Author Archives: ludicdeveloper

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Endless Possibilities: Creating Digital Narratives in Twine

A Twine Tutorial Set: Elliot Pines, Digital Media Artist and Storyteller

Launch the Twine Digital Storytelling Tutorial Set (Introductory Video and Tutorials Open in New Window)

Learning through Digital Storytelling

Launch the Twine Digital Storytelling Tutorial Set (Tutorials Open in New Window)

Twine is a free, open-source tool for telling interactive, nonlinear stories, created by Chris Klimas in 2009.

You don’t need to write any code to create a complex multimodal story with Twine, but you can extend your stories with variables, conditional logic, images and embedded video, music and sound effects, CSS, and JavaScript when you’re ready.

Twine publishes directly to HTML, so you can post your work nearly anywhere – including the New Media Modules Twine repository, or free twine hosting communities.

To upload your Twine project to the New Media Modules, visit our resources pages below.

Twine Version 1.4.2 for Windows and OS X is the version modeled in our tutorial and is ideal for telling complex, multimodal digital narratives and research artefacts.
Download Twine
Additional Twine Resources, Documentation & Tips

 

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Multimodal Storytelling: Interactive Narratives with Twine

Elliot Pines, Digital Media Artist & Storyteller

Learning through Digital Storytelling

Elliot Pines, Digital Media Artist and Game Designer

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Serious Comics: A Software Tutorial for Remix Culture

Getting Started with Comic Life

Learning through Digital Storytelling

While ComicLife is a very intuitive software tool, one we encourage you to engage through experimentation, improvisation, and interaction, we have included a tutorial video that can assist with the basics of getting started.

The first section of the video is a brief tutorial, followed by a quick tour of what’s new in version 3.0, the latest release.

In partnership with Plasq Software. Download through New Media Modules.

ComicLife Quick Start PDF

ComicLife Quick Start PDF

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Serious Comics: Becoming a Comic Maker

Luke MacDonald, York University

Learning through Digital Storytelling

In this video, Luke MacDonald explores the educational opportunities of creating serious comics and graphic texts with new media tools like ComicLife, tools that enable learners to author, generate and share visually-sophisticated graphic narratives and multimodal research documents.

Unlike many ‘safe and sane’ template-driven cartoon-making software tools around nowadays, Luke looks to new media that enable the comic-maker to break free from the ‘templates’ and deeply engage remix culture, design thinking, and aesthetic & multimodal literacies.

This video also explore serious comics as deep learning resources for ELL/L2 students, inviting students to create dual-language graphic identity texts – and to connect their inquiries and learning across cultures, languages, and shared social concerns.

Where Are You Really From? #1

Where Are You Really From? #2

 

Luke MacDonald, York University

keywords
SERIOUS COMICS
MULTIMODAL LITERACIES
REMIX CULTURE
GRAPHIC TEXTS
L2/ELL LITERACY LEARNING

Serious Comics Model: Totality for Kids (Mckenzie Wark). Launch.

Serious Comics: Cultural Identity Texts, York University Students

Where Are You Really From? #1

Where Are You Really From? #2

Related from Critical Making Module: Serious Comics: Making Cartoons with James Cicatko

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´╗┐´╗┐Digital Narratives & Student Publication: Case Study

Natasha Zseder, York University

 

Learning through Digital Storytelling

What might happen when students take authentic roles as authors, poets, editors, media producers, journalists, comic-makers, and researchers – and then mobilize new media to their own creative and critical purposes? What might happen when students imagine and design their own literary/media landscapes?

In this case-study video, Natasha Zseder explores the educational opportunities of building – from the ground-up – an online literary and media/arts magazine, and examines why situated, student-directed production can engage multiple and complex literacies while connecting with the politics of students’ own lived worlds.

Related: Poetronica

Natasha Zseder, York University

keywords
STUDENT PUBLICATION
PRODUCTION PEDAGOGY
IDENTITY / ROLE PLAY
SITUATED LEARNING

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Models & Media Tools for Digital Storytelling

Resources: Explore Media Tools & Models for Supporting Digital/Multimodal Narrative Building

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Case Study: Making Cellphilms

Casey Burkholder, McGill University

Learning through Digital Storytelling

In this case-study video, Casey Burkholder models the art and practice of creating digital narratives through cellphilm production.

Related: Poetronica

Resource: For more on Cellphilms and how they can be ‘mobilized’, educationally, to creative, critical and progressive/activist ends and purposes, please see: What’s A Cellphilm? Integrating Mobile Phone Technology into Participatory Visual Research & Activism.

by Katie MacEntee, Casey Burkholder & Joshua Schwab-Cartas
McGill University, Canada

keywords
CELLPHILMS
PARTICIPATORY VISUAL RESEARCH
DIY VIDEO/NARRATIVE PRODUCTION
MOBILE TECHNOLOGIES FOR LEARNING

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The Pedagogy of Production

Investigating What Works for Teaching Media Literacy

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Theory

AUTHOR
Joslyn Hunscher-Young

ABSTRACT
Rapidly changing technologies and new forms of communication demand a revision of what literacy instruction needs to look like today. There is already extensive research about literacy in a wide variety of contexts, including both in-school and out-of-school situations. However, there is limited research published around the learning that occurs in media literacy programs. This article explores what we can learn from media/literacy programs, and how these programs can inform – and help us rethink – literacy-learning in dynamic production contexts beyond media literacy classrooms.

This article can be explored conjunction with Joslyn Hunscher-Young’s video presentation in this module.

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Pedagogies Of Production: Making Digital Films

Joslyn Hunscher-Young, Washtenaw International Middle Academy & High School

Learning through Digital Storytelling

This video examines several key ideas in the pedagogy of production. It highlights what novice video producers like and need from their mentors as they acquire knowledge and skills through their own hands-on practice. Specifically, this video describes the importance of communities of practice, situated learning, and mentor ‘fading’ in creating authentic, meaningful research & narrative video projects.

Joslyn Hunscher-Young is a social studies teacher at Washtenaw International Middle Academy and High School in Ypsilanti. Her current practice is informed by her work in creating and running a youth media production program in Chester, Pennsylvania, from 2009-2010 called Chester Voices for Change.

Related Video: Decolonizing Encounters – A Critical Visual Essay

Pedagogies Of Production: Making Digital Films

keywords
SITUATED LEARNING
COMMUNITIES OF PRACTICE
MENTOR FADING
APPRENTICESHIP

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