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INTERACTIVE
STORYTELLING
A few digital tools to consider
presented by Sarah Nichols, MJE
@sarahjnichols #ASNEKent13
Friday, September 13, 13

STORIES ARE EVERYWHERE.
SO ARE FREE TOOLS.
THE KEY IS FINDING THE RIGHT TOOL
TO MATCH THE STORY, STUDENT.
First-‐'mers
ask,
“How
can
we
do
that?”
Veterans
ask,
“How
can
we
do
it
be:er?”

and
“How
can
we
make
it
easier?”


WHY WE’RE
HERE TODAY
STORIES ARE EVERYWHERE.
SO ARE FREE TOOLS.
THE KEY IS FINDING THE RIGHT TOOL
TO MATCH THE STORY, STUDENT.
First-‐'mers
ask,
“How
can
we
do
that?”
Veterans
ask,
“How
can
we
do
it
be:er?”

and
“How
can
we
make
it
easier?”


MULTIMEDIA STORYTELLING
/AT A GLANCEG
O
O
G
LE
M
APS
SC
RIBD
IN
FO
G
RAPH
IC
S
AU
DIO
BO
O
PIC
ASA
STO
RIFY
SO
U
N
D
C
LO
U
D
TIM
ETO
AST
C
APZU
LES
PH
O
TO
BU
C
KET
LIVE
STREAM
IM
O
VIE
C
H
ATRO
LL
DIPITY
C
O
VER
IT
LIVE
FLIC
KR
EASEL.LY
C
O
VERAG
E
STRATEG
IES
VIM
EO
IN
TERSEC
TIN
FO
G
R.AM
EKBO
ARD
FLASH
AN
IM
O
TO
SC
H
O
O
L
TU
BE
PH
O
TO
SN
AC
K
SLIDESH
ARE
YO
U
T
SO
U
N
DSLIDES
U
SER

WHY IT
MATTERS

21ST CENTURY FLUENCY
/DIGITAL STORYTELLING

DIGITAL
STORYTELLING
EMPLOYS COMMUNICATIONS SKILLS
DEVELOPS CREATIVITY, CRITICAL THINKING
HELPS STUDENTS REFLECT ON THEIR LEARNING
OWNERSHIP & CHOICE IN ASSIGNMENTS
DEVELOP PROFICIENCY WITH MULTIMEDIA APPLICATIONS
PROMOTES LIFEFLONG LEARNING
Beneﬁts
of
interac.ve,
digital
stories
Students
have
to
decide
which
tool
ﬁts

the
story
best
and
how
to
use
that
tool,

some'mes
individually
and
some'mes
in

a
'me
crunch
with
mul'ple
users.
Self-‐directed
Following
instruc'onal
tutorials
and

YouTube
videos,
students
take
an
ac've

role
in
how
they
produce
a
package
for

widespread
consump'on.


SCRIBBLE.LIVE
LIVE BLOG

LIVESTREAM
/EVENT COVERAGE

LIVESTREAM
/LIVE CHAT

ANIMOTO
/SLIDESHOW

ANIMOTO
/MOBILE

PADLET
/BULLETIN BOARD

PADLET
/FORMATIVE ASSESSMENT

DIPITY
/TIMELINE

MYHISTRO
/DIGITAL TIME MAP

CAPZLES
/STORY SEQUENCE

PHOTO PEACH
/SLIDESHOW

INFOGR.AM
/INFOGRAPHICS

EASEL.LY
/INFOGRAPICS

PIKTOCHART
/INFOGRAPICS

MANY EYES
/DATA VISUALIZATION

GLOSSI
/INTERACTIVE MAGAZINE

STORIFY
/AGGREGATION

SOUND CLOUD
/AUDIO

QR CODES
/PRINT TO WEB

QR CODES
/PRINT TO PIN BOARD

QR CODES
/PRINT TO PHOTO SLIDESHOW

http://www.nytimes.com/projects/2012/snow-fall/#/?part=tunnel-creek

CASE STUDY
/NEW YORK TIMES
http://www.nytimes.com/projects/2012/snow-fall/#/?part=tunnel-creek

http://www.nytimes.com/2011/09/18/us/autistic-‐and-‐seeking-‐a-‐place-‐in-‐an-‐adult-‐world.html?ref=amyharmon&_r=0

ADD VIDEO
/NEW YORK TIMES
http://www.nytimes.com/2011/09/18/us/autistic-‐and-‐seeking-‐a-‐place-‐in-‐an-‐adult-‐world.html?ref=amyharmon&_r=0

STRUCTURE
/EXPERIMENTING
Based
on
a
topic
and
team

they
select,
students
report
a

story
using
one
of
the

interac've/mul'media
tools

from
the
ﬁrst
quarter.
SLOW.
Teams
present
to
the
class,

share
their
challenges
and

successes.
Work
is
published
on
student

media
site(s).
Students
report
their
own

stories
using
the
tools
they

deem
best
for
the
content
and

audience.
Stories
on
'ghter
turnaround.
Work
is
published.
Students
teach/train/tutor

each
other
on
future
projects

as
they
explore
new
tools.
Exposure
to
a
variety
of
tools

and
the
beneﬁts
or
dis'nc've

features
of
each.
Students
research,
compare,

analyze
professional
projects.
FIRST QUARTER: OVERVIEW SECOND QUARTER: TEAM STORIES THIRD & FOURTH QUARTERS

TOOLS
& TRICKS
www.jeadigitalmedia.org
WHAT
HOW
Reviews,
how-‐tos,
resources,

connec'ons
to
other
advisers
DETAILS
Guide
to
Going
Online
(2011)
Guide
to
Broadcast
(2012)
Guide
to
Mul'media
(August)
Guide
to
Yearbook
(November)

WHAT
ELSE?
@sarahjnichols
#ASNEKent13
sarahjnichols.sjn@gmail.com

�ݺ�ߣ

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