My intent is to preserve the progress I documented as I completed my Graduate Diploma in Educational Technology. In addition, this serves as a starting point from which to continue noting my thoughts, observations, questions, plans, brainstorms etc. as I attempt to grasp the central and important concepts of design and instruction using educational technologies and digital media.
Summer: we long for it and then try to cope with it! In this video from etsy, many ways to keep cool are suggested that hopefully reduce electric energy consumption at the same time!
At this site you can create a customizable avatar(s) and download for use. I think you can make a whole collection if you wish, and you can share with others if you so desire. It was quite fun to play with all of the different features especially the many types of glasses!
I plan on making a complete file of images that I can use for....who knows what?
The challenge originally given was to create a digital story and share the resulting artifact in an online setting together with a supporting explanation and reflection. We were able to choose any topic that pertained to the reasons we had for choosing this course as part of our ongoing studies. The final title for our digital project is Digital Content and Inquiry : A Jackbert Production. We had much fun and challenges during the planning and construction of our movie and hope you enjoy the results of our collaboration! Would love some feedback
I have included the video below to emphasize the idea that schools are places of collaborative-individual learning and that by embracing the potential of the continually emerging technologies both online and offline; both in the real and virtual; both the physical and the imaginative; we offer the best of educational landscapes for constructing and creating knowledge. In addition we must be willing and open to change and innovation , which means that, asDiane Laufenbergstates in this presentation, "if we continue to look at education as if it's about coming to school to get the information and not about experiential learning, empowering student voice and embracing failure, we're missing the mark." I would add that these same sentiments apply to teachers as much as to their own students and classrooms as we have tried to exemplify in the production and rationale for our digital artifact.
Our digital creation contains brief examples of the following components we consider implicit for a social-constructivist inquiry context for Teaching and Learning. This was created using the following online applications: SimpleDiagrams,MindNode Pro, and stock.xchng. at http://www.sxc.hu/
I tried a new opener tool here from Simple Diagrams...it's pretty awesome, especially as you can see the possibilities for collaboration using this application on and offline....you must try it!
My experimental diagram is an attempt to illustrate myself Pondering on Participatory Culture and Digital Literacy!
After my previous post in which I mentioned my interest in Engeström's notion of hybrid worlds--simply put as an online-offline interplay--I went on a quest to find examples of digital content that might demonstrate some element of barrier-crossing phenomenon. I intentionally sought out media that illustrated aspects of the physical world whilst simultaneously interfacing or interacting in a digital space. So far I have posted two that are quite fascinating samples of rich narrative around the lived physical world that have been constructed very artfully into digital content for sharing on the web. I am thankful that there is such an online place or space where such delights can be shared with a large audience. This is the way to let your story be told, heard, shown, and spread. (I hope to select more to link to as I continue my personal quest!)
The video above narrates the dedication and passion of Michael as he cares for his secret second-hand bookstore and the following video tells the art, craft, and fascinating story of Geahk as he designs and constructs marionettes. Both videos appear to be elements of what we may view as a dying culture from the physical world: both touch on an art-form for storytelling, treasuring real books and treasuring puppetry. And yet, it is in the other world, the digital world, that their stories can be valued and honored. Both digital artifacts are artistic crafts in their own right: using the power of voice, silence, image, music, precise editing and story flow to serve the perspective desired. Etsy appears to be a center of online webbedactivity around promoting, showing, demonstrating, buying, and selling of home-made items or skills. From my initial lookings it is an online-offline culture all of its own! It represents much in the physical world but operates and thrives in the virtual. A hybrid indeed!
During this inquiry into digital content, we (my colleagues and I) mused over the question, "What do we need to be good at in order to communicate well in a digital habitat?"In other words, what does literacy look like in a digital place or habitat? I think these videos begin to give a glimpse of those very literacies and associated online and communicative skills necessary to add meaning and worth to digital content on and in a digital landscape. Many of these same literacies and skills operate in the real world too! We quickly brainstormed what we considered the related key aspects of such components and represented our suggestions in the following Wordle:
We then began to experiment using this same Wordle application to play around with short phrases rather than single words: this is achieved by adding a hyphen between the words of the chosen phrase so that the thought remains connected in the word cloud.
