Here is my final DST, enjoy.  I mostly did, please be gental, it was my first time.  Thanks.

http://www.youtube.com/watch?v=5hc4GFqWqHM

Chapter 15

At last, we have finished a long journey and now we have another story to tell.  I would have like a link somewhere along the way of a story Ohler created, that is why my DST is going to be shown to kids as a, how to of DST.  I have used plenty of copyrighted material, and have felt no guilt, because I’ve used all my material as an educational tool.  Ohler’s point about using common sense is the biggest takeaway for me from this chapter.  He tries the best he can to clarify the copy write guidelines with three steps, but to me it all comes down to common sense.  His four-factor test is a good abstract guide for student use because it is rooted in common sense.  But, that is the last time Ohler offers any benifical guidance; his suggestions like, “ask your friends” and “subscribe to media services” offer no practical usage and is a bit of a cop out.

Wow!! Ohler’s vision of the future of education in the next 50-100 years is quite grandiose.  I don’t necessarily have a problem with the direction he sees, he just obviously hasn’t looked at the evolution of education in the past 100 years.  Our educational model as transformed at a glacial pace and I don’t see it hitting fast forward and keeping up in any way close to the advances of technology.  He obviously is very connected to DST and would love to see education using storytelling on an everyday basis, I just don’t see that happening.  Maybe I’m shortsighted but I don’t see a place when subject matter is not being taught, but I just might not be able to see the forest thru the trees.  I am completely on board with digital learning being used daily and see these skills advancing at an increasing rate.  That is where Ohler is dead on and where I would love to see what education looks like in 2113, until then we can only imagine.  Thanks, all.  Duces.

Chapter 14

Not sure I know what a media persuader is, but I get and like the analogy of being a mechanic and “lifting the hood” and making sure all the inner workings and running smoothly.  It reminds me of watching a professional golfer playing a flawless round, his golf swing, when in tune, looks effortless like he’s not even trying to hit the ball hard and the result is a pure ball flying true to its target.  I’d like to think of a media persuader as the movie make applying their signature or fingerprint onto the production.

It could be because of my inexperience in DST but it never occurred to me that a story could be viewed as advertisement manipulation.  Just like every other documentary, there is a viewpoint that the director has and he tells his story from that perspective.  So, I have no problem with the concept of media persuader, just an issue with Ohler and his self-promoting jargon.  He does himself a disservice with his language.

Lastly, I appreciate the “media bumps” explanation and the guidelines Ohler gives to help address the identification of the bumps and the process to fix them after they’re recognized.  Again as a new DST learner, I find the parts where Ohler shows teachers what to practically do in their classroom the most informative writing in his book.  I could see myself being able to describe what a bump is and what parts work best after I create my story.

Chapter 13

From theory to practice, Ohler offers countless suggestions to best help produce your DST.  While I appreciate his guidance, I’m a little dejected about seeing it listed in black and white.  Obviously, I’ve used many of the tools he suggested, but the depth of work it will take to accomplish this at my school bums me out.  Being a small independent charter school most of the resources he suggests we use are not available to me, in fact, I’m one of the top three digitally literate instructors at my school, how scary is that?  I did find the chapter quite informative, it shows what I need to be successful in my DST, but like I said, I’m not looking forward to giving this to my students just yet.

When I started using computers professionally I had to learn all the Mac commands and intricacies, this drove me crazy coming from a PC in my personal life.  I just got back into Mac now after being strictly PC for six years and I don’t know why I ever left in the first place.  Everything that we’ve done in this class is pretty new to me and this MacBook has made the whole process a little easier.  Now I’m at a PC work site and I’m somewhat leery of having to figure this whole thing out on a new platform.  I know I sound like Ohler, who basically shills for Mac throughout this chapter, but his point is quite valid about the ease of use for all the software programs he mentioned.  Let me make this clear, I am NOT an Apple fanboy; I’m just realistic in my limitations about taking DST into the classroom.

Ok, just reread my post and it’s a little bleak, I want to say I’m not as dejected as I made it sound.  I still have optimism in my DST project.  I am also planning on using this in my class and I think it will be fun in doing so; my small class sizes and availability are perfect for this type of project.  Not to mention the learning that will come from this, I will make this happen.  I just want to get the learning I need to make it possible.

Here's my screencast for your edification.

The steps Ohler lays out this week are quite helpful, just like we've done this semester learning about DST and its tools, from our video introductions, to the “playing” with the tools, we will now have some experience as we move forward with our DST.  The most salient point Ohler has made in his book is the need for the students to have interest and support, the best quote of the week is, “interest in a DST makes is possible; support makes it successful.”  This is what I will keep in mind as I produce my DST for my students; I hope to model the interest I have in their future projects.

