Together with the various "sandbox activities," the Forums make up 30% of your final course grade (as "Participation").
From your syllabus:
“Forums”: We will hold the bulk of our class discussions in the “Forums.” You will have several of these throughout the term. The goals for each Forum are to explore the assigned readings, lectures, and other, related elements in meaningful conversation with one another, just as you would in any graduate seminar meeting face-to-face. For that reason, I ask you to keep up with your assigned readings, and post in each assigned forum at least twice—once early in the conversation to get things started and again later in the discussion to keep it moving in meaningful directions. For full credit, post at least 200-350 words to each Forum. Ideally, post more than once to each Forum and engage with your classmates.
FORUM 4: STORYBOARD AND SCRIPT (LAMBERT AND GOLDBERG)
Due Tuesday, 12/23, before midnight
In preparation for your second set of reflections (R2)--due next week--you should begin finalizing your plans and your script.
Script
The script is relatively self-explanatory: this is the narrative (text/voiceover) that drives the story. Goldberg provides extensive fodder for developing this script. You've been utilizing her book to develop propose in response to the various Sandbox Activities leading up to this point. Use your responses to begin finalizing your script. If you aren't quite happy with what you are coming up with, then go back to Goldberg for further inspiration.
For Forum 4, you needn't share that finalized script. Instead, share your plans for finalizing that script and/or excerpts of the script in process. That complete, ready-to-go script will be submitted with the second set of reflections (R1), due before midnight on Sunday, 12/29.
Storyboard
The storyboard is a way to represent your detailed plans for the video. They take a number of forms, but most look vaguely like the image below. Along with the complete script for your video, R2 should include a storyboard that outlines your complete video.
Your version should include the following: (a) rough sketch or other representation of the visual media (images/video) included in your video, presented in the order in which they will appear in your video; (b) the script/narration for your video (again, presented in order and aligned with the images/video you want to appear in on screen with script/narration; (c) audio (music/sound) for your video presented in order and aligned with images/video and script/narration to represent overall plans; (d) indications of any significant transitions.
Lambert provides some guidance for this. Use his book and various examples of digital storytelling provided at the companion site for this textbook to firm up your own plans for your video.
For Forum 4, you needn't share that finalized storyboard. That's due next week with your second set of reflections. For now, do this: (a) share your plans for storyboarding your complete video by next week, (b) ask any questions you may have about the process, and (c) storyboard and share a portion of your video project.
TEMPLATE FOR STORYBOARD
A number of templates exist for storyboarding video. Download the template I've developed for this purpose here.
If this doesn't work for you, google "storyboard template" and you'll find countless others. Or create your own! The goal here is just to have some way to share your plans for developing your video without actually creating the video. :)
WEEK 2 ACTIVITY
Sandbox” Activities: One of the best ways to learn how to use unfamiliar tools is to play with them. Indeed, “play” is an important--albeit it too often forgotten--aspect of the creative process. For this reason, I have set aside a “sandbox” and prepared a series of activities designed for you to try out new composition and research tools, genres, and materials in a low risk environment before applying them to your major writing assignments for this class. At several points throughout the term, you will be expected to participate in the “sandbox” (to experiment with tools and ideas) and the “forums” (to explore ideas and concepts more directly related to your assigned course readings). Each of these spaces will be helpful to you as you create your major writing assignments and prepare for your final project.
SANDBOX 5: WRITING WITH VIDEO
Due Monday, 12/22, before midnight
Last week, your various sandbox activities asked you to develop a portion of a script for your video (SA #2), then compile a couple of images together (SA#3), then add music (SA#4). For Sandbox Activity #5, I'm asking you to incorporate video, drawing video together with the other media you have collected and your script thus far to offer a new, even more effective excerpt from your digital storytelling project. You can choose
*"native" video (video you record yourself for the purposes of including it in this particular project),
*existing video, from either your personal archive or a reliable, professional database like the Internet Archive (archive.org).
Whatever source you choose, you should select as little video as possible to serve your purpose. Remember, your goal is to be efficient in your use of media to tell your story: economy of language is what we are going for here. When incorporating moving images, it is very easy to use too much of a single source, and a little bit goes a VERY long way. Think poetically about the video you select, just as you have in your other choices of media. Five seconds of a single video source is actually quite a bit. More is really pushing it, and less is usually better.
