A.Weaver, All Hallows' School, May 2006 1 The process of choices and consequences forms the basis of most computer games, stories, learning activities and life decisions. PowerPoint was used for this activity because this is software students are likely to use again, is widely available, is quick to learn, teaches skills that form the basis of more advanced software, teachers are familiar with it, and its limitations mean students focus more on the choices and consequences, rather than learning new software. It also reinforces and enhances existing PowerPoint skills. Students explore the concepts of choices, consequences and sequencing through storyboarding, action buttons and hyperlinks.  This will culminate in the production of an interactive PowerPoint presentation to teachers and other students.  Time permitting, students will use animation, sound and graphics to enhance their presentation.  This activity will require a computer lab with a computer for each participant.  Each student will need a storage device such as a USB to store their work. Students will work in pairs to develop listening, team/groupwork, planning and social skills. Introduction Digital Storytelling

A.Weaver, All Hallows' School, May 2006 2 Rationale Traditional story telling is linear, has only one ending; text and images do not move; there is limited use of sound; the story cannot change; the audience is limited by publication restrictions; and the reader cannot influence the outcome. However, digital stories can be interactive, include video and motion, can evolve, can reach the world on the web, and can have multiple paths. The study of alternative story structures can enhance learning about choices made in traditional story structures. The boundaries between electronic games, and books is blurring creating many new learning opportunities. These can operate as learning tools, and also as opportunities for students to create their own stories. Resources Showing A Range of Digital Storytelling Formats [DOC] Digital Literacy in Story Spaces File Format: Microsoft Word - View as HTML Digital Literacy in Story Spaces. Rebecca Luce-Kapler, Queen’s University. We are accustomed to using oral narratives and print texts to make sense of our ... qspace.library.queensu.ca/bitstream/ 1974/235/4/Digital+Literacy+in+Story+Spaces.doc - Similar pages Digital Story telling resources http://www.storycenter.org/resources.html http://tech-head.com/dstory.htm http://www.inms.umn.edu/elements/ http://www.acmi.net.au/digitalstorytelling.jsp http://www.infotoday.com/mmschools/jan02/banaszewski.htm http://www.coe.uh.edu/digitalstorytelling/ http://teach.fcps.net/trt18/Digital%20Writing/DSTunit.htm http://www.coe.uh.edu/digital-storytelling/examples.htm http://www.microsoft.com/education/story.mspx ttp://www.hardin.k12.ky.us/res_techn/TEC/powerpt/hyprstory.htm

A.Weaver, All Hallows' School, May 2006 3 Lesson Details and Reflection This example of a digital storytelling activity took 2 hours including instruction and presentation, for 15 Year 8 students from 4 schools. Some students had limited PowerPoint experience, but still completed the task. Students worked as a team of 2 or 3, with some finding images on one computer while another worked on the text on another computer. USBs were used to transfer work from one computer to another. Peer teaching by students worked well. More time for reflection on what had been learnt, and also review of the stories created against the evaluation criteria would enhance learning. However, students were engaged and produced quality work in the time available. See examples of Model PowerPoints used and Final Student Presentations in this folder.

A.Weaver, All Hallows' School, May 2006 4 Task Idea - Create a “story” that has a clear sequence and involves choices with different consequences. Storyboard- slides.(rough text and sketches) and present it to a teacher for checking. Draw arrows to show how the slides link. Checkpoint 1 Text only -Refine your story and its sequences. Consider tension, climax, and audience interest. Fill out the choices. Keep it simple – do not have too many steps. Hyperlinks (and action buttons if any) Checkpoint 2 Decoration -If time is available, improve the presentation. Add sound or custom animation. Make design decisions- you do not have a lot of time to look for or design images. It is suggested you use images from dgl microsoft http://office.microsoft.com/clipart/default.aspx?lc=en-usor or design your own in software such as Paint. If you use other images, you must reference them unless you have the creator’s permission. Present your story and evaluate.

