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Controlling the uncontrollable a new approach to digital storytelling using autonomous virtual actors and environmental manipulation : a thesis /Colón, Matthew James. Kurfess, Franz. January 1900 (has links)
Thesis (M.S.)--California Polytechnic State University, 2010. / Title from PDF title page; viewed on April 22, 2010. Major professor: Franz Kurfess, Ph.D. "Presented to the faculty of California Polytechnic State University, San Luis Obispo." "In partial fulfillment of the requirements for the degree [of] Master of Science in Computer Science." "March 2010." Includes bibliographical references (p. 53-54).
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Radical Epistemologies in Twenty-First Century Trans* Life NarrativesRondot, Sarah Ray 23 February 2016 (has links)
This dissertation explores how life narratives created by trans*-identified people (transsexual, transgender, genderqueer, and other non-binary identities included in the term’s asterisk) imagine new categories by re-working familiar stories; trans* life narratives are thus indispensable for comprehending how gender, identity, and self shape each other across social contexts in relation to dominant cultural narratives and embedded epistemologies.
Prevailing U.S. ideologies (created and maintained through medical and media discourses) conceive of trans* identity through a binary formation, reinforce trans* people as objects who exist for nontrans* consumers, and rationalize trans* people as trapped within improper bodies or liberated within surgically constructed new ones. In opposition, twenty-first century narratives by filmmakers Jules Rosskam and Gwen Tara Haworth, autobiographers Jennifer Finley Boylan and Alex Drummond and YouTube digital storytellers Ky Ford and Skylar Kergil imagine trans* identity as productive – the goal is not to explain or justify gender diversity but to embrace it and to continue to widen its collective scope. The twenty-first century narratives I analyze reconceptualize trans* identity as viable with or without medical intervention and articulate a whole, continuous subject rather than a subject split between pre- and post-transition. Evoking a new historical moment, these life writers and media producers celebrate their identity in spite of or even because of the transphobia they experience. In so doing, radical trans* life narratives exemplify how medical models and popular media fail those who they purport to protect and represent.
Gender is an identity as well as a social and historical process, which is constantly open to investigation. If laying claim to an identity makes subjects, as Michel Foucault argues, the process also occurs bi-directionally: identities come into existence through the act of naming and narrating them. As more individuals articulate what it means to be trans*, personal and collective knowledges will expand to include a range of diverse subjectivities, some of which have yet to be narrated into existence.
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Digital stories as tools for change : a study of the dynamics of technology use in social change and activismDe Tolly, Katherine Marianne 28 October 2008 (has links)
Digital storytelling uses technology in order to capture people’s stories digitally, weaving together images, music and narration to create a vivid, multi-media story in the form of a short movie. Story creators are taken through a workshop in order to equip them with the technical and other skills needed to create the stories themselves. In the case studied, a group of gender and HIV activists participated in intensive four-day workshops sponsored by a South African non-governmental organisation. Seven interviews were conducted with workshop participants to capture their experiences of the workshops. Following a grounded theory approach, the interview transcriptions were analysed using an open coding process, which lead to the emergence of a clear central story line. The conceptual framework or theory emerging from this qualitative case study is that in digital stories as tools for social change and activism, technology’s role can be understood through conceptualising it as a medium and a mediator, with its properties as a medium enabling it to play a mediating role in a number of different types of relationships. A potential gap in the literature was identified in the process of writing this dissertation, which is that most examinations of the use of technology in social change and activism concentrate on the Internet and email. Hence there is a need for further research into how a range of technologies are currently and can potentially be used in the services of social change. It is hoped that this dissertation will contribute to addressing that gap. / Dissertation (MPhil)--University of Pretoria, 2008. / Informatics / unrestricted
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Digital Storytelling - otydligt, men efterfrågat! : En kvalitativ studie i vad man inom den journalistiska branschen avser med Digital Storytelling, samt vilka kompetenser som anses viktiga för det digitala berättandet.Edsenius, Henrik January 2020 (has links)
