What is a digital footprint, and what does yours convey? 

Students learn that they have a digital footprint and that this information can be searched; copied and passed on, but that they can take some control based on what they post online. 

Students will:

·        Learn that they have a digital footprint and that information from it can be searched; copied and passed on; seen by a large, invisible audience, and can be persistent

·       Recognize that people’s online information can be helpful or harmful to their reputation and image

·       Consider their own digital footprints and what they want those footprints to be like in the future 

Part 1

Key Vocabulary

Digital Footprint: All of the information online about a person either posted by that person or others, intentionally or unintentionally

Online Search: Inputting key words into an online search engine that sifts through them and then shows related listings

Persistent: Lasting a long time, if not forever, such as information that one posts online that does not go away because it is passed on and spread

Imagery: Drawings or illustrations, often symbolic 

The Digital Footprint Video 

http://www.commonsensemedia.org/video/modal/2078100

Part 2

Choose a Host Student Handout

“Trillion Dollar Footprint” is a popular TV show that tours the country looking for teens to compete in a talent show. You are being hired to be producers for the show. Your job is to:

·       Look over online information of two fictional host applicants, Linda and Jason.

·       Decide which applicant should be the host of the show based on who works better with others and is more honest.

·       Role-play TV producers, giving a convincing pitch to the class about which candidate they chose and why. See the Choose a Host Student Handout for detailed instructions.

Students work together for 10 to 15 minutes to:

·       READ the Choose a Host Student Handout directions

·       REVIEW the profiles for Linda and Jason

·       FILL OUT the feedback form

·       DECIDE on a candidate

Make a pitch for the candidate that you selected, coming to the front of the class to promote your choice with evidence from the profiles that supports your pick.

Part 3

My Digital Footprint Student Handout

Students design paper footprints that contain the kind of information they would want to appear in their digital footprint 10 years from now. Have students fill out the My Digital Footprint Student Handout. The information they put in the Handout could consist of stories about their success in online newspapers, a popular sports blog that they write, or photos of them running for a high governmental position.

Check this site out:

FlickrStorm - http://www.zoo-m.com/flickr-storm/

FlickrStorm Tutorial - http://www.jakesonline.org/using_flickrstorm.pdf

This site allows you to search for Creative Commons photos from Flickr.

Required Activity

• A Google a Day - http://goo.gl/TXK5c

When finished, choose one of the following:

• Keyboarding Activities - http://site.maklary.com/tools/keyboarding
• Learn about importing video, trimming, cropping and editing clips, adding titles/transitions/effects using the following links:
  • Windows MovieMaker Video Tutorials - http://www.atomiclearning.com/moviemaker2
  • Windows MovieMaker Tutorial (PDF 1) - http://www.slocue.org/mm_full.pdf
  • Windows MovieMaker Tutorial (PDF 2) - http://goo.gl/5zrh0

Re-shooting and Assembling an Edit

Challenge A:

Shoot the Door Scene again, this time from your own storyboards, using in-camera edits and the same parameters as in previous steps. Consider the changes and feedback you discussed in the previous step, and revise your original storyboards to reflect your intentions for the scene.

Challenge B:

Import your video footage into a desktop digital video editing system. Trim away the unwanted material (i.e. false starts and stops, mistakes), and assemble the sequence of shots in order of your storyboards into a rough cut of your film without transitions, effects, music or titles.

Things to Think About:

·         Does the film communicate what you intended?

·         Does it clearly tell a story? What is unclear?

·         Have you “built” the scene? Is there anticipation? Tension? Conflict?

·         What would you change? Why?

Exhibit, Reflect, Revise:

Watch and discuss the rough edit with your group.

·         Do the group members feel what you wanted them to feel?

·         Was the story clear to them? Why or why not?

·         Were there any suggestions?

Interpreting Storyboard to Film

Challenge:

Turn in your team’s storyboards to your teacher. Each team films another team’s storyboard, exactly as you understand it. As you film, take notes on what is confusing and why you interpreted the storyboard the way you did.

Parameters/Limitations:

• You may not communicate with the team who created the storyboards you are filming.
• You must shoot exactly what the storyboard you have received communicates to you.
• You may not try to improve the storyboard or add your own ideas.

Exhibit, Review, Reflect:

Present the film in class comparing it to the storyboard. When comparing the film to the storyboard, keep the following questions in mind:

• How closely does the film match the storyboard?
• What did the storyboard artist originally intend?
• What misinterpretations, miscommunications and discrepancies arose?
• What would have made the storyboard clearer?
• What criteria will you adhere to the next time you do this?
• What did the group learn?

Please respond to the following question…

How would learning be different (good and/or bad) if you were allowed to bring your own personal technology to school? Would it be a useful tool or something that would be too distracting? Your honest, thoughtful opinion is greatly appreciated.

Now that you have a taste of film making, it is now time for your group to plan it all out using a Storyboard.

Challenge

Storyboard a script scenario for the Door Scene in a manner you feel will be the most visually effective. However, when you create your storyboard, think of a creative, entertaining or surprising new ending for the scenario. The entire film must follow the original script until the character opens the door. From that point on, you are on your own! Also, write a detailed description of your new ending.

Parameters/Limitations:

• Same general parameters and limitations as in Step One.
  
• You must use at least five different shots.
• Every detail must be included in your storyboard. It must be so visually clear that a stranger, unfamiliar with the scenario, could take your storyboard and shoot the film exactly as you visualized it when creating your storyboard.
• You may write descriptions for each storyboard panel to help with your screen direction. However, as much as you can, try to communicate the information visually. Use your written descriptions 
  to scaffold yo
• ur visuals, not replace them.

