorie’s biography.  (begins reading)

Lorie:  Thank you, thank you.  My presentation is entitled:  “This Classroom’s gone to the Dogs.”  I’m going to discuss the benefits of using a dog in the classroom.  If I can direct your attention to the back of the classroom, you’ll see my new dog, Dewey.  (the audience looks for Dewey; he is found on Hildegard’s lap licking off her red lipstick and makeup) Dewey, stop!

Hildegard(hesitantly smiling while struggling with a small chocolate-colored dog who is intent on kissing Hildegard’s face) Oh, it’s ok.  I’m used to dogs. (Dewey shows no signs of stopping and continues to lick Hildegard; Lorie retrieves Dewey and brings him to the front of the room with her)

Lorie:  I want to give you an activity.  (she hands out a poem template; fellows begin to write; several minutes elapse; in the meantime, Lorie takes Jill and Hildegard’s blood pressure) I’m taking Hildegard and Jill’s blood pressure to prove that having a dog in the classroom can actually lower your blood pressure.  I took their blood pressure during Sacred Writing, and now I’m going to compare the results.

Jill:  Oops!  I took my medicine earlier, so I’ve probably skewed your results. (Lorie pretends to be upset, but she is really just happy to have something to talk about to take up more time)

Lorie:  Ok, let’s read our poems.  (fellows and facilitators read; Lorie continues her presentation on therapy dogs; everyone claps for Lorie and then they partake of a delicious feast prepared by Mary Frances:  sloppy Joe’s, chips, and homemade chocolate chip cookies)

ACT III:  COOKIE MONSTER

Bethany:  I can’t stop eating these cookies!  I have a terrible sweet tooth!

Mary Frances:  Oh, it’s ok.  You can have more if you want.  (Bethany’s arm has been twisted:  she reaches for another cookie.)

Bethany:  I’ve got to run!  I’m meeting with my writing group.  (before she leaves, though, she sneaks another cookie from Mary Frances’ container)

ACT IV:  TECHNOLOGY

(After lunch, fellows go off to separate rooms to share their writing with their writing groups; now, everyone is back in the computer lab to work on their digital stories)

Ian:  Alright, fellows.  We’re going to continue to discuss our digital stories.  Please get out your cameras and your thumb drive.  (fellows murmur and find the required materials; Ian walks the fellows through transferring their information to one file)

Bethany(realizes that her computer wants to keep restarting; she cannot upload her pictures) (softly, in a sing-song voice) Ian, (a little louder) Ian, (one final attempt) Ian!

Megan:  Do you want me to yell for him?

Bethany:  Nah, I thought I’d make up a song to get his attention (Megan yells for Ian anyway; Ian attempts to help Bethany and others who are having similar problems, namely Mandy, Lorie, and J.D.; Lorie rolls over in her chair—her daily ritual—and bumps into Bethany’s chair) Oh, no you didn’t!

Lorie:  Yes I did.  Wanna play bumper cars?

Bethany:  No thank you.  I’m trying to learn here.  (realizes her pictures are still not uploading) I hate technology!

(eventually Ian finds a way to convert the pictures into the correct format; the fellows continue to work independently on their digital stories; one by one, each fellow leaves the lab as he/she puts the finishing touches on their stories and completes their exit slip)

Narrator:  As interesting as it may be to continue the various discussions between the fellows, this play is getting rather lengthy and tedious.  I hope that you, the audience, have enjoyed learning about a day in the life of Camp SI.  And remember, if you are experiencing anxiety from the workload of SI, Lorie claims that a pet can always help alleviate your stress. 

Excuse me while I go find Whittington.

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In what ways have you seen your work and yourself differently since the beginning of Si?

How have you grown with writing?

What ways can you continue to grow beyond SI?

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Before you begin editing — Setting up your file library

  • Remove all USB devices from your computer.
  • Create a new folder on your flash drive.
  • Copy all of your videos from the camera to this folder.
  • Copy any pictures or other videos you wish to use to this folder.
  • Copy the WAV file of your narration to this folder.

Loading your media into Windows Movie Maker

  • Open Windows Movie Maker
  • Select “Import videos” to import all videos and “Import pictures” to import any stills. These files should be in the new folder on your flash drive.
  • Select “Import Audio or Music” to import your narration. This file should be in the new folder on your flash drive.

Editing your Digital Story

  • First drag your narration from the “Imported Media” window onto the timeline at the bottom of the screen.
  • Drag the appropriate video clips onto the timeline. Start with the first clip you want to see. Trim it to fit. Add the next clip.
  • Add effects, transitions, and titles, if desired.

