Uncategorized kimiko | 06 Apr 2008 12:23 pm
assignment 11
Discuss a role of “storytelling” in your course project. Post your writing here:
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Uncategorized kimiko | 06 Apr 2008 12:23 pm
Discuss a role of “storytelling” in your course project. Post your writing here:
You must be logged in to post a comment.
on 09 Apr 2008 at 4:42 pm 1.hsin_hsien_chiu said …
My course project is to propose a hybrid virtual playground (physical world + Multi-User virtual world) providing socially collaborative learning environment where children can not only create objects together, but also can build up their playground (emotion-bound space) by using what they’ve created. The system will contain physical boxes (magic cubes) and an input surface. Users could put physical boxes on the input surface to input their magic cubes as virtual Lego into the virtual playground. Here are two approaches that users could play storytelling in the project:
1. Having virtual playgrounds as personal ID
By putting physical magic cubes into virtual playgrounds as virtual Lego, children could start to build up their own imaginative virtual paradise. Without physical limitation, such as gravity, time, and space, children could not only play storytelling with parents and friends getting together, but also could share with other people living far away. Moreover, every child could have personal virtual playgrounds, presenting themselves. For instance, they could show interesting collections or pictures of where they’ve been in their playgrounds. By storytelling, more personal information/background, e.g. social/cultural characteristics, could be contained and make virtual playgrounds more specific to be able to present users themselves.
2. Learning interrelationship by building up virtual playgrounds collaboratively
In addition, children could play storytelling collaboratively. They could share virtual cubes they’ve inputted with friends and form virtual public playgrounds (different from individual virtual playground) together. While children are playing storytelling, these virtual public playgrounds will keep on being built up following the activities. The traces of collaborative storytelling could not only be recorded but also could be shared with more people. Playing collaborative virtual storytelling encourages children to create mutual virtual playgrounds and enables children to learn interrelationship as well.
on 09 Apr 2008 at 9:36 pm 2.seungwan_hong said …
After finishing book houses on the play matte with sensors, children can specify their spatial imagination about the physical book house in virtual environment with creating contextual situations. For example, in virtual world, a simple and abstracting book stack on physical world is possible to turn a tower in fairy tales or a huge modern office building.
1) Creating story according to context of imaginary houses (place): It is related to practices of actors’ role-playing. For example, if children will specify book stacks (physical) to a tower in fairy tale (virtual), according to such contextual creating, children also can change their avatar’s figures as knights or princesses. Through such avatar’s change, children can invent their own role-playing, for example, a war in front of the tower or rescuing princess in the tower.
2) Storytelling on their favorite houses and places: Physically or virtually, children can express their stories/opinions on the book house being built by themselves. The stories may be based on comfortable feeling in the wooden cabin, or colorful curtains in their house, or special memories about some places. Storytelling with virtual navigation on favorite house is possible to make more sympathetic engagement with more effective knowledge-sharing.
on 09 Apr 2008 at 10:53 pm 3.anirban_sen said …
In my project, storytelling is an essential and integral part of the project. As I will give the children a context of a well known song to start the creation of their comic, it will enable them to interpret the story in their own way. They may also be able to collaborate on the story through the use of the social network that we have set up.
Once the children have completed their first project, they can continue developing more and more complicated and creative plots into comics. They may even decide to, and actually be encouraged to write their own original material to publish in comic form. This will incorporate the collaborative and emergent literacy patterns and enable these voices to be heard in the classroom. By changing the frames and sequence of the story, it lends itself to decontextualized storytelling and the development of metalinguistic abilities.
on 10 Apr 2008 at 12:45 am 4.kevin_lim said …
My project, allows young people to design a virtual persona or creature online, with attributes that encourage exploration of the outside world and virtually interact with the environment just outside a student’s door. However, it is not compelling unless there is a narrative tension to the creature. In some ways, the random events that my system will introduce must add some tension (”oh no, where’s the treasure we buried yesterday?”). In some ways, my system will have to respond to the layers of storytelling added by the youth who interact.
on 10 Apr 2008 at 1:09 am 5.andy_carle said …
It is probably a stretch to call the actions taken by students using my proposed ambient and peripheral display system “storytelling,” at least as it is defined in the papers we read this week, primarily due to the system’s exceedingly restricted vocabulary. While my system will be used to communicate concepts and attitudes, it would be somewhat misleading to claim that it will be used to “intentionally communicate using a narrative.” Similarly, our proposed system does not really conveying meaning in the sense that I believe is intended by, for example, Labov.
