Using Digital Storytelling to introduce RipMixLearners to Technology

1. Using Digital Storytelling to introduce RipMixLearners to Technology By Andre Daniels Digital Media co-ordinator Alice Wamundiya Shayna Adams Ebrehim Vasta

2. Context • Digital Media supports academics & students with multimedia-related tasks • RMLers Project started in 2008 as a student-driven approach to creating Open Content • 2005 Introduction to Digital Storytelling

3. Challenges • SA’s shortage of required skills • Once off training have limited impact • How to keep SA’s occupied when workload is sporadic • How to create a Community of practice • Keeping student’s motivated

4. Where did it all start? • origins in the work of the nonprofit, Berkeley-based Center for Digital Storytelling (CDS) (http://www.storycenter.org). • 2005 Amy Hill and Daniel Weinshencker from the Centre for Digital Storytelling • HIV/ AIDS programme • Technical Support

5. Workshop Process Story circle Script Voiceover/Narration Software training Final Export Screening & evaluation Post-production

6. Software • Audacity • Photoshop /GIMP • Premiere /Moviemaker • Audacity • www, e-mail • Scanning • DVD authoring software

7. Hardware • Computer/laptop • Headsets • Scanner • Printer • Flashdrives • Paper and pen • LCD projector & speakers • Cameras/ cellphones

8. Why we use Digital Storytelling? • Develops skills required to work withinDigital Media environment • We love telling stories • Fun-aspect • Helps the development of a community of practice • Encourages transfer and sharing of skills • Places the student at the centre of their own learning

9. Method • 10 RMLers from various faculties • Write stories of choice of about 500 words • Develop scripts • Stories no longer than 5 minutes • Record individual narrations • Regular feedback via e-mail and one –on one

10. Developing the script • Students were asked to write a story of no longer than 500 words on a topic of their choice. • Examples of Digital Stories were shown to students to give them an idea of what the finished product would look like. • The stories were e-mailed to me for editing and reworked into a short script. • The focus would be on developing the technical skills which allowed greater freedom in forming their script.

11. Challenges of our method • Can take longer than workshop format to complete • Requires individual attention • Some students are perfectionists… • Language barrier • Personal agendas • “older” RMLers procrastinatemore on tasks… • motivation

12. Advantages of our method • Skills transfer • Ample time to gather personal photos • Not as emotionally charged • Good way of getting to know your studentsand each other. • Encourages creativity • Encourages a remix culture • Students are motivating each other

13. Working with Journalism students • 4 post-graduate students of Digital cultures course • Provided technical support and advice • 5 week course 1 – 2 hour contact time • Were able to learn from students who were more adept with the technology. • Students use productions as part of their portfolio

14. Post-production? • Conversion and compression • DVD authoring • Uploading to RMLsite • Contribute to e-portfolio • Upload to Youtube • Marketing tool • Bragging rights

15. Advantages /pedagogical value • e-literacy (File management, Internet browsing and downloading etc.) • Visual-literacy (pace, timing, transitions etc.) • Encourages a remix culture • Produce new knowledge • Gives “voice” • Builds self-esteem • Process/ workflow • Analogue world to Digital • ePortfolios

16. Considerations • Use FOSS/proprietary software? • Value for student first • Time invested and training needed (fit for purpose) • Final product (how can it add value to teaching and learning in an environment of scarce resources) • Submission formats • Assessment (What assessment criteria will be used) • Ethical considerations and ownership

17. Thank you http://free.uwc.ac.za/ripmixlearners http://www.silencespeaks.org http://www.storiesforchange.net