Below is an example of a video I created back in 2007 that makes extensive use of video footage drawn from a number of different sources. The first major supplier of video footage is home movies from my childhood. The video is about my brother's early literacy experiences, and so I wanted to bring in footage of him as a child. I also included quite a bit of footage from a number of public domain sources, like cartoons (Felix the Cat) and instructional films from the 1940s, 50s, and 60s. The later came entirely from archive.org, a treasure trove for those of us interested in adding different textures and nuance in our video projects. We'll talk next week about Creative Rights (see "Lecture: Creative Rights" for a head start). This is a great resource for "safe" source materials. Much of it is in the Public Domain. Other media included in this video: Music is licensed through Creative Commons (and created by my brother, the "star" of this video. The narration is actually pieced together by me from a series of interviews I had with my brother, with him recording the responses to the questions I posed to him over the phone from my hotel room in Columbus, Ohio, which he recorded in his music studio in Austin.
For this final Activity, incorporate video from at least two different sources into your developing video project. Upload the resulting piece to YouTube and share the link in the discussion area below. In your post, discuss your choices. Why did you select the pieces you selected? What's your goal in incorporating them? How do you feel about these decisions now that you see them alongside the rest of your media choices?
From your syllabus:
“Forums”: We will hold the bulk of our class discussions in the “Forums.” You will have several of these throughout the term. The goals for each Forum are to explore the assigned readings, lectures, and other, related elements in meaningful conversation with one another, just as you would in any graduate seminar meeting face-to-face. For that reason, I ask you to keep up with your assigned readings, and post in each assigned forum at least twice—once early in the conversation to get things started and again later in the discussion to keep it moving in meaningful directions. For full credit, post at least 200-350 words to each Forum. Ideally, post more than once to each Forum and engage with your classmates.
FORUM 4: STORYBOARD AND SCRIPT (LAMBERT AND GOLDBERG)
Due Tuesday, 12/23, before midnight
In preparation for your second set of reflections (R2)--due next week--you should begin finalizing your plans and your script.
Script
The script is relatively self-explanatory: this is the narrative (text/voiceover) that drives the story. Goldberg provides extensive fodder for developing this script. You've been utilizing her book to develop propose in response to the various Sandbox Activities leading up to this point. Use your responses to begin finalizing your script. If you aren't quite happy with what you are coming up with, then go back to Goldberg for further inspiration.
For Forum 4, you needn't share that finalized script. Instead, share your plans for finalizing that script and/or excerpts of the script in process. That complete, ready-to-go script will be submitted with the second set of reflections (R1), due before midnight on Sunday, 12/29.
Storyboard
The storyboard is a way to represent your detailed plans for the video. They take a number of forms, but most look vaguely like the image below. Along with the complete script for your video, R2 should include a storyboard that outlines your complete video.
Your version should include the following: (a) rough sketch or other representation of the visual media (images/video) included in your video, presented in the order in which they will appear in your video; (b) the script/narration for your video (again, presented in order and aligned with the images/video you want to appear in on screen with script/narration; (c) audio (music/sound) for your video presented in order and aligned with images/video and script/narration to represent overall plans; (d) indications of any significant transitions.
Lambert provides some guidance for this. Use his book and various examples of digital storytelling provided at the companion site for this textbook to firm up your own plans for your video.
For Forum 4, you needn't share that finalized storyboard. That's due next week with your second set of reflections. For now, do this: (a) share your plans for storyboarding your complete video by next week, (b) ask any questions you may have about the process, and (c) storyboard and share a portion of your video project.
TEMPLATE FOR STORYBOARD
A number of templates exist for storyboarding video. Download the template I've developed for this purpose here.
If this doesn't work for you, google "storyboard template" and you'll find countless others. Or create your own! The goal here is just to have some way to share your plans for developing your video without actually creating the video. :)
WEEK 2 ACTIVITY
Sandbox” Activities: One of the best ways to learn how to use unfamiliar tools is to play with them. Indeed, “play” is an important--albeit it too often forgotten--aspect of the creative process. For this reason, I have set aside a “sandbox” and prepared a series of activities designed for you to try out new composition and research tools, genres, and materials in a low risk environment before applying them to your major writing assignments for this class. At several points throughout the term, you will be expected to participate in the “sandbox” (to experiment with tools and ideas) and the “forums” (to explore ideas and concepts more directly related to your assigned course readings). Each of these spaces will be helpful to you as you create your major writing assignments and prepare for your final project.
