Blogger is being very uncooperative with uploading my video or connecting it to youtube, so here is a link to my final video:
http://www.youtube.com/watch?v=vqOisqxwGvs
I feel like some of the timing that seems correct when I am in imovie, turns out to be a little off when I export it. I've spent SO much time trying to get all my transitions to work that I'm just exhausted with it. I'm happy with the way it turned out though.
Enjoy!
Saturday, May 18, 2013
Thursday, May 9, 2013
Chapter 15 - Response
I thought this chapter about Copyright and Fair Use was really valuable; in fact, I had already read this chapter earlier when we were required to make the mash-up because I was confused about how much of a work I could use... this chapter cleared it up. Here are the things I found valuable in this chapter:
I agree with Ohler's assertion that it is difficult to make laws about and teach because things are constantly changing; so much is out there and so much is being created daily that it's impossible to keep up with the resources available on the Internet.
I also thought it would be important for students to know that their own material is inherently copyrighted because it is their own creation.
I also liked that he said, "Students must cite all material they use in a digital story, showing the same respect for graphics, words, music, and other media that teachers expect them to show when quoting a journal article" (p. 195). I think this would be the best way for me to explain to my kids because they already know how to cite information found in journal articles, books, and websites. If they understand that, they should easily understand the need to cite where they found pictures, music, and videos as well.
I really appreciated the four step process for determining fair use. I also thought the 10% rule was very helpful to determining how much of a work can be used.
I agree with Ohler's assertion that it is difficult to make laws about and teach because things are constantly changing; so much is out there and so much is being created daily that it's impossible to keep up with the resources available on the Internet.
I also thought it would be important for students to know that their own material is inherently copyrighted because it is their own creation.
I also liked that he said, "Students must cite all material they use in a digital story, showing the same respect for graphics, words, music, and other media that teachers expect them to show when quoting a journal article" (p. 195). I think this would be the best way for me to explain to my kids because they already know how to cite information found in journal articles, books, and websites. If they understand that, they should easily understand the need to cite where they found pictures, music, and videos as well.
I really appreciated the four step process for determining fair use. I also thought the 10% rule was very helpful to determining how much of a work can be used.
Sunday, May 5, 2013
Final Video - Rough Draft
This is a very rough draft of my final video. I'm still missing several clips and music throughout. Any suggestions for music would be greatly appreciated!!
Chapter 14 - Response
Media grammar is the toughest part!! I feel like once I get my idea together, I spend so much time making sure I have smooth transitions and that I don't cut any narrative off trying to make that transition. And, I'm never satisfied. It's so frustrating!
This chapter did offer lots of great advice for teaching students media grammar. First, I liked the idea of the media "persuader" and that our students are trying to get their "audience to see something in a particular way, that is, their way" (p. 177). I also liked his advice to watch each story twice -- once for the story and once for the grammar. This is exactly how I grade written work; I read it first for content and grasp of the task, and then I go back to grade for grammar. It makes sense to do the same with a digital story.
Although he noted that Captain Obvious came remind us to use clear audio, sometimes it's easier said than done! I video taped kids outside and I had no idea that my camera would pick up on wind! I don't know how to fix that!!!
I also liked the reminder to make sure students understand that their music choices should relate to their story and should never overwhelm the narrative. Also, Ohler describes students making choices without justification: "I don't know -- but isn't it cool!" (p. 189). For this process to be worthwhile, it's important that students understand that all of the choices they make with their story should be purposeful and intentional.
This chapter did offer lots of great advice for teaching students media grammar. First, I liked the idea of the media "persuader" and that our students are trying to get their "audience to see something in a particular way, that is, their way" (p. 177). I also liked his advice to watch each story twice -- once for the story and once for the grammar. This is exactly how I grade written work; I read it first for content and grasp of the task, and then I go back to grade for grammar. It makes sense to do the same with a digital story.
Although he noted that Captain Obvious came remind us to use clear audio, sometimes it's easier said than done! I video taped kids outside and I had no idea that my camera would pick up on wind! I don't know how to fix that!!!
I also liked the reminder to make sure students understand that their music choices should relate to their story and should never overwhelm the narrative. Also, Ohler describes students making choices without justification: "I don't know -- but isn't it cool!" (p. 189). For this process to be worthwhile, it's important that students understand that all of the choices they make with their story should be purposeful and intentional.
Sunday, April 28, 2013
Storyboard - Final Video
So I'm feeling good about my storyboard... better than I was at our face-to-face class. I have already gotten consent forms from all my students and I have conducted preliminary interviews with my students. I know what clips I want, so I just need to go through all of the interviews and see which clips I really like and which ones I need to retake or get filled in. I need to get a kid who is not on yearbook to be my "daydreamer," but I imagine I can get that done this week no problem. This week, I'm going to go through all my videos and start splicing clips together.
Please, please give me feedback! I'm hoping that my video meets my purposes as an advertisement for the class, but also still maintains the storytelling aspect. Let me know what y'all think!!
Please, please give me feedback! I'm hoping that my video meets my purposes as an advertisement for the class, but also still maintains the storytelling aspect. Let me know what y'all think!!
Wednesday, April 24, 2013
Chapter 13 Response
Finding and buying stuff is always tough. I really liked Ohler's suggestion that teacher create a "search time budget." I know that I can easily lose several hours looking for a camera or the right memory card reader. Setting a time limit on the search would seriously save me some time... and really, I probably find the best deal in the first hour and then keeping thinking that there has to be something better out there!!!
Though I appreciated all of the suggestions for hardware and software, I feel like when I first begin trying to incorporate digital storytelling, I would want to stay as basic as possible until I have a better understanding of what the kids can do in a limited amount of time. Also, I feel that sometimes, too many options can be overwhelming to kids, and they aren't able to focus.
One message I got from Ohler is that if you don't have Macs to work on, you have more work with more software ahead of you. I've been working on a PC, but this chapter made me want to practice exclusively on iMovie, especially since I do have access to Macs for my students!
I'm glad to know so much hardware and software exist to make really cool digital stories, but I think it will be sometime before I'm ready to devote that time, energy, and money to try to make it happen in my classes. I can see video, pictures, and sound like we've done for class, but some of the extras intimidate me a bit.
Though I appreciated all of the suggestions for hardware and software, I feel like when I first begin trying to incorporate digital storytelling, I would want to stay as basic as possible until I have a better understanding of what the kids can do in a limited amount of time. Also, I feel that sometimes, too many options can be overwhelming to kids, and they aren't able to focus.
One message I got from Ohler is that if you don't have Macs to work on, you have more work with more software ahead of you. I've been working on a PC, but this chapter made me want to practice exclusively on iMovie, especially since I do have access to Macs for my students!
I'm glad to know so much hardware and software exist to make really cool digital stories, but I think it will be sometime before I'm ready to devote that time, energy, and money to try to make it happen in my classes. I can see video, pictures, and sound like we've done for class, but some of the extras intimidate me a bit.
Sunday, April 21, 2013
Video - Week 5
This week, I decided to try to use iMovie instead of the program I've been using. This is mostly because the computer cart I have access to is full of Macs, and if I want any of this to actually be relevant to my students, I need to make the instructional video on the same program that they will be using! Also, if I ever want my kids to make digital stories, it will help if I'm familiar with the program they will be using. The video came out OK, I think, but I was really too exhausted this week to really learn iMovie. I think I will also use it to create my final project to get more practice.
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