Carl Anderson is a technology integration specialist and consultant in Minnesota. His movie above is another interesting example of digital narrative: using images, music and text, to express a particular perspective on education and technology use. Anderson titles his website and blog, Techno Constructivistand has created a wiki to which teachers are invited to add ideas regarding success stories in integration of technology. In addition he created the digital backpack, digital briefcase, and digital smartphone seen below, each of which contain links to resources, applications, etc. for teachers and students. Click on each and follow related links: I think it is a very neat way to collate directories and the like. Also, Anderson offers these items freely to anyone who visits and/or contributes to the wiki.
I chose to include these disparate items and links as a way of demonstrating one person's attempt at collaboration, knowledge building, and sharing, using tools available online:Carl Anderson is one of many who is defining his presence on the web!
And there are so many examples of tools and digital paraphernalia that are available to those fortunate enough to have access to, and live in a culture with freedom to use, a variety of technological gadgets for living, learning, communicating and connecting. What is sometimes less obvious and less accessible is the mindset to use such amazing tools in a way that affords meaningful learning, especially for those of us involved with learning institutions, particularly K-12 schools, as in my own situation. All tools, whether online or offline, can be used to support or enable any particular philosophy toward education, and therefore any pedagogy toward teaching and learning.
My understanding of TPACK(Technological, Pedagogical, and Content Knowledge) is that at the intersection of all three considerations lies true technological integration. An expert teacher is one who is able to consider and manipulate the relationships of the three forms of knowledge: disciplinary (e.g. scientist), technological ( e.g. computer expert), and pedagogical (e.g. educator) and by so doing can effectively integrate technology with particular subject content for meaningful learning using effective practice. Whilst this appears sound and definitely of great practical use for teaching and learning, I wonder at a seeming neglect toward belief in a particular philosophical underpinning for pedagogy. Possibly I just need to delve deeper into this popular approach toward technology infusion/integration in schools and learn more about its philosophical stance?
There are several ideas and theories, however, that support and enhance the philosophical outlook of constructivism. As Ackermann (2004) illustrates:
Playing "what if' or the ability to pretend (establishing a dialog between what is and what could be) is the means by which children as well as adults achieve the difficult balance between getting immersed and emerging from embeddedness. Play is an important aspect in human learning, from identity building to constructing knowledge about the world. (P. 31)
My recent investigations into social constructivism and supporting theories led me to the ideas of Yrgö Engeström. I am very taken and intrigued by how he explains the connections between Cultural/Historical Activity Theory and its relation to constructivism. From a series of interviews conducted by CSALT, Lancaster University (2002), Activity Theory basically stresses the impact of culture in its mediating effects on human functioning. People are always embedded in an activity that has its own tools, language, and community(ies): these activities may produce meaningful learning. The learning that happens is distributed between people as individuals, as peer or interest groups, and the materials, artifacts, tools and the available language signs and symbols. According to Engeström, we teachers should look at who learns in a different way: not to look at just the individual but to the whole activity system that is learning, including the distributed intelligence evidenced within and across groups; the learning objects created and used; and the historical intelligence and knowledge previously embedded and shared across activity systems or teaching/learning contextual moments. Interestingly, he sees great connections and a need to embrace the multiple literacies inherent in Communication and Education and its many related fields.
Engeström also explains his own extension to the above in his Theory of Expansive Learning: here when individuals find themselves in contradictory situations, those that are conflicting and causing intellectual discomfort for example, people will distance themselves from that context as they attempt to construct an expanded more encompassing one. This takes them beyond the information given and frees them from constraints so that they can learn something not yet there: learning by constructing a new activity or new setting for understanding. Thus, new learning is expanding horizons as you construct knowledge in different and interconnected activity systems.
Enthusiastically bringing and embracing the digital and technological world into these ideas, Engeström cautions against the tendency toward network learning and/or virtual learning becoming closed worlds. As he explains, there is a temptation to to envisage such worlds as complete, where we can assume identities, play any role, access information anytime, anywhere, and feel we can do almost anything. However, we should not forget that this is merely an interface into the other world. We have to return to the physical world, where we walk, work, and live with real people and it should not be excluded. We should maintain a mixed world phenomenon which allow for crossing and interweaving boundaries or hybrid worlds.
Engeström compares the closed world of Narnia envisaged by C.S. Lewis to the hybrid world of Harry Potterpictured by J. K. Rowling. To enter Narnia you pass through a closet or wardrobe into a bounded world: once you are there you remain there across a fixed boundary. In the different magical world of Harry Potter, the magician school, Hogworts, is placed within everyday society where students have to continually criss-cross boundaries.