SANDBOX 5: WRITING WITH VIDEO
Due Monday, 12/22, before midnight
Last week, your various sandbox activities asked you to develop a portion of a script for your video (SA #2), then compile a couple of images together (SA#3), then add music (SA#4). For Sandbox Activity #5, I'm asking you to incorporate video, drawing video together with the other media you have collected and your script thus far to offer a new, even more effective excerpt from your digital storytelling project. You can choose
*"native" video (video you record yourself for the purposes of including it in this particular project),
*existing video, from either your personal archive or a reliable, professional database like the Internet Archive (archive.org).
Whatever source you choose, you should select as little video as possible to serve your purpose. Remember, your goal is to be efficient in your use of media to tell your story: economy of language is what we are going for here. When incorporating moving images, it is very easy to use too much of a single source, and a little bit goes a VERY long way. Think poetically about the video you select, just as you have in your other choices of media. Five seconds of a single video source is actually quite a bit. More is really pushing it, and less is usually better.
Below is an example of a video I created back in 2007 that makes extensive use of video footage drawn from a number of different sources. The first major supplier of video footage is home movies from my childhood. The video is about my brother's early literacy experiences, and so I wanted to bring in footage of him as a child. I also included quite a bit of footage from a number of public domain sources, like cartoons (Felix the Cat) and instructional films from the 1940s, 50s, and 60s. The later came entirely from archive.org, a treasure trove for those of us interested in adding different textures and nuance in our video projects. We'll talk next week about Creative Rights (see "Lecture: Creative Rights" for a head start). This is a great resource for "safe" source materials. Much of it is in the Public Domain. Other media included in this video: Music is licensed through Creative Commons (and created by my brother, the "star" of this video. The narration is actually pieced together by me from a series of interviews I had with my brother, with him recording the responses to the questions I posed to him over the phone from my hotel room in Columbus, Ohio, which he recorded in his music studio in Austin.
For this final Activity, incorporate video from at least two different sources into your developing video project. Upload the resulting piece to YouTube and share the link in the discussion area below. In your post, discuss your choices. Why did you select the pieces you selected? What's your goal in incorporating them? How do you feel about these decisions now that you see them alongside the rest of your media choices?
WEEK 3
Reflections 2 due before midnight 12/29 (Monday); Conferences with instructor by phone or face-to-face about final projects by phone or face-to-face (your choice!)
Monday, 12/29
Tuesday, 12/30
REFLECTIONS (RP2)
R2: For the second set of reflections, you’ll share your revised plans and insights, as well as any ongoing questions, challenges, or struggles, in preparation for our midterm conferences (2-3 pages). Reflections should include complete storyboard for final project, including a draft of your complete script, and rough cut of at least one minute of final project.
Deadlines:
FORUM 5: CREDITS AND CREATIVE RIGHTS
Due Tuesday, 12/30, before midnight
This week, I want us to begin talking in earnest about the credits and creative rights associated with your final project.
Another resource for you beyond the lecture on creative rights is the "Permissions" page for our recent digital humanities project "Remixing Rural Texas: Local Texts, Global Contexts: http://faculty.tamuc.edu/rrt/permission.html
FAIR USE
For claims of Fair Use, your defense should make extensive use of the questions the judges use to determine intellectual property law cases. You can find these at the "Lecture: Creative Rights" and the "Permissions" link above.
PUBLIC DOMAIN
For claims of Public Domain, the situation is less complex. Your description should call forward the parameters for Public Domain and how your particular use of the item fits these parameters. Again, you can find this information at the "Lecture: Creative Rights" and the "Permissions" link.
CREATIVE COMMONS
If the creator has licensed the item through Creative Commons, then you can claim it as such. Be sure to describe the specifics of the license the creator has selected. Again, use the "Lecture: Creative Rights" and the "Permissions" link to make this work.
The Digital Storytelling Portfolio (see syllabus) you create to house your video project will include an "Acknowledgements" or "Creative Rights" page. There, you will be expected to list all the artifacts you include in your video. Do so in correct MLA format, then follow it with the creative rights you have claimed. You'll need to offer a justification for each creative right claimed. You'll do so in much the same way you do for Forum 5. Here's an example of the "acknowledgments" page at a Digital Storytelling Portfolio for a former group of students: http://northeasttexasliteracy.weebly.com/credits--creative-rights.html
IMAGES
Midterm Conferences: Schedule
WEEK 4
Monday, 1/5
· Before midnight, post Rough Cut of final video project to the “Peer Review: Video” discussion area in Week Four (see "Peer Review: Video" under the "Week 4" tab).