Syftet med denna studie är att skapa en bild av vad man inom den journalistiska branschen avser med digital storytelling, samt vilka egenskaper och kompetenser som värderas och anses viktiga för att kunna jobba med digitalt berättande inom denna bransch. Förhoppningen med undersökningen är att generera fördjupade kunskaper inom området som kan ligga till grund för vidare utveckling av såväl begreppet digital storytelling som förståelse för det digitala berättandet. För att uppnå detta har jag utgått från följande frågeställningar: Hur definierar nyckelpersoner inom branschen digital storytelling och vad omfattar begreppet? Vilken typ av produktioner förväntas man som producent av denna berättande form leverera? På vilka sätt skiljer sig berättarsättet (de dramaturgiska greppen) för den här typen av produktioner från mer traditionellt berättande? Vilka kunskaper och egenskaper anses viktiga för att, professionellt, kunna leverera produktioner inom området digital storytelling? Hur ser man på framtiden för journalistens roll i en värld av konvergens och förändring i förhållande till digital storytelling? Kärnan i arbetet ligger inom området för den kvalitativa forskningen i vilken empiri har samlats in via intervjuer med semistrukturerade öppna frågor, för att därefter analyseras genom meningskoncentration. Ett flertal teoretiska synsätt och begrepp har använts för att få ett ramverk till digital storytelling i arbetet med analysen. Teorier såsom Bourdius - sociala sammanhang, Jenkins - konvergenskultur och Goldhabers - uppmärksamhetsekonomi. I resultatet av studien framkommer det att digital storytelling består av ett audiovisuellt uttryck skapat för digitala plattformar med hjälp av olika media. Ett berättande i vilket publiken ges valmöjligheter för hur man kan konsumera berättelsen. Samtidigt som undersökningens resultat poängterar vikten av audiovisuell kompetens, belyser den även de sociala aspekterna av det digitala berättandet i vilket interaktivitet av olika form är av vikt.
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Digital storytelling and the production of the personal in Lwandle, Cape TownSykes, Pam January 2019 (has links)
Philosophiae Doctor - PhD / Digital storytelling is a workshop-based practice, originally developed by the Californiabased nonprofit StoryCenter, in which people create short, first-person digital video
narratives based on stories from their own lives. The practice has been adopted around the
world as a participatory research method, as a pedagogical tool, as a community-based
reflective arts practice and as medium for advocacy. It is associated with a loosely connected
global movement linked by genealogy and a set of ethical commitments to the significance of
all life stories and to the power of listening as a creative and political act.
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Student Perceptions of Literacy Learning with Digital StorytellingBrom, Krystle 05 1900 (has links)
This qualitative case study examined how integrating technology, specifically digital storytelling, influenced secondary student perceptions of literacy learning and student engagement in an English language arts and reading classroom in a rural district. Understanding student perceptions of literacy learning can offer insight into which technological tools can support literacy development and classroom engagement. Through the implementation of case study design and thematic analysis, overarching themes highlight participant experiences and equip education professionals to make more informed choices regarding technology integration decisions.
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Emergence de l’autonomie sociale soutenue par le numérique dans une formation pré-professionnelle en didactique des langues / Emerging social autonomy supported by digital tools in a pre-service English language-teaching courseKalyaniwala, Carmenne 07 December 2018 (has links)
Cette étude de cas relève de la didactique des langues, et plus particulièrement de l’intégration des outils numériques à la formation pré-professionnelle à la didactique de l’anglais. Elle a pour objectif de décrire et d’analyser les différents processus qui participent à l’émergence de la dimension sociale de l’autonomie. Elle repose sur l’idée que ces processus viennent au premier plan lors de la réalisation d’une activité collective, située et médiatisée. Afin d’étudier ces processus, une tâche-projet basée sur la réalisation de contes multimodaux a été proposée aux apprenant.e.s d’une formation pré-professionnelle au métier d’enseignement de la langue anglaise. Les supports conçus par les apprenant.e.s de première année de licence ont été ensuite testés comme ressources pédagogiques par des professeur.e.s d’écoles primaires dans le but de conférer une dimension plus réelle, plus située, à la production des contes.Une modélisation systémique de l’activité permet d’identifier trois axes qui contribuent à l’émergence de l’autonomie sociale. Le premier est relatif au fonctionnement intra groupal des groupes restreints ayant accompli la tâche-projet. Le deuxième porte sur la contribution de la communauté des professeur.e.s des écoles primaires qui ont testé les supports. Le troisième interroge le rapport aux outils numériques sociaux utilisés par les groupes restreints pour collaborer et échanger ensemble. Les résultats issus des analyses relatives aux trois axes visent à réaliser une modélisation de certaines variables participant à une émergence de l’autonomie sociale. / This case study focuses on the integration of digital tools to the teaching and learning of English as a foreign language. It aims to describe and analyse the different processes that contribute to the emergence of the social dimension of autonomy. It is based on the idea that several processes come to the fore during the realization of a situated and mediated collective activity accomplished by small groups of learners. In order to study these processes, a digital storytelling task-project was proposed to groups of learners enrolled in the first year of university of a pre-service English language-training course. The materials designed by the learners were then tested as pedagogical resources by teachers of seven primary schools in France.A systemic modelling of the above activity makes it possible to identify three focus areas that contribute to the emergence of social autonomy. The first relates to the intra group operations of the small groups who accomplished the task-project. The second is the contribution of the community of primary school teachers who tested the teaching materials. The third constitutes the ways in which social digital tools were used by small groups to collaborate and work together. The results from the analyses related to the three focus areas allow for a modelling of certain variables that contribute to the understanding of the emergence of social autonomy.