That said, it is reasonable to see our proposed system as a sort of dictation system that could be used to construct a story at a later time. Students will be recording their thoughts and feelings about a series of events (the components of a lecture or class) over a period of time. While lacking a genuine narrative, these discrete records will provide a type of story about what was occurring during the lecture. At the end of class, the professor and students will be able to look back and see how attitudes, classroom climate measures, and student understanding varied throughout the period. The tale that’s told by this information could be invaluable to students looking to reflect on their classroom experience. Hopefully, the cathartic qualities of storytelling will be preserved in the act of inputting the information that we’ll be collecting from students.
on 15 Apr 2008 at 9:50 am 6.maryanne_berry said …
Story is a critical component of my project. The challenge to connect high school students to literature grows larger as technology offers more stimulating (though often less intellectually rich) alternatives to books. Reader Response theory suggests that stories don’t exist in texts, they exist in us and this principle informs my teaching. In a sense any reading is a re-storying of text. Cassell expresses this in a slightly different way when she says, “Children’s use of a literate language occurs, in a sense, the first time meaning is separated from context. It is in this way that language becomes “decontextualized,” or removed from its original context, and reworked for a new audience” (77). I might argue that meaning is re-contextualized because threads still extend to the original text, but I do agree with the description of the process.
The real work of teaching literature is to try to bring about this experience in each student. This is a radical shift from traditional educational models (those Freire famously referred to as “banking” models) in which the student was considered to be an empty container into which knowledge was invested. If a story is just a collection of words until the reader makes them his own–mixes them with his experiences, his knowledge of history, perhaps his belief in gods–or monsters, the big question becomes how can teachers make literature an invitation?
The way that I explain it to my students is that books allow you to open rooms that are part of the mansion that is your mind. So many people spend time only in the “kitchens” of their minds! A book will allow you to discover a room way up high, a room with a window through which you can see an ocean.
For my project, I envision a virtual book that is designed like a house, with windows into other worlds, a place where we might meet and explore interpretations, a place for personal response, for play and reflection.
on 16 Apr 2008 at 3:36 pm 7.katherine_ahern said …
In my project (adding broad, cartoon-y interaction to the Sensetable tangible chemistry teaching tool to exploit the tangibility of Sensetable for a younger audience), storytelling will be younger children’s entrance into an understanding of chemical properties and reactions. Kids will participate in the telling by moving elements together to create molecules, who have their own “stories,” creating a sort of “choose your own adventure” style metaphor to an understanding of how molecules combine.
on 16 Apr 2008 at 5:14 pm 8.jonathan_brack said …
Storytelling is a central component to my final project. Each of the student participants is being asked to ‘Describe their world” using a small digital camera. In many what is being asked of them is to tell their stories in their voice in their own cultural context. It is what Cassell is refferring to when describing literacy as the ability to make meaning. Making something meaning requires that their be personal investment and control over the content. This digital video project seeks that personal investment on the part of the students participants.
Through the editing process the students participants will develop their meta-cognitive and meta-linguistic skills. Through de-contextualizing their won stories and have access to re-arrange, edit and remake this story — the technology creates a space for the student to be critical about themselves and their position in their world.
on 16 Apr 2008 at 9:52 pm 9.anirban_sen said …
Storytelling is the primary motivation of my course project. I am developing an easy way for students to create comics using existing, and readily available technology. Comics are an easy way to get youth involved in writing. Everyone has a story to tell, but not everyone knows how to tell that story. My project will introduce some easy ways to capture elements of a story and then collate and present it in a sequential manner to create a comic strip or book.
As an initial inspiration for creation of these comics, I will use popular song lyrics. Each song is a story and if you strip away all images and music from the song, it is a poem or story in poem form. My proposal is for the youth to re-interpret these stories in their own way to rewrite the story. Then they can use cellphone cameras which are widespread to take images of elements from their re-written story. Once the images have been downloaded to a computer, the children can then use Comic Life to easily enhance the images, put them in frames and add speech and narrative bubbles to complete the comic.
