I made this for a Networked Narratives daily assignment.
Google’s shift into transforming video stories with 360 degree perspectives dovetails nicely with the push into virtual reality storytelling, and some of the talk scattered around Networked Narratives (and more likely to come). This release — Pearl — tells the heart-warming story of a father and daughter, all set inside and near a car, and the viewer can move around the setting of this car as time passes on.
What I find fascinating is how this kind of video/story experiment begins to push the agency of the storytelling to the viewer, who can move around the “car” here, or just keep the eyes focused outside the windows. The story unfolds, but where the lens is looking all depends on us. I think that is intriguing.
Watch Pearl (I am embedded it here but I think you might need to go to the video on YouTube). I see they have other stories now published, too. I like Pearl, though, for its emotional connection (see? Story overrides tech, even as tech complements story)
And watch the Behind the Scenes video of the Making of Pearl.
Peace (with stories),
Part of the “assignment” this week for the Networked Narratives course is to document the four Elements, as part of a larger discussion about Digital Alchemy. As usual, I decided that the idea of eight images of the elements (four literal, four interpreted) wasn’t what I wanted to do. But I did wonder if I could write four short poems, based on the elements of earth, wind, fire and water.
Using the app Legend, which animates text against a visual background, I got down to work, trying to hint at the elements but trying to write about something larger. I hoped the visual would connect to the element, as well as some key phrases. The constraints were length: Legend only allows a short amount of text, and the resulting animation is only six seconds.
But I was happy with each of the poems, which I think mostly captured what I was trying to accomplish in terms of the elements as inspiration for writing.
I posted each short poem on Twitter, via the #Netnarr hashtag, but then realized I really wanted them to be stitched together, so that all four poems of four elements became one digital composition. I turned to Animoto as the easiest way (I could have done it in iMovie) but also because I knew they had “elements” themes. The “air” theme seemed right, particularly when I found the “rain” song to go with it.
Networked Narratives is a hybrid course – part of a Keane University offering AND an open invitation to anyone. Come join the fun, with Mia Zamora and Alan Levine leading the way.
Peace (braving the elements),
In the Networked Narratives adventure just now unfolding, there is some talk down the road about “world building” and as my students were just finishing up an entire unit on video game design (telling a Hero’s Journey story inside of a video game structure), I decided to riff off the idea with some daily writing activities in their notebooks.
Day One’s prompt was to map out an imaginary world, either in the form of maps or an atlas, and to name landforms and water forms within their world.
Day Two’s prompt was to use that Imaginary World as the setting for a short story, sending a character on an adventure through the new world they had conceived the day before.
What struck me was how closely many of the student’s maps and atlases of their new worlds resembled Earth. I expected more of them to take more creative license with the prompt. However, the stories were imaginative, conceptualizing a strange and imaginary place for adventure, and I wonder if their ability to “tell” stories (something we work on all year) gave them more freedom to explore the unknown elements of an unknown world.
BONUS: I made this prompt into a prompt for the Daily Digital Alchemy the other day. Give it a whirl. Create a world.
Peace (somewhere, there’s a world),
I have known Bonnie Kaplan for more than a decade now, through our affiliation with the National Writing Project and our common interest in digital storytelling. She is an avid video documentary filmmaker, and we have jumped into more than a few projects over the years (including the Collaborative ABC Project and the launch of the iAnthology writing space for NWP-affiliated teachers).
When I learned she was just back from a course on Virtual Reality Storytelling, out in California, I wanted to chat with her, to pick her brain a bit about the potential and the possibilities of this new technology in terms of where it might lead us into storytelling down the road. (You can read her blog reflections here).
Then I remembered Scott Glass and his Curiosity Conversation ideas from CLMOOC this past summer, in which one teacher reaches out to record a discussion with another on a topic of personal interest, so Bonnie and I chatted via Hangout.
I am grateful for her time and friendship, and her reminder that stories are at the heart of any digital storytelling.
Peace (in the chat),
There’s a term kicking around the new Networked Narratives course that I keep referring to and which I am curious to get to in the coming weeks: Civic Imagination. Mia Zamora hints at this a bit with her posts over at DML about the Networked Narratives course that is a hybrid between a university class and an open course (with Alan Levine), with the theme of digital storytelling.
Mia’s terminology was on my mind yesterday as I listened to a keynote presentation by Jacqueline Vickery, a professor and researcher out of Texas, during a local technology conference that I attended. Vickery’s focus in her talk was about engaging students as citizens in the Digital Age, and how adults often thwart those moves by teenagers to engage with the world through fear and intimidation. Vickery’s talk reminded me of the deep work by danah boyd, too, and how we need to pay attention to the “stories” of our young people, and help them find ways to positively engage with the world through social media and other technology/communication avenues.
Vickery (who has a book coming out called Worried about the Wrong Things: Youth, Risk and Opportunity in the Digital Age) noted that her research comes from observing young people interacting with technology. Many adults — parents and teachers and public policy makers — often react without taking the time to understand the underlying issues, or what is really taking place between youths when they connect.
“This narrative (of young people not in control and falling prey to the dangers lurking everywhere) … ignores what they are doing with technology,” Vickery said. “We often hear young people’s technology use pathologized .. (ie, web junkies, addiction, etc.) … as if they have no sense of agency of what they are doing, as if they are just passive users of technology.”