Engeström concludes that we should not construct closed online Narnia worlds but hybrid Magician School worlds where we and our students have to continually cross boundaries to face real people in the real world. Hence, we allow for everyday lived-hood and liveli-hood as well as dwelling on the web and embracing the many magical opportunities it proffers.
For Sir Ken Robinson, as he states in the above snippet of an impromptu interview, there are three purposes of school. In his words these are:
"Ultimately it's personal: it's about helping people discover their personal talents and abilities and helping them become who they can be."
"It's cultural. Education is also about helping people to understand the world they're part of: its background; its history; their own communities and other people's communities; and the fact that they are part of a broader world that goes beyond them."
"It's economic. It's helping people develop the skills and attitudes which will help them to earn a living and contribute to the common good, the common welfare."
He concludes, "If we lose sight of them, we lose sight of education."
A challenge for ourselves in our summer session was to define knowledge!
Here is one representation of that definition using Stixy
The key idea for me is that the nature of knowledge and the meaning of learning in a digital culture is not conveniently definable and actualized: as stated in the image above, "It's Complicated." Thus, we continue to explore, collaborate, construct, and share our own complexity of educator knowledge about teaching and learning! The conversations will be fruitful and endless!
complex inquiry
narrative research
explore
delve
digital content!
continual discourse!
story
no ending
(Jeannette)
References:
Ackermann, E. K. (2004). Constructing Knowledge and Transforming the World. In M. Tokoro and L. Steels (Eds.), A Learning Zone of One's Own: Sharing representations and Flow in Collaborative Learning Environments. Burke, VA: IOS Press, Inc.
CSALT (2002) A Video Interview with Yrgö Engeström, Online Issue v2. Centre for Studies in Advanced learning Technology, Lancaster University, UK.
To watch the above video is to be overwhelmed with gadgetry fever and a sense of frenetic activity to create more things that can spread more stuffand to inch ever closer to immediacy of speed and transmission: it is a dizzying landscape. Of course this speaks to the intention of the video in the first place: choices of material, voice-over, sounds, transitions, and locations all play into the intended perspective of the message that we-are-going-places-with-integrated-media! As they promote in the video, people "can enjoy everything everywhere, without going anywhere!" Do they mean in body, spirit or in mind? This comment in itself provokes serious contemplation!
However, it is not the gadgetry itself that does and will create interconnections; knowledge sharing and creation; social activism; inter-cultural understanding; global community; and the like. It is the ability of people to imagine, understand, and actualize the possibilities inherent in the ever increasing and changing digital technologies available to us that will provoke such positive use. As Marshall Mcluhan attested, our culture(s) is shaped by the nature of communication media rather then the content itself: still, someone has to decide on that content and that format and that purpose. Tom Wolf explains--as he narrates for the 100th birthday year (2011) commemoration of Mashall Mcluhan--that Mcluhan believed that electronic media changes humans' patterns of thought and behaviour and also alters human nature. He explains that Mcluhen describes the post-print-media-man as:
more like primitive tribesmen, intimately involved with one another whether they liked it or not and captives of what they hear over the grapevine whether it's true or not.(Wolf for Mcluhan, 2011)
From a teachers perspective I hope to encourage students and colleagues to utilize such amazing media tools and online spaces for building or constructing knowledge that is applicable and of interest to them, as they seek, store, retrieve and share information and learn by so doing. Also, I hope to enable collaborative work and conversation that is supported by the richness of available materials and not hampered by time, distance, or place. However, students need to be assisted and guided in their use of such available technologies in order to ensure an ethical, empathetic, wise, intellectual or intelligent, and socially profitable online digital landscape.
As Mcluhen emphasised, "We are responsible for our technologies and the effects of our technologies as we are responsible for tidying up our grammar."
I am inspired by many online examples of the power of digital narratives to call people to thoughtful reflection and action. For example, as suggested to us during our summer session,PhotoVoice, Participatory Photography for Social Change is dedicated to providing all people with the chance to speak out and be heard. Their mission as stated on the website is to:
build skills within disadvantaged and marginalised communities using innovative participatory photography and digital storytelling methods so that they have the opportunity to represent themselves and create tools for advocacy and communications to achieve positive social change.
The following video details the process followed in the Photovoice youth program in Hamilton, Ontario (2008), and illustrates the hands-on-ness, community centered, call for action embedded in the process and production with the local youth. It also is an excellent example of the production of knowledge and a constructivist approach to inquiry.