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[pt] QUE HISTÓRIAS ELES CONTAM?: NARRATIVAS DE PROFESSORES INFLUENCERS NAS REDES SOCIAIS / [en] WHAT STORIES DO THEY TELL?: NARRATIVES OF INFLUENCER TEACHERS ON SOCIAL NETWORKSCAMILLA BOMFIM BORGES 18 May 2023 (has links)
[pt] As mídias digitais modificaram significativamente a nossa forma de adquirir,
produzir e compartilhar conhecimentos. Nesse sentido, além das tecnologias
digitais utilizadas nas salas de aulas formais, um outro ambiente passou a ser
massivamente utilizado como um espaço educacional: as redes sociais. Tomando
por base esse novo cenário, esta dissertação tem como objetivo, a partir do
cruzamento do campo das Mídias e do campo da Educação, compreender o
surgimento de um fenômeno: o professor influencer e como ele se constrói nas redes
a partir do digital storytelling. Para que seja possível tal compreensão, tem-se como
objetivos específicos: examinar a atuação e os recursos que os professores utilizam
para se posicionarem e se construírem nas redes sociais; analisar quais histórias os
professores contam no digital a partir das narrativas que constroem; investigar as
formas de uso dos recursos das plataformas Instagram e YouTube para a construção
dessas narrativas. Como principais referenciais teóricos temos Xavier para
fundamentar as ideias referentes ao storytelling e Couldry para fundamentar as
ideias referentes ao digital storytelling. Esta investigação trata-se de uma
autoetnografia digital, envolvendo observação participante e entrevistas
semiestruturadas, uma vez que, por ser nativa do campo, associei a minha
experiência à experiência dos professores participantes. Ao mesmo tempo em que
atuei no campo, observei e entrevistei dois professores influencers: o professor
Noslen (que tem o maior canal do YouTube de Português do mundo) e a professora
Carol Mendonça. Os principais achados da pesquisa apontam três características
afins que perpassam o perfil dos professores influencers: o entretenimento, a ideia
de que o compartilhamento gratuito de conteúdos pedagógicos nas redes pode
contribuir com a democratização da educação e a venda de produtos e serviços. Os
achados indicam, ainda, que a construção da subjetividade dos professores
influencers se dá a partir de aspectos comuns provenientes da atuação e da
exposição no campo, que foram rotulados da seguinte forma: modelos de
comportamentos, posicionamentos cotidianos; modelo de negócio; linguagem;
estratégias; autoridade, preconceitos e críticas. Nesse sentido, tais dados podem
contribuir para o estabelecimento de novas reflexões críticas acerca dos rumos da
educação em contextos midiáticos, dos novos espaços de trabalho, do papel, do
alcance e das escolhas dos professores neste cenário. De modo geral, a investigação
apontou que, assim como eu, os professores observados preocupam-se com as
histórias que contam e, a partir delas, com a forma como se conectam intelectual e
emocionalmente com seus alunos seguidores. / [en] Digital media have significantly changed the way we acquire, produce and share
knowledge. In this sense, in addition to the digital technologies used in formal
classrooms, another environment has become massively used as an educational
space: social networks. Based on this new scenario, this dissertation aims, from the
intersection of the field of Media and the field of Education, to understand the
emergence of a phenomenon: the influencer teacher and how he is built on networks
from digital storytelling. In order to make this understanding possible, the specific
objectives are: to examine the performance and resources that teachers use to
position themselves and build themselves in social networks; analyze which stories
teachers tell on digital from the narratives they build; investigate the ways of using
the resources of the Instagram and YouTube platforms to build these narratives. To
base the issues related to the different conceptions of media, mediatization and
mediation we have Couldry and Hepp, Alevizou, Rawolle and Lingard. This
investigation is a digital autoethnography, involving participant observation and
semi-structured interviews, since, being a native of the field, I associated my
experience with the experience of the participating teachers. While working in the
field, I observed and interviewed two influencer teachers: Professor Noslen (who
has the largest Portuguese YouTube channel in the world) and Professor Carol
Mendonça. The main findings of the research point to three similar characteristics
that permeate the profile of influencer teachers: entertainment, the idea that the free