Once the children have developed the ability to make a comic out of someone else’s song or work, they will then be encouraged to create a comic out of their own work. Therefore, they will have to write or storyboard their own original story. This will thereby develop their literacy skills.
on 17 Apr 2008 at 6:54 am 10.jessica_kline said …
My final project aims to promote storytelling by recording people’s stories of certain ingredients. These stories can range from failed or first cooking attempts to memories of childhood experiences to recounted family tales. My project also aims to record recipes, which can also be seen as another type of story. Rather than a story about people, recipes tell a story of how ingredients are prepared.
on 17 Apr 2008 at 9:37 am 11.liz_goodman said …
Storytelling in groups is one way to foster creativity and critical thinking at the same time. By creating, sharing, and then discussing multiple stories about the same event, we can both develop our own viewpoints and see how others’ are similar or different.
Birdhouse is intended to function within a context of environmental and ecological exploration. By automatically generating a flow of this kind of mixd media– images, sound recordings, online information — it prompts responses. Like the nature journals or almanacs of the past, there is no set form for these responses to take. As we’ve seen, people respond to and learn from the world in different ways. But one hope is that it generates creative narratives - stories - about how plants, animals, and people interact.
In that sense, it moves away from existing “scientist” models of ecological learning, where animals and plants are seen as pre-given objects of study within various disciplines (for example, biology). Instead, it allows users to construct and follow their own ideas about what the system is “for” and what the images, sounds, words, and numbers they are encountering might mean. Birdhouse encourages interpretive flexibility. For one user, Birdhouse might be part of a citizen science project on urban wildlife. For another, it might spark a series of nature poems.
on 27 Apr 2008 at 4:27 pm 12.sally_maki said …
My project is about learning language, and one of the best ways to learn new vocabulary and grammar is in the context of a story. So each lesson will have a context surrounding it and already be a sort of a story. This will help make what they learn more interesting and memorable.
On top of that, the users can kind of “choose their own adventure” by deciding where to go and what tasks they will do next. This gives them an element of control in how the story unfolds.
Finally, users will be able to make a multi-media record of what they have done in each lesson as a “chapter”. Like they can take “pictures” with their “camera” and write captions on them. or maybe their notebook will have prompts asking them something, to which they will answer. This will help them remember what they’ve learned, and also they will be able to look back at their stories later to refresh their memory if it’s been a while. Users will have the option to share their stories or see those of others, so they will provide each other with an audience.
on 20 May 2008 at 9:37 pm 13.aylin_selcukoglu said …
Since I was still working out my project idea, I didn’t post my blog response immediately and then I forgot about it until now!
So my project, SLP(leo) - Story Listening Pleo - actually directly relates to storytelling. It involves using Pleo as a platform for the Story Listening Systems (SLS) that Cassell discusses and builds off of the suggested design guidelines.
SLP(leo) encourages young children to produce personally meaningful content by listening to them. The goal of SLP(leo) is to support children’s emergent literary behaviors and aid them with their development of writing skills by building upon their natural ability to tell stories orally. I believe “literacy” is not just the ability to read and write but, as Cassell describes, the “ability to make meaning for others across space and time.” SLP(leo) acts as a story prompter and scaffolds literacy by encouraging construction of personally meaningful content rather than pure consumption of content created by others. SLP(leo) continues with encouragement of “outside-in” literacy skills, like the SLS, which focuses on “the function and features of writing in the world.” Children begin to gain these “outside-in” skills when engaging in storytelling and play activities.
SLP(leo) is a system intended for children between the ages of 7 and 9 that builds upon the naive, infantile, curious nature of Pleo who is always exploring and trying to make sense of the everyday world. Pleo acts as a story prompter, actively trying to engage the child by sharing its perspective (i.e. what it has been exploring that day) and then asking open-ended questions. SLP(leo) makes the transition from oral to written storytelling and encourages reflection and sharing by automatically connecting to Plogs (the Pleo online community at http://www.pleoworld.com).
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