Saving your Digital Story — Two Types of Saving

  • Saving the Project: This saves your Windows Movie Maker project for future editing. This is a file that can only be opened in Windows Movie Maker and is not for future playback or sharing.
  • Publishing the Movie: This is to be done when you have completed your digital story. Under “Publish to…” click “This Computer.” Choose your flash drive your digital stories folder.  Select the “Best Quality for Playback on this Computer” option and click “Publish.” This will make a file you can play later and upload to the Internet.

Potential Problems

  • When you import your media, it is keyed to a specific drive letter and path. When you change computers or plug your flash drive into a different port, it can change the path of the files. If so, Windows Movie Maker may not be able to find your videos.
  • If this occurs, don’t panic.
  • Open your Windows Movie Maker Project. All the missing media will be represented by red X clips. Right click on any of the missing clips. Select “Browse for Missing Files.”
  • Browse the computer and find your flash drive. Open the folder you created for your digital story. The missing clip should be in that folder. Select it and click “Open.”
  • Windows should automatically find all your missing clips and restore your project.

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Ethnography June 29, 2009

Dear Mother, dear Father,

I am writing you from National Writing Project Summer Institute 2009 at the Marshall University campus in Huntington, West Virginia. Camp Counselor Peggy began morning sacred writing time promptly at nine o’clock. Several campers slid into their seats barely in time to begin. Our topic was to write a letter to someone we have always wanted to write to but have never had the chance. We wrote for what seemed an incredibly long time. Camp counselor Peggy later told us we had moved up to thirty minutes. A few campers were missing this morning. Writing coaches Heather and Amanda are off for the week and demo coach Amy is attending a model schools conference for a few days. The campers bared all during sharing of sacred writing. There were both tears and laughter around the communal conference table. Several long lost friends were addressed like Samantha and Tammy. Shuang wrote to her niece Sofie to say I love you and Bethany wanted her Aunt Anne to know she is proud to bear her name also. J.D. is still ticked off with his high school basketball coach for showing favoritism, but admits he understands a little now that he has his own sons. Several campers expressed deep hurt and frustrations with the failings of their parental units. Jennifer wrote a thank you to her dog and was able to laugh about when the dog fell out of the car trying to sniff a cow. Lori cracked everyone up with a letter to the overbearing parent at children’s soccer games-too small tank top wearing dad. Beth W. just wanted to thank Mrs. Sowards for taking the time to care. Hildie kept everyone in suspense by writing to someone called Anne who she admired very much. I’ll give you a hint- she bargained for her daughter to become the queen of England. Beth B. wrote of things that annoyed her- trash on the bridge, flashing traffic lights, dead animals, celebrities, and coupons. Camp Counselor Peggy ended with a letter to her inspiration Maya Angelou.

At about 9:55 camp counselor Peggy read the absent Amanda’s ethnography from Friday and shared articles from Peter Elbow that she thought might meet the campers concerns about assigning writing in their classrooms. She also provided a schedule for the remainder of camp. It looks like we’ll be doing some really cool stuff. We’re even going on a picnic on the last day!

Campers were then ready for their morning snack. We converged on the table gobbling up Zingers and Twinkies while Mary Francis prepared for our next activity- Demo. Camper Anne was nice enough to help Mary Francis get the Power Point going.

At 10:15, counselor Jennifer introduce Mary Francis to the other campers and she began her demo entitled “Integrating Writing into a Social Studies Curriculum.” Her guiding questions was “Can writing be used to teach in the content areas?” Through awesome activities that used French art and the Lincoln Memorial she, of course, proved that it is not only possible but almost indispensable. She also quoted the author of John Adams David McCullough. I know, Dad, you would think that was cool. After her one hour demonstration, Mary Francis went back to the bunk to reflect while the other campers framed responses based on the blue camp protocol sheet. When she returned a few moments later, we all shared.

We all gathered around the communal table and ate Chinese from China Max by the mall- provided by Shuang. Everyone enjoyed it.

At 12:45 it was time for campers to hike to Writing Group Point for revisions exercises. Camper Shuang met with resident writer Laura Bentley to discuss her writing. She got Laura to sign a copy of her book and had Lori take their picture as souvenir.

At two o’clock the campers reconvened for Tech Time Crafts with counselor Ian. He had a cool lesson on free software called Audacity where you can record sound and edit it. He had us record out narratives for our digital story. Mine took three times.

We finished off the day with a splash in the Exit Slip Lake. Our prompt was to think about our field trip to the museum. What inspires us to teach? Why do we think teaching is important? What inspires us to write? Why do we think writing is important? It turned out that I had a single answer to all those questions. You can visit my blog to find out more. Tired out, we all headed back to our bunks ready for a nap.

Can’t wait to see you again in two weeks. Sending you hugs and kisses,

Your Camper,

Megan Leighty

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Think back to our field trip to The Huntington Museum of Art.

What inspires you to teach?

Why is teaching important to you?

What inspires you to write?

Why is writing important to you ?

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