Tuesday, 1/6
o Before midnight, respond to at least one classmate’s video project (“Peer Review: Video” discussion area). Use the peer review guide provided.
o Post Rough Cut of Digital Storytelling Portfolio online (using free website hosting services like weebly.com or wordpress.com) to the “Peer Review: DSP” discussion area. Include draft of your third and final set of reflections (R3) to set the context for the piece you will be sharing (in "Digital Storytelling Portfolio" discussion area, click "peer review').
Wednesday, 1/7:
o Before midnight, respond to at least one classmate’s Digital Storytelling Portfolio (in "Digital Storytelling Portfolio" discussion area, click "peer review")
o Optional Viewing Party: Celebration of Digital Storytelling starts at 6:30 in the Auditorium, Room 203!
Before midnight, post deeply revised Digital Storytelling Portfolio with finalized version of video (in the "Digital Storytelling Portfolio" discussion area, click "final submission" and post there).
Before midnight, post your third and final set of reflections (R3) to the "Reflections (R3)" discussion area.
A brief video overview of this week's schedule:
Description: A five-minute overview of what's going on in this fourth and final week of classes. To be viewed in combination with the schedule outlined above, which may vary slightly from the one appearing in this video because I decided to revise it after completing this video to clarify any confusion it may have introduced. The version you see here on screen is the version of the schedule appearing in your syllabus. The revision did not make any changes to deadlines, only layout and wording.
REFLECTIONS (R3)
R3: For this third and final set of reflections, reflect back on the entire process that has led to the finalized version of your project. NOTE: If you choose to include these reflections as part of your Digital Storytelling Portfolio, include a link below to the page at your DSP where your reflections appear. I'll grade it from there.
Deadlines:
DIGITAL STORYTELLING PORTFOLIO
Deadlines:
Here's how the Digital Storytelling Portfolio (DSP) is described in the syllabus.
Digital Storytelling Portfolio (40% of final course grade): Your final, digital storytelling project will be a website featuring your significant multimodal text (video). This site should include the following components: (Overview)--a short introduction to site contents; (Featured Text)--the five-minute video sample of digital storytelling you’ve been working toward throughout the course; (Acknowledgements)-- a complete bibliography of the source materials you included in this project; (Profile)--a brief profile from the author (you!), including relevant reflections on the experience of creating this project; (Free Zone)-- any additional, relevant contributions that might enhance the website’s overall goals and purposes.
The DSP is, essentially, a way to contextualize your video, adding a relevant introduction and information about the materials you used in the video (complete citations), the creative rights you are claiming for each item , and a justification for each claim (the "Acknowledgements" section), and you as an author.
Web Design Tools: You can use any web design tool you like. If you are new to web design, I highly recommend Weebly.com or Wordpress.com. Tutorials for Weebly can be foundhere and here.
Example: Digital Storytelling Portfolio at http://standardized-literacy.weebly.com/
For a video overview of this portfolio as it relates to this assignment, please visit screencast below (especially Part II).
Checklist for DSP: The following lecture (Part I-II) offers a detailed outline of everything you need to do with the DSP in order to earn a top grade.
Part I: Introduction (a 60-second overview of this major assignment)
PEER REVIEW
PEER REVIEW RUBRIC
Deadline:
PEER REVIEW GUIDE
Please use the attached guidelines to offer detailed feedback to at least one classmate's project.
The video below provides a 10-minute overview of the guidelines for this important peer review. NOTE: These are the same kinds of things I will be looking for when I grade your final project.
Reflections 2 due before midnight 12/29 (Monday); Conferences with instructor by phone or face-to-face about final projects by phone or face-to-face (your choice!)
Monday, 12/29
- Conferences with me regarding final projects begin
Tuesday, 12/30
- Respond to at least two classmates R2 (Reflections) before midnight
- Forum 5: Credits and Creative Rights (Lecture: Creative Rights (Course Home))
- Conferences with me regarding final projects conclude
REFLECTIONS (RP2)
R2: For the second set of reflections, you’ll share your revised plans and insights, as well as any ongoing questions, challenges, or struggles, in preparation for our midterm conferences (2-3 pages). Reflections should include complete storyboard for final project, including a draft of your complete script, and rough cut of at least one minute of final project.
Deadlines:
- Post your R2 below before midnight on Sunday, December 28th
- Post a response to at least two of your classmates before Tuesday, December 30th
FORUM 5: CREDITS AND CREATIVE RIGHTS
Due Tuesday, 12/30, before midnight
This week, I want us to begin talking in earnest about the credits and creative rights associated with your final project.
