Last week we explored basic story structures and themes; this week we diverge from these norms and blow things up with the Internet.
- We will explore the divergence from old-school storytelling to modern storytelling.
- We will ask/answer the question -> is anything original?
- We will co-read and annotate an article with hypothes.is.
- We will work on our first story project - > due in 2 weeks!
[di·ver·gence] (n) /dəˈvərjəns,dīˈvərjəns/ : the process or state of diverging; a deviation from a course or standard.
This week we will continue changing course, as we diverge from the old definition of digital storytelling to a modern one.
Believe it or not, digital storytelling as an academic activity that has been around for awhile. Traditional digital storytelling would very likely have you produce a short video about some element of your life; and focus on the aesthetics of basic video production - script writing, 3 act structure, storyboarding, and all that. This is the traditional archetype, and explicitly NOT what we do in INTE5340.
INTE5340 and courses like it, orient more toward the media-explosion that is the world wide web; and the creative intersections of audio, video, web, graphics, and and and. These courses orient toward media-making, media-mixing, and media-literacy, and they often adopt challenge-based pedagogies. Here, students may be presented with a collection of assignment challenges, from which they choose. Like DS106, ANTH101, the Challenge Bank, or INTE5340. There are teaching philosophies baked-in to challenge-based courses that prioritize learner-agency and learning inquiry; allowing students to grow, explore, and create beyond the factory model of school.
The Internet is civilizations peak storytelling machine, enabling every person on the planet to create, broadcast, publish, pontificate, remix, and persuade.
This phenomena takes our tribes in a variety of interesting directions, allowing us to coordinate thought, action, values, and politics. Crowdsourcing the stories that reinforce our world-view and producing a discernible change in our cognition. How we learn has changed. Interneting essentially produces a pull-culture, where we are accustomed to learning on-demand - - pulling knowledge from the cloud and our communities at-will.
And once we pull that media from the cloud, we remix it. We meme it. Copy, transform and combine, which arguably mirrors cognition itself.
[cog·ni·tion] (n) /ˌkäɡˈniSH(ə)n/ : *the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses. *.
Cognitive processes use existing knowledge to generate new knowledge. Consider Reading, Writing, and Arithmetic - or Science, Technology, Engineering, Arts and Math - all of our curriculum, teaching, and learning iterate from this process.
COPY / TRANSFORM / COMBINE
This Week's Tasks
1. Read and watch all of the above; use hypothes.is to answer the question posted in the margin of this web page.
2. Read and annotate the following article in hypothes.is. I'll be looking for you in the margins.
3. Begin working on your first digital story. Seriously - time to get to work - start MAKING it now.
4. Smile and complete the WeeklyThing by Sunday. The WeeklyThing will be posted to the #03-weeklythings Slack channel on Tuesday.