An interesting and useful guide prepared for those hoping to follow the Photovoice example and goals is provided by Carolyn Wang , from the University of Michigan School of Public Health at http://people.umass.edu/afeldman/Photovoice.htm
Michael Wesch emphasizes, through his research, that the various media mediate our culture or translate and define the way we relate to others. As he relates, various forms of media shape what is said; how it is said; who is able and can say it; and who is able and can receive it. In addition how the "knowledge," or what has been said, is stored can determine who can access it. Media shape how we experience the world. It is, however, not to say that we all experience this is the same manner: many cultures and many pockets of societies will have a differential access to the stored knowledge of the world and therefore we may unknowingly promote, not only unequal access but also multiple complexities of understanding about how the world is or even how it should be.
The proliferation and increasingly wide-spread use of digital technologies may eventually reduce these differences but, in so doing, possibly flatten our sense of the world, encouraging a sameness that is perpetuated by those very same liberating technologies. For example, more of the world's population will be influenced by the tone set by the interconnected media.
I suppose it illustrates two sides of the communication coin:
heads we create a wonderfully connected and growing networked community that is liberating and culturally enriching; tails we create a flattened reality that subsumes differences under a powerful influencing media. And so, will we eventually shape many cultures or one overriding and powerful one?
I have noticed the tendency of many to hotly defend any raqueries offered, or mild differences of opinion expressed, regarding the positives of social digital technologies: it is either seen as an instance of digital ignorance based on age or experience or a lack of a mind-shift that we should and have-to embrace as, in my opinion, we allow technology to lead us rather than the other way around. There should always be room for healthy discourse around the influences, both positive and negative, of any technology that humanity is tempted to embrace: the pros and cons, the fors and againsts are an essential aspect of using technology wisely and with informed judgement. This is especially important for educators who make such choices, sometimes on a snap of the fingers: it is cool after all! We should not condemn caution. As danah boyd (2010), intimates:
I've been blogging for 13 years, determined to communicate to the world what I've had the privilege of witnessing. I love technology but I also love to be critical of technology. What keeps me up at night is trying to make sense of how social media transforms society and, more importantly, what it helps make visible about humanity. Technophobes love to talk about how technology is ruining everything and technophiles obsess over how everything is radically different. I like to wade through the extremes to see the subtle inflection points. Reality is always in the details.
In the video above, Wesch tells of the consequences to a particular culture that begins to embrace technology just because they can: the very foundations that the culture is based upon shifts dramatically and affects all of the institutions of this Papua New Guinea community. I wonder if this was a culmination of wise and informed judgement or just the consequential re-sorting action of introduced technology: in this case writing. We ourselves are experiencing this same action as we embrace more and more of the online communication structures together with the plethora of creative tools for connecting and creating across distances. Wesch tells of the points made from Lee Rainiewho studied research conducted by Elizabeth Eisenstein (1979) regarding the effects on society of the introduction of the printing press. I rewrite them here as they are particularly pertinent to our own 21st century re-sorting:
The role of experts are challenged by newly empowered voices
New institutions emerge to deal with changes happening
Struggles to revise social and legal norms ensue
Concepts of identity and community multiply
New forms of language arise
Literacy in a Digital Habitat by Tahani, Eryn, Heather, Robin, & Jeannette
Hence, the power of today's technologies embolden, and afford a platform for, many voices that have traditionally been silenced or at least discounted; moves to reform our schools and universities in a ploy to harness the possibilities inherent in new technologies for education; we experience much debate and furor over copyright legislation and the establishment of online sites devoted to "no loopholes" sharing and remixing; and the use of logos, emoticons, acronyms and the like as new communication forms. I would probably add the increased re-reliance and re-recognition of the power of visuals and sound as languages of communication.
Interestingly, collecting digital data as methodology for qualitative research studies, in particular for ethnographic/anthropological inquiries, presents its own ethical and moral implications, and dilemmas around what it means to own and control information. Quoting dana boyd (2010) once more:
What we are seeing is extremely messy. Observing people's data traces gives no indication of whether or not they are trying to be public or private. You need to understand their intentions, how they're interpreting a technological system, and what they're trying to do to make it work for them. Each of you...needs to think through the implications and ethics of your decisions, of what it means to invade someone's privacy, or how your presumptions about someone's publicity may actually affect them. You are shaping the future. How you handle these challenging issues will affect a generation. Make sure you're creating the future you want to live in.
To conclude: from his studies within cultural anthropology Wesch (2007) states,
If we don't understand our digital technology and its effects, it can actually make humans and human needs even more invisible than ever before. But the technology also creates a remarkable opportunity for us to make a profound difference in the world.