- Begin by reviewing the "Lecture: Creative Rights" (under the Course home tab).
- Consider the source for each of the media elements you plan to include
- List at least four of these items, offering complete citation information in MLA format (see Example: Creative Rights)
- After each item listed, identify whether your particular use can be considered "Fair Use," "Public Domain," or "Creative Commons."
- Under each item listed, offer a brief statement defending the claim you have made concerning creative rights for that item, making extensive use of the information provided at the "Lecture: Creative Rights" as you do so. You should be able to do this in about 3-5 sentences per item.
Another resource for you beyond the lecture on creative rights is the "Permissions" page for our recent digital humanities project "Remixing Rural Texas: Local Texts, Global Contexts: http://faculty.tamuc.edu/rrt/permission.html
FAIR USE
For claims of Fair Use, your defense should make extensive use of the questions the judges use to determine intellectual property law cases. You can find these at the "Lecture: Creative Rights" and the "Permissions" link above.
PUBLIC DOMAIN
For claims of Public Domain, the situation is less complex. Your description should call forward the parameters for Public Domain and how your particular use of the item fits these parameters. Again, you can find this information at the "Lecture: Creative Rights" and the "Permissions" link.
CREATIVE COMMONS
If the creator has licensed the item through Creative Commons, then you can claim it as such. Be sure to describe the specifics of the license the creator has selected. Again, use the "Lecture: Creative Rights" and the "Permissions" link to make this work.
The Digital Storytelling Portfolio (see syllabus) you create to house your video project will include an "Acknowledgements" or "Creative Rights" page. There, you will be expected to list all the artifacts you include in your video. Do so in correct MLA format, then follow it with the creative rights you have claimed. You'll need to offer a justification for each creative right claimed. You'll do so in much the same way you do for Forum 5. Here's an example of the "acknowledgments" page at a Digital Storytelling Portfolio for a former group of students: http://northeasttexasliteracy.weebly.com/credits--creative-rights.html
IMAGES
- Did you create the images you are you are using? If so, give each image you created a Creative Commons license. Choose a license here: https://creativecommons.org/choose/
- Did you use one of the databases I provided last week in the Sandbox Activities? If you selected the one from the Library of Congress, then you likely can claim "Public Domain" for those resources because it was a search designed specifically to capture those items in the Library of Congress that are either owned by the US Government or not under copyright and, for that reason, likely to be Public Domain. If you choose called "Creative Commons," then you likely have selected items that hold Creative Commons licenses. Make that clear in your citation.
- Did you compose the music you used in this video? If so, you are the creator. Give your piece a Creative Commons license. Choose a license here: https://creativecommons.org/choose/
- Did you select music from the Creative Commons database ccMixter, which I guided you toward in the earlier Sandbox Activity? If so, then the piece(s) you selected hold a Creative Commons license. Find out which license they selected and include that in your citation for this item when you create your acknowledgements page at your Digital Storytelling Portfolio (due next week).
- Did you create the images you are you are using? If so, give each image you created a Creative Commons license. Choose a license here: https://creativecommons.org/choose/
- Did you select video from the Internet Archive, the database I directed you to in Sandbox Activity #5. If so, then follow the link to the footage you used to learn everything you need to know for your citation, including the creative rights the item holds.
Midterm Conferences: Schedule
WEEK 4
Monday, 1/5
· Before midnight, post Rough Cut of final video project to the “Peer Review: Video” discussion area in Week Four (see "Peer Review: Video" under the "Week 4" tab).
- Optional workshop: For those who want some time to work on your project together, join us in the Writing Center from 5:00-7:00 (1st floor, Hall of Languages: enter the front doors, and look to your right). Thanks, Diana Hines, for opening up the Writing Center for us on this day. Bring your laptops and media to finalize your video. We'll use this space to work together and ask questions as they arise. I'll be there to help, and some of your classmates will be as well. Join us!
Tuesday, 1/6
o Before midnight, respond to at least one classmate’s video project (“Peer Review: Video” discussion area). Use the peer review guide provided.
o Post Rough Cut of Digital Storytelling Portfolio online (using free website hosting services like weebly.com or wordpress.com) to the “Peer Review: DSP” discussion area. Include draft of your third and final set of reflections (R3) to set the context for the piece you will be sharing (in "Digital Storytelling Portfolio" discussion area, click "peer review').