Flashback to Saturday’s f2f, the story development process, figure 11.3 perfectly illustrates the input I received from all of you guys in class.  The peer-to-peer review was helpful to me in getting started and I know I will be seeking feedback from you guys while we go, I still don’t have an ending.  Oh, question, does this book seem written backward?  I could have used most of the chapter 11 information in the beginning of the book.  Ohler finally lays out some practical and tangible direction here and I can actually see myself following these steps instead of just blindly reaching, like not giving the impression of being in production mode while working in IMovie, when you’re really in the planning stage.  I learned that the hard way.

Lastly, I like the writing component of DST.  My school is under constant barrage from our administration when it comes to boosting our writing proficiency and I seem to be pigeon holed into some formulaic writing assignment.  I have upper classmen that can write their DST throughout various stages of production, and like Ohler said, he’s on a roll this week, “when we write, we think.”  When I get my project up and running, I will be building in language literacy objects in my assessments.

Chapter 9

I find Aristotle’s story map quite brilliant in its simplicity, I can see its applications in the most complex of stories coming from the most novice of DST learners.  The key is in the story arc, the rising and falling of the hero’s journey is clearly outlined so the basic of storytellers can follow.
  Gotta love the treasure map too, it’s free form range is quite fitting for the imaginative storyteller.  I like that the story can jump right into the conflict without having to lay much previous character context.  If the journey is found to be relatable and interesting by the viewer, the storyteller can play with their emotions all the way to the buried treasure.
The story spine is what I think I would use to introduce this learning style to my curriculum  advisors at my school.  This part of the book came at the perfect time because I’ve been thinking of how to best present this to my colleagues.  This story structure is a fitting way to show what DST is and how students can learn from it.

Chapter 10
The Native storytelling experience has never even crossed my mind throughout this reading and its introduction here has stuck me as vexing.   Not in a negative sense, but in a, what am I to do now sense.  I’m highly intrigued by the idea of Native stories being told in school, I just need, as Ohler repeats, to know what I don’t know.  I need further direction here.
Lastly, I found the stream of consciousness rhetoric useful in reminding me that I detest the quasi-existential droning’s of those seeking the “message” in their story’s interconnected emotional experience.  I have no problem with wanting to take stories to the “next level” but, I want students to learn grow and have fun with DST.  I’ve yet to read a fun Faulkner story.

Transformation

Chapter 7

I found Ohler’s point that storytelling is and can be therapeutic quite interesting, he doesn’t go into this too deeply, but I can see the healing nature possible.  In his example of the at-risk youth, I can envision the work they would have to complete in order to achieve the transformation they wanted, to be in a better place five years from now.  It goes back to my last posting about kids learning even when they aren’t necessarily aware they are learning.  This type of learning leads to students being life long learners that are independent and critical thinkers.  Ohler sums it up nicely with the statement, “Seeing life as a story that can be written by each of us is a powerful and pragmatic methaphor.”

I also like Ohler’s description and use of brainstorming, from class/student driven input and feedback, to scripting and outlining, and most applicable to me, the use of a research box.  The containing of a story is an important aspect to storytelling, knowing what to include and leave on periphery is a skill that enhances ones story.

Lastly, I love the concept, that just because it didn’t happen doesn’t mean it isn’t true. I am intrigued by the influential power that fiction has on the enhancement of a story.  Ohler thinks that students can use fiction in personal narratives in documentaries and academic stories.   I’m in agreement that DST is a large medium that can be used on a wide scale for multiple informational purposes.

Chapter 8

Here we fully understand the transformation process, the B-movie analogy is quite fitting with most of the work I’ve received from students.  It’s completely unmemorable, the connection to Bloom’s affective transformation scale is a perfect summation that teachers can understand on a theoretical level.  I can also see, a productive brainstorming session with discussion over character transformation.  Students can find relatable and understandable story characters in the eight different levels of transformation.  Here is my story-storming table, a useful tool take away from the reading this week.

Problem (in trouble)	Solution (out of trouble)	Transformation/learning
Add backyard pool, hit water pipe	Remove pavers, Stop leak, call in Estaban	Working through difficult and unfamiliar challenges has a payoff, seek assistance when needed

Learn to....

Before you get to the fun stuff, the reading.  Check out my video on how to get up and down the stairs when you're on crutches.