Vickery laid out some tenets of helping young people see themselves as Citizens of the Digital Age (see image above), where social interaction across the technology is a vital component for participatory media and connections, for the betterment of the world.
She asked, rather rhetorically, if schools were doing enough to teach students about use of technology, from the standpoint of:
Probably not, in my estimation.
And this brings me back around to Mia’s reference to the term of Civic Imagination, and it has me wondering how we help students envision a better world ahead of them, and then how to turn that imaginative yearning into reality through awareness, information, agency and engagement with the world. This is the whole underlying premise of Connected Learning, by the way.
Vickery didn’t dispute that there are places where young people need help and oversight from adults to navigate the tricky waters of technology, but overall, she remains positive about the choices and the actions of young people.
“There are many ways to connect students with digital media, to see themselves as agents of change and active citizens,” she said, near the end of her talk. “If we view young people as agents of change, then we as adults can help them.”
Peace (here and into there),
I am pitching this idea on Interactive Fiction Writing at the Technology in Education Conference in Western Massachusetts as part of the “unconference” part of the, eh, conference today. So, if my ideas gets accepted, you are probably here. If not accepted, you are still here. Welcome. Now, how about making a playable story?
There are many posts here about Interactive Fiction and digital writing, if you are interested.
Peace (in every direction),
Terry Elliott shared this Ted Talk out, via Vialogues for annotation, and I really appreciated the ways that Ben Wellington uses storytelling as the frame for using data in meaningful ways. I am following Terry into an online course about data storytelling for journalism (he is in there, to learn more about teaching his university students and I am in there … because I am curious about data as the means for crafting stories), in hopes it might dovetail into the concurrent open course around Networked Narratives.
I have no idea how those two ideas will merge together, and yet, it seems like there might a fit for finding ways to use information around us in the real world to craft stories about or in the digital world, with all of the nooks and crannies of collaboration and creativity that #NetNarr might provide (it’s hard to say, since the course has only just sort of started).
One of the central tasks in the first post for #NetNarr is to define storytelling, since #NetNarr is hovering over the concept of Digital Storytelling, in the vein of DS106. My initial, non-Google-it, response is that storytelling is the act of making sense of the known and unknown world through layered compositional practices (talking, writing, using media, etc.) That sounds awfully academic to my ears as I read it quietly. Or, how about this: A good story entertains while also informs the reader/listener/player about the larger workings of the world.
Still working it out. Meanwhile, check out Ben Wellington.
Here is Terry’s Vialogue version, and he invites you to join in an annotated conversation about this juxtaposition of data collection and storytelling as a means to make sense of the world. Daniel Bassill, Wendy Taleo, others and I have already jumped in with Terry. You come, too.
Peace (make sense of it),
I admit, I can’t quite remember where I came across a recent reference to A Young Lady’s Illustrated Primer: a Propædeutic Enchiridion, the imaginary book at the center of Neil Stephenson’s novel, The Diamond Age. But I found myself diving into Wikipedia to refresh my memory because it seems like the book might connect somehow to the Networked Narratives digital storytelling course about to start up with Mia Zamora and Alan Levine (see his open invite here).
The Illustrated Primer is one of Stephenson’s vision of the future of books and texts that adapt to the reader, changing to meet the needs of the life of the reader in a society of stratus, status and privilege. It has been years since I read The Diamond Age, so I don’t rightly remember all of the plot or the role of the primer itself.
Still (I did the bold of text here):
The Primer is intended to steer its reader intellectually toward a more interesting life, as defined by “Equity Lord” Alexander Chung-Sik Finkle-McGraw, and growing up to be an effective member of society. The most important quality to achieving an “interesting life” is deemed to be a subversive attitude towards the status quo. The Primer is designed to react to its owners’ environment and teach them what they need to know to survive and develop. – Wikipedia
It occurs to me that one of the themes that Mia has talked about when designing the NetNarr course has been the idea of our “civic imagination,” which I intend to dive into more thoroughly in the coming weeks. As I understand it, the concept of civic imagination is meant to provide us with a way to transform our stories into action.
In The Diamond Age, this theme also seems to run through the story, but in a darker way.
Although The Diamond Age explores the role of technology and personal relationships in child development, its deeper and darker themes also probe the relative values of cultures (which Stephenson explores in his other novels as well) and the shortcomings in communication between them. — from Steampunk Wiki
I suspect the course itself — open to anyone, although there is a university component that will be playing/learning along — will explore the ways in which literature and interactive fiction is both the source of agency for us, as writers and readers, and a source of concern of the loss of agency, via technology advancements. Someone is bound to go down the dark path of exploration, I hope, and not leave the course to all of the techno-evangelists (as I often am) viewing the world through rosy glasses.
Peace (it’s written in my primer),
The other day, I shared out a word cloud world from the Narrative Networks website that I had cobbled into place with an online word cloud generator. But Alan pointed out that the links to the active cloud pointed to a merchandise sale site. Not what I intended! (I had never even clicked on the animated words … I was happy enough to have words animated, I guess).
But that mistake got me thinking: maybe I could (should) create my own version of the Word Cloud World where links take you to associative ideas, sort of like a curated word cloud world.
Peace (linked with intent),