I was not immediately engaged with the one-minute-video challenge but became more so as a story started to formulate in my imagination: eventually becoming a message I truly wanted to share! Originally I spent much time seeking out that magical comfy spot for the imaginary warm drink scenario but I had little sense of a theme or direction for my beginning, middle, and end. In several of my scenarios I was to end up at Sundance Lake, down the road from where I live, and so I dutifully trotted over and took video in a haphazard sort of manner. I also took some updated photographs of my grandson, Rory, playing on the beach near the water's edge with my husband, Richard: good material for something I thought!
Then I contemplated utilizing the many, many photographs I had collected from my travels abroad and wondered about the ethics of using such photographs as most included images of various members of the family. On approaching my daughter, early in the project development, I was asked not to use clear images of Rory: so much for the beach scene!
After several initial storyboarding attempts in which I explored locations close to home and later within and around my house--here is where I could use those lake clips, I imagined, or else take video clips of various areas in my home--I began to mull over the reason behind my particular video. “What is so special to me, personally, about having that warm drink—or any drink for that matter? Is a particular place to drink really that important to me?”
And so my message changed: my narrative would argue that the best place for a warm drink is anywhere where close friends and family are located. Such a digital story would truly offer a grounded narrative from my personal perspective. Much culling of images, and changing of ideas ensued. At this point the informal storyboards that I had scribbled earlier did not do justice to the new argument in formulation: my final idea was to use video footage of various uninhabited places in my home juxtaposed with images of my family gathering and enjoying times in those same locations.
Setting to work on the storyboard I discarded an online tool I had considered for this task, and also decided against using my limited sketching skills. Instead I chose to useMicrosoft Word and created a table into which I could add representative clip-art and images. I posited different camera shots that I might use, as well as initial voice over narration. I did not use all of the storyboard suggestions in the end, as the video was far too long: I had to cull many images and video footage, as well as ideas that had occurred to me outside of the storyboard framework.
For example I had recorded a clip of the well known cartoon figures, Hoops and Yoyo, as they chanted a mantra about needing coffee: I thought this would add some levity to my narrative. Then I had included an image of the same characters on each of the video clips and several photographs I snapped. But, in the interests of final length much of these elements were cut!
In addition I discarded several photographs in which my stuffed penguins had been carefully placed to represent the low levels I had reached in searching for company for my drinking moments! Thus, much of the levity was sacrificed in order to stay within the time constraints. I had hoped to reduce the possible maudlin interpretation of the narrative. Oh well! A bonus presented itself however: I had not planned to have my cat, Eighteen, turn her nose up at having coffee with me, but she instinctively obliged as I was recording video. I couldn't resist including this little gem. What did I learn? Much about my inadequacy at judging length for a video! As we discussed in class, the video needs to be just long enough to effectively illustrate your message and it is right to rid the piece of extraneous material!
The above-mentioned humor edits encouraged me to attempt, instead, a more light-hearted script to accompany the video. Hence my use of alliteration and many references to coffee related vocabulary. Although I was able to record my voice-over using this composed text, I was unsuccessful in attempts to paste related phrases over any of the stills or video clips. I have since discovered, with the help of a classmate, how to do this in the new version of iMovie on the Mac.
A sacrifice I had to make was to exclude an idea that had occurred to me during filming: I wanted to add subtle messages about being "alone" to the video clips of areas in the house. I have several books where the word Alone is a prominent part of the title and I took video that included a zoomed shot of the titles on each clip. Again, due to length, most of this was omitted in the final cut--except for one!
Another problem arose: my actual video camera was kaput and so I had decided to use the video recording setting on my digital camera, although I had never used that mode before. In uploading and previewing the video snippets I was disappointed at the recording quality: the footage was grainy and fuzzy and certainly betrayed my amateur status! In addition, the planned zooms and pans where not exactly what I had seen in my mind's eye! Certainly, I need to work on developing a new skill set!
I spent a fair amount of enjoyable time evaluating music tracks to accompany the footage. This also involved playing with sound recording elements as I tried to balance voice-over and sound effects with the chosen music track. I selected Human Beat by Kevin Macleod as the title was amazingly fortuitous, the music was fun and addictive, and, most of all, seemed to represent an appropriate mood for the piece: slightly humorous but not too irreverent. I sent a voluntary donation for the privilege of using it: much of Macleod'swork is amazing!