Chapter 4

The issue of technology assessment is interesting to me because of the vast promotion in the use of technology is contrary to the promotion of universal understanding of it’s assessment. This contradiction has been evident in most of my professional development and can easily be seen in the classrooms of my school.  I think most of us would have a hard time answering the parent question of “Why is my child doing this and how do you grade it?”  if it was outside the traditional course assignments.  I like the reasons Ohler gives as to why to assess new media: i. new media uses old media ii. new media is going to be the new definition of literate iii. kids are using new media now and we can choose to participate the direction they’re headed or ignore it at both of our detriments.

I also like Ohler’s suggestions about student DST performance assessment, from student’s self-assessment to, what I agree with most, the use of a performance or publication venue.  I often think of the choir at my school and how hard they work and wonder why they are the only group to perform at our back to school nights.  I would appreciate “showing off” my students work and mine too; I am just struck by the obvious simplicity in the idea of boosting performance because of public viewing.

I also appreciate the evolving new media rubric and I found the assessment points to be relevant and applicable. 

Chapter 5

I found the 3 components of story that storytellers can use to compose the essence of their narrative pretentious but useful.  First, create the story’s tension. Then, the transformation processes to the challenge, and finally, the response or resolution to the challenge.  A set of simple guidelines that have been used for generations and that students can follow.

Using story core, as a media literacy tool is fascinating to me, I mentioned in my last blog post that having students learn when they don’t realize they are learning is an objective of mine.  Ohler suggests, that through the sublet use of the story core, storytellers can, his words, pierce the neocortex and engage audience members emotionally, without causing them to question they’re experience.

Knowing when to move onto the next step is needed in story telling and the understanding between the differences of story core, story maps and story boards is a helpful guiding process.  I appreciate the clear defining and understanding of their separate needs and usage.

Chapter 6

The same point is made continually throughout this chapter, that of transformation through tension.  If that is an accurate assessment, then after this semester I should be a new person.  We’ll see if that’s the case, I do like Ohler’s connection of story mapping and story telling to the perspective of the student.  In a good story the main character grows, and with a good DST a teacher can cause growth in their student as well.  I see room to personally grow this semester as a student too, the tension that is building with these classes is unlike any other obstacles I’ve encountered before.  So, I better see the fruits of my labor, if I make it though this.

My Intro Movie

Hey folkers, here's my video.
I built it on my macbook air, using iPhoto and iMovie.  I had some issues with gathering all the photos I needed from their different locations and saving them properly, but it came out well in the end.  Actually, I'll let you be the judge of that.

http://www.youtube.com/watch?v=g5O0GHIeg9Q

Chapter 1

It took a while, but Ohler finally got to a salient point for me, his revelation #14 had the most relevance to me.  He proposes that combining storytelling and critical thinking defines an important pedagogical frontier.  I took that to mean that teachers will have to adapt the way we use storytelling and show the difference in entertainment and personal critical thinking.

I also like how he says, digital stories combine traditional and emerging literacies in engaging reluctant students.   Like many educators today, I believe that students must have the skills necessary to recognize, evaluate, and apply the persuasive techniques of media to succeed in the digital world.

I’m a fan of how author states that technology doesn’t make teachers obsolete. It in fact makes them more valuable than ever, as students need guidance and wisdom to use technology with care and direction in their stories that provide clarity and humanity.

Chapter 2

I appreciate the real classroom applications that be used by teacher in multiple subjects.  The three reflective discussion questions provide a clear outline for teachers to use for their DST assessment needs.  Meaning I like that teachers can know if this project is going to be useful to the students.

I also like the wide but stringent use of defining your digital story as a metaphor and using that metaphor throughout your story.  I ties into a couple of the points from chapter 1, in that new age digital story is connected to traditional story and teachers can use the comfort of familiarity to instruct the new pedagogy needed today.

Ohler’s strongest points come from the ways to enhance active critical thinking, I like when students learn when they are not necessarily aware they are learning.  This shows them that learning is an ongoing and continual process.  Ohler suggests using story vs. report at equal frequency and passive viewing and active viewing as well.  It’s up to the teacher to set the clear objectives forth to the students and I like the examples of how to actually build a project.

Chapter 3

The idea of using DST as a content methodology seems like a no brainer to me and if the proper circumstances exist in implementing the projects I’d like to see it take place in my social science classroom. 

Maintain technology standards are also important in the classroom today and equally obvious for teacher implementation.  It almost goes without saying that, technological concepts, productivity and professional practice are interconnected with teacher technical proficiency.  Throughout Imet and with the guidelines developed by ISTE I hope to show the proficiency that is needed in today’s classroom.

Lastly, the narrative used in DST offers a helpful perspective from which to view the extension of text into the digital domain and the expansion of concepts like reading, writing and grammar that have enhanced development capacities.  I’m in full agreement that web 2.0 is a highly narrative environment.