sharing of pedagogical content on networks can contribute to the democratization
of education and the sale of products and services. The findings also indicate that
the construction of the subjectivity of influencer teachers takes place from common
aspects arising from their performance and exposure in the field, which were
labeled as follows: behavior models, everyday positions; Business model;
language; strategies; authority, prejudice and criticism. In this sense, such data can
contribute to the establishment of new critical reflections about the direction of
education in media contexts, new workspaces, the role, scope and choices of
teachers in this scenario. In general, the investigation pointed out that, like me, the
observed teachers are concerned with the stories they tell and, based on them, with
the way they connect intellectually and emotionally with their student followers.
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The young Mozart: digital storytelling with elementary aged studentsHorton, Staci January 1900 (has links)
Master of Music / Department of Music / Jana R. Fallin / Who was Johannes Chrysostomus Wolfgangus Theophius Mozart? He was a child prodigy who dazzled Kings, Queens, Emperors and Empresses as a young boy and lead an remarkable life in his first ten years. The facts of Mozart’s childhood are known and available, however the vast majority of research is devoted to Mozart’s music, life and career during his adult years. Perhaps the time for a child to begin to realize the importance of Mozart in history would be to create a connection between young Mozart’s daily activities to a student of parallel age.
The purpose of the study is to illuminate the life of the child prodigy Wolfgang Mozart using creative digital storytelling for elementary aged students. Due to the awarding of a grant from the National Endowment for the Humanities, research concerning Mozart’s rise and fall in fame was completed in Vienna, Austria, June 21 through July 16, 2010. The resulting focus of the research was to bring awareness to the minds of elementary students of Mozart’s child prodigy years.
Using digital storytelling, listening maps, and composition projects, students will step into the world of Mozart as a composer and begin to relate his life to theirs. Data analysis will establish the effective use of digital storytelling to reveal the student’s ability to correlate the boyhood life of Mozart with the master composer. The study was completed in a pilot program in McPherson, Kansas in January 2011.
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The need for (digital) story : first graders using digital tools to tell storiesSolomon, Marva Jeanine, 1964- 07 October 2010 (has links)
The purpose of this study was to explore the process and product of African American First Graders as they participated in digital storytelling. Of interest was the role digital tools played in the creation process. Eight participants participated in 18 study sessions during which they composed, recorded, and then shared their digital texts with their peers and at home. Data sources included classroom observations, parent and teacher questionnaires, participant pre and post interviews, field notes, video and audio tapes of sessions, and story screenshot captures and print outs. Study questions focused on the nature of the texts the student produced, the role of the digital in the creation process, and the meanings and purposes the participants had for the texts they produced.
This study’s findings challenge teachers to offer students authentic experiences with writing so that children can construct their own ideas and interests, their own writing personalities. Digital texts were a particularly engaging medium for these young children and allowed them to produce texts that reflected their identities as well as their attitudes toward using digital tools. The nature of the texts varied depending on the child, his or her attitude toward using the digital tools, and likely their previous experiences with composition. One unique type of text was identified as a hybrid text that seemed to capitalize on both the ability of the child storyteller and the affordances of the digital. Due to the study’s emphasis on sharing these texts with peers and at home, the first graders were introduced to a sophisticated view of audience. This transactional role of the audience made them aware of audience as a living, breathing entity that gains ownership of the texts’ meanings once they are shared. / text
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