In your original production teams, pitch your storyboards to one another. Be prepared to defend your creative choices. Why is it the cleanest, most entertaining and emotive storyboard in your team?

Once your storyboard is complete, your production team should practice/walk-through the story and make changes where needed.

Resources

Storyboard Template

Click here to download:

AFI_Storyboard_Template.pdf (27 KB)

Glossary of Common Film Shots

Click here to download:

AFI_Glossary_of_Common_Film_Shots.pdf (1.64 MB)

Glossary of Film Terms

Click here to download:

AFI_Glossary_of_Film_Terms.pdf (99 KB)

When do we usually see video cameras? Weddings, births, birthday parties, school and sporting events come to mind. Now ask yourself how often you actually sit down and watch those videos. How often can you get someone else to watch? Are these videos interesting? Do all those long continuous shots, wild moves and dizzying zooms make for compelling viewing? Do you understand why they call it “amateur video” on the news? This is because most people use their home video cameras to document an event rather than tell a story. The irony of this situation is that most people living in western culture during the last 50 years have learned to decode and understand a nearly continuous and increasingly sophisticated stream of visual information. Visual language, with its unique vocabulary and grammar, is effortlessly comprehended by even the youngest members of our society. So, with all the prior knowledge and experience gained from years of watching TV and movies, why do most home movies look like home movies?

It’s a matter of literacy.

In this Digital Storytelling unit, students will engage in a five-step filmmaking process as outlined by the AFI Screen Education process.

• Script Development
• Screenwriting and Storyboarding
• Production and Filming
• Editing
• Exhibit, Review, Reflect

The first step is to “activate” the process by inviting students to create a short “Door Scene” video. The Door Scene is designed to introduce students to the basic skills and concepts of filmmaking in an experiential constructivist way.

Take a look at some examples:

To begin, you and a team of 2-4 other students will shoot a video around the following scenario:

A person is about to open a door. The person hears a sound and becomes mildly concerned. The person finds the door locked and searches for his or her keys. The person hears the sound again and becomes visibly apprehensive. As the filmmaker, your goal is to build tension and growing panic, using any visual element or device that you can think of.

The film closes with the person finally opening the door and getting to the other side safely. Here, you want to communicate to the audience the character’s feeling of relief and safety.

• Neither the character nor the audience ever sees the source of the sound.
• The film can have only one actor.
• The film may not exceed 90 seconds.
• The entire film must take place within five feet of either side of the door.
• You must assemble the shots “in camera,” as you go along, WITHOUT using editing equipment.

Once finished, each production team screens its finished film for the entire class for feedback.

• Did the film communicate the script?
• Did it communicate the rising tension and relief?
• What could you shoot differently?
• What would make your film more understandable?
• What would give your film more emotional impact?

Each group should then respond to this post stating some of the critiques, comments and suggestions that were discussed in class and how you might make your story more engaging.

Resources

Glossary of Film Terms

Click here to download:

AFI_Glossary_of_Film_Terms.pdf (99 KB)

Glossary of Common Film Shots

Click here to download:

AFI_Glossary_of_Common_Film_Shots.pdf (1.64 MB)

Storyboard Template

Click here to download:

AFI_Storyboard_Template.pdf (27 KB)

What is a good Digital Citizen?

Students list the offline communities they feel responsible to through a whole-class brainstorming session. They then explore the online communities they feel responsible to by filling out, as a group, the Rings of Responsibility Student Handout. Finally, they make a Comic Strip to describe the characteristics of a good digital citizen.

Discussion

·         What communities are you part of in your school, neighborhood, or city?

·         What qualities let you know that such groups are communities?

Think about the kinds of rights and responsibilities that come with being a member or citizen of the communities you are a part of. Reflect on the rights and responsibilities that come with being a citizen of our nation.

·         What rights do you have as a citizen of the United States?

Some of the responsibilities of people who want to become U.S. citizens are that they must pledge and show loyalty to the United States, they must demonstrate basic English skills, and they must show knowledge of the U.S. government and Constitution. You can be a citizen of any number of communities, not just your country.

·         What do you think it means to be a good citizen or member of any of the following communities? School? City? Nation?

Rings of Responsibility

Each ring below represents a different person or group to which they have responsibilities:

·         SELF: The center ring has to do with responsibilities they have to themselves, such as keeping themselves safe and healthy, and protecting their reputations.

·         FRIENDS AND FAMILY: The middle ring stands for responsibilities they have to their friends and family, such as helping them move, attending their performances, or just listening when they are having problems.

·         COMMUNITY: The outer ring stands for responsibilities to the community, from following rules at school to picking up garbage in one’s neighborhood.

·         What are your responsibilities to each of these groups?

Now, look at the Rings of Responsibility Student Handout. You and your group will be assigned one of the groups (Self, Friends/Family, Community) and determine what the responsibilities and consequences are to that group. Please answer the question in the form of a response to this blog post. Please include all your group member first names and last initials. We will compile a Word Cloud with the responses of all groups.

Project

Students create short, three-frame comic strips about how good digital citizens can harness the power of digital media to make the world a better place. Your goal is to illustrate responsible behavior and positive outcomes. You will use one of the tools to create free, online comic strips or Comic Life along with your knowledge of the online Rings of Responsibility. Check out this really cool site to get great clip art characters for your comic.

You are a digital superhero who has witnessed an act of poor digital citizenship. Your cartoon should show the problem and how the superhero resolves it. Choose from one of the following possible scenarios or create one of your own.

·         A rumor gets out of hand online

·         Someone’s embarrassing information goes public on the Internet

·         Someone cheats another person out of points in an online game

·         Someone takes information for a paper that another student has posted on a class wiki (website)