Wednesday, 1/7:
o Before midnight, respond to at least one classmate’s Digital Storytelling Portfolio (in "Digital Storytelling Portfolio" discussion area, click "peer review")
- If you choose to join us for the optional (but fun!) viewing party to present your work to a live audience in the Hall of Languages Auditorium (HL 203), post your title to the "Viewing Party (discussion)" area before midnight tonight so you can be part of the program. I'll finalize the program Thursday morning and make it available to all of you soon thereafter.
o Optional Viewing Party: Celebration of Digital Storytelling starts at 6:30 in the Auditorium, Room 203!
Before midnight, post deeply revised Digital Storytelling Portfolio with finalized version of video (in the "Digital Storytelling Portfolio" discussion area, click "final submission" and post there).
Before midnight, post your third and final set of reflections (R3) to the "Reflections (R3)" discussion area.
A brief video overview of this week's schedule:
Description: A five-minute overview of what's going on in this fourth and final week of classes. To be viewed in combination with the schedule outlined above, which may vary slightly from the one appearing in this video because I decided to revise it after completing this video to clarify any confusion it may have introduced. The version you see here on screen is the version of the schedule appearing in your syllabus. The revision did not make any changes to deadlines, only layout and wording.
REFLECTIONS (R3)
R3: For this third and final set of reflections, reflect back on the entire process that has led to the finalized version of your project. NOTE: If you choose to include these reflections as part of your Digital Storytelling Portfolio, include a link below to the page at your DSP where your reflections appear. I'll grade it from there.
Deadlines:
- Post your R3 below before midnight on Thursday, January 8, 2015
DIGITAL STORYTELLING PORTFOLIO
Deadlines:
- Post rough cut of DSP for peer review below before midnight Tuesday, January 6, 2015
- Post response to at least one classmate before midnight Wednesday, January 7, 2015
- Post final version of DSP for instructor below before midnight Thursday, January 8, 2015
Here's how the Digital Storytelling Portfolio (DSP) is described in the syllabus.
Digital Storytelling Portfolio (40% of final course grade): Your final, digital storytelling project will be a website featuring your significant multimodal text (video). This site should include the following components: (Overview)--a short introduction to site contents; (Featured Text)--the five-minute video sample of digital storytelling you’ve been working toward throughout the course; (Acknowledgements)-- a complete bibliography of the source materials you included in this project; (Profile)--a brief profile from the author (you!), including relevant reflections on the experience of creating this project; (Free Zone)-- any additional, relevant contributions that might enhance the website’s overall goals and purposes.
The DSP is, essentially, a way to contextualize your video, adding a relevant introduction and information about the materials you used in the video (complete citations), the creative rights you are claiming for each item , and a justification for each claim (the "Acknowledgements" section), and you as an author.
Web Design Tools: You can use any web design tool you like. If you are new to web design, I highly recommend Weebly.com or Wordpress.com. Tutorials for Weebly can be foundhere and here.
Example: Digital Storytelling Portfolio at http://standardized-literacy.weebly.com/
For a video overview of this portfolio as it relates to this assignment, please visit screencast below (especially Part II).
Checklist for DSP: The following lecture (Part I-II) offers a detailed outline of everything you need to do with the DSP in order to earn a top grade.
Part I: Introduction (a 60-second overview of this major assignment)
PEER REVIEW
- Post rough cut of DSP for peer review below before midnight Tuesday, January 6, 2015
- Post response to at least one classmate before midnight Wednesday, January 7, 2015
PEER REVIEW RUBRIC
Deadline:
- Post video below before midnight Monday, January 5, 2015
- Post feedback using guidelines provided below before midnight Tuesday, January 6, 2015
PEER REVIEW GUIDE
Please use the attached guidelines to offer detailed feedback to at least one classmate's project.
The video below provides a 10-minute overview of the guidelines for this important peer review. NOTE: These are the same kinds of things I will be looking for when I grade your final project.
peer_review_guidevideo_3.docx | |
File Size: | 43 kb |
File Type: | docx |
VIEWING PARTY
Hall of Languages, Room 203 (Auditorium) January 8, 2015, at 6:30 I hope you will join us for this viewing party! It's optional, of course, but it should be fun! If interested and/or available, let us know below. I'd like to create a program for this event, including your name and the title of your piece. Share those below. Format: Each presenter will have around 10 minutes to introduce their project, likely through the Digital Storytelling Portfolio, and share their video. There is nothing like seeing your original, creative work on the big screen alongside a live audience. Bring your family and/or friends! Everyone is welcome! I'll bring some people from campus as well. Your work deserves a live audience! |