Eventually compiling and editing the video presented more conundrums. Due to the grainy nature of my film clips I decided to use black and white coloration instead of color. I wish I could say I planned this, as eventually it occurred to me that this was an effective way of differentiating the colorless, more routine coffee times alone in my home, from the more colorful, animated, and cozy ones with family. (I had to cut out the friends--length!) In essence, the black and white sections are reality and the color sections are the memories or longings I harbor: as in there is less color in my "drink" life without the family around. I also tried modifying the color or mood finish on the still images but found that that my chosen "Dream" format managed to make the photographs look merely badly taken! I chose the "ripple" transition as a reference to both a dream state and to the swirling of the coffee. A final effect that I explored was using the "cartoon" representation (in iMovie) applied to a section of the film as I rushed down the stairs seeking my personal warm drink solace and possible companion--the cat.
The ultimate challenge was to ensure a one minute length and yet maintain some level of quality as I played around with size, recording format, sound quality, streaming rates, and other technical obstacles as I exported the film in a format that could be shared online. Interestingly, it was after I had uploaded a copy from my desktop to this blog that I discovered tutorials on the Vimeo website that are extremely helpful for novices such as I! Consequently, I learned a little more about compressions rates and the like and followed Vimeo's advice in uploading to its collection site ---with a guarantee of no adverts being added to my video--and have since replaced my original on the previous posting. It is of far better quality--it even disguises some of my fuzziness!
For that I will make use of resources I have located online such as:
Creative Narrations Mutimedia for Community Development Resorces section at URL http://www.creativenarrations.net/produce
My first thoughts were to create a digital artifact that depicted locations beyond my home environment: I thought of the many exotic and intriguing locations that I long to visit and, by association, no doubt partake of a warm cuppa! I originally thought to utilize various images I might find in my exploration of shared picture/image web applications. On further reflection, however, I realized that I already had some of my own beautiful pictures from several vacations taken abroad—Paris, Rome, and Venice for example. An added bonus would have been the evidence of family and friends in such photographs. It was then that I realized that I may be approaching this challenging task rather backwardly: I was thinking of what I already possessed or could utilize via shared media resources rather than contemplating the story I wanted to express through such media. Back to the drawing board—literally!
It was at this juncture that my ideas and storyboarding started to coalesce during the planning of the project. Initially, I imagined creating a digital recording of all of the places local to my home that could illustrate the many options I have of beautiful vistas to enjoy when supping my warm drink. My first storyboarding attempts followed this line of inquiry, which in essence became more of a tourist guide to Sundance, in Calgary! I now possess some exciting videos of activities at Sundance Lake!
I longed to produce something that gave of and from myself: to share a particular perspective on the taking of a warm drink. Hence many questions-to-self arose, culminating in: “What is so special to me, personally, about having that warm drink—or any drink for that matter? Is a particular place to drink really that important to me?” It is the answers to these questions that directed my digital product. I realized that, in truth, most places will “do” for me to enjoy, say, a morning or midday coffee. However, what actually makes the drinking places memorable is the people—friends and family—that have shared these indulgent moments in those particular places.
And so to my final proposal or one-minute-movie-pitch: viewers of my digital narrative will understand the message or argument that, for me, “The best place for a warm drink is one with a cupful of company!” I will juxtapose bland video of the usual “coffee areas” in and around my home with vibrant and colorful images of family members gathered together in those same or similar locations. Hopefully, the use of contrasting images: color vs. black and white; still vs. motion; people vs. places; compliments the framework of myself searching for what, in actuality, is not a particular place but for the loved ones to share that moment with. Thus, it is people not place that enrich the drinking experience.
The final Storyboard and ultimate script can be viewed below:
The Final Script Used for “The Best Place for a Warm Drink is…”
There were many improvised changes to the original storyboard plan as shown above. This included many scribbled drafts of possible accompanying voice-over narration. The following script, however, is the final voice-over narration that is used in the edited, produced and posted digital tale:
What is a Place Without Any Company?
The best place for a warm drink is—well there are so many right here at home!
So, let’s try the cozy kitchen.
But no iChat coffee chums!
To the comfy couch?
But no café au lait sofa buddies!
How about the treed front yard?
But no frappachino folkies!
No cappuccino comrades!
And no macchiato mates!
Then it’s off to the primo patio café!
But no java Joes!
But wait! Downstairs! You can count on a cat for coffee company!
But then—maybe not.
Hmm. I guess the best place for a warm drink is one with a cupful of company.
In my next blog I will share some thoughts on the making of the video, choices made and my reflections on the challenge!