A.Weaver, All Hallows' School, May 2006 5 Examples of Hyperlinked Stories from the Web First Aid http://www.halfbakedsoftware.com/quandary/version_2/examples/firstaid.htm James bond http://www.lclark.edu/~krauss/quandarytasks/quandaryprojectssp2003/au/YouOnlyGetOneChance.htm Adventures in Netland http://www.prof2000.pt/users/estante/web_adventures/netland/ Gorilla Another animation Maths Challenge http://www.lakelandschools.org/lt/firstgradeadventures/adventures.htm Tobacco Thing coehealth.org/Topics/Tobacco_Control_Act/Pages/Action_Mazes/Index.asp Hyperfiction http://www.srsd.org/pinelands/techprojects/Mike/BugsAdventure/intro.htm

A.Weaver, All Hallows' School, May 2006 6 Skills – Lesson Steps Determine who has PowerPoint skills and what level – hyperlinks, action buttons, animation, inserting sound, Paint? Whole group worked through the the same practise to learn how to insert hyperlinks in a document. Show group how to make an Action button from text box. Show Action buttons on Slide Show menu. Discuss navigation – eg start again button. The Picture Toolbar has a background transparency tool which is useful for this task. Discuss Slide Show animations and transitions and inserting sounds. Other resources - PowerPoint Help Menu is good http://mset.rst2.edu/portfolios/l/leddy_l/Adventure/PowerPointHyperlinks.htm http://www.atschool.org/login/resource/skills/microsoft/power/hyperlinks.htm http://www.internet4classrooms.com/format_pp_buttons.htm http://mset.rst2.edu/portfolios/l/leddy_l/Adventure/ImageBackground.htm http://www.wpi.edu/Academics/ATC/Collaboratory/HowTo/PowerPoint/animation.html http://thesource.ofallevil.com/education/interactivestory.mspx

A.Weaver, All Hallows' School, May 2006 7 Model - Steps relate to those on the Task Slide (Slide 2) Step 1 – Idea - survival on island Step 2 -Storyboard- use island backgound, some sounds of ocean, cheering, alien animation. Character washed up on island-panic SA (Start Again) explore SA, plan☺ Choose cool clothing & food SA, rubbish SA, first aid and matches ☺ Choose food SA, shelter SA, signal fire ☺ Choose hunting SA, berries SA, coconuts ☺ Choose Shelter ☺End or Explore – 2 choices -Short trip ☺ End or Fire Out SA Checkpoint 1 Step 3 Text see Survival Example PowerPoint in this folder- 18 slides plus one intro and one credits. Expand. Eg. name Tommy N. Trouble Step 4 – Inserting Hyperlinks; Action buttons Checkpoint 2 Step 5 Decoration Animation - See Example - Use of Animation PowerPoint in this folder Paint – transparency http://www.lkwdpl.org/classes/MSPaint/tools/selectionex.html Insert backgound, special effects. [PDF] 1 Open MS Paint Draw A Rectangle Select the Rectangle Draw Tool ... File Format: PDF/Adobe Acrobat - View as HTML Open MS Paint. Start Programs Accessories Paint. Draw A Rectangle ... Select the transparent background. Click-hold-and-drag a shape from the ... pegasus.cc.ucf.edu/~jo994594/stepbystep.pdf - Similar pages Step 6 Evaluation and Presentation Criteria.

A.Weaver, All Hallows' School, May 2006 8 Evaluation Content: Is the story interesting? substantive? Logic: Do the choices make sense? Is there a link to return the reader to the main page? Does it have a clear sequence? Creativity: Do the author/s approach the topic in a way that is engaging, unique,and interesting? Technology, Graphics and Sound :What is the quality of graphics and sound – including timing, animation and transition. Hyperlinks: Does the reader have several choices on each page? Do the hyperlinks work? Group Skills - How well did your team work together?

A.Weaver, All Hallows' School, May 2006 9 Conclusion All games, stories, decisions and lessons, are the product of choices and consequences that are deliberately constructed, patterned and sequenced. Even the decision to make a random choice is deliberate. Real life is not always exciting. Stories and games need to be designed to engage the audience using sequencing, tension and careful construction. A possible task after this would be for students to take on the role of marketing executives. They could evaluate each “story” against the criteria, determine target audiences, and then prepare a report identifying which story would be most marketable and why.

A.Weaver, All Hallows' School, May 2006 10 Credits Images from Microsoft Office Clip Art and Media Home Page, Microsoft, USA, http://www.google.com.au/search?hl=en&q=dgl+microsoft&btnG=Google+Search&meta= , last updated 12 May 2006, Accessed May 2006 COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING This material has been reproduced and communicated to you by or on behalf of All Hallows’ School pursuant to Part VB of the Copyright Act 1968 (the Act). The material in this communication maybe subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice.

A.Weaver, All Hallows' School, May 2006 11 Tom Steals Harry's lunch Harry tells the teacher Tom fights Harry Harry has the food poisoned Back to slide 5