I focused my thesis around three specific scenarios, which describe why a student would use VideoBook to participate in classroom activities. These scenarios provide a context for Video Book, showing why its a viable and valuable solution in facilitating active learning.
Scenario 1: Character Buidling and Storyboarding
To Begin: Four students log into the Interactive System called VideoBook. They log
in to seperate locations, working remotely from their homes.
The Assignemt: Their homework assignment is to read chapter 10 and 11 for class, then work as a group to analyze the character of Atticus, as well as visualize the the key moments of the chapter in 3 frames. Allison read the chapters in studyhall, as did her classmates. They are ready to begin working
The Set up: We follow student #1, Allison, as she sets up her screen to work on her english homework. She begins by checking her homework assignments, and setting up her supplies. Allison calls up the widgets she needs within the VideoBook system:
- the gallery - with import features
- the character bank
- the literary devices library
- the controller pallete
- the notation / caption tool
- the book textthe video chat tool
The Steps: Allison works with her classmates Silvia, Stephanie and Jill to complete the assignment. Each student contributes to the work and their progress can be monitored by their teacher from a seperate location.
The students begin developing the character of Atticus, from his appearence, mapping his moral character, and the way his children view him. They can choose to upload images, choose clothing and define accessories Atticus may carry or have.
They mark the text for places where the author referes to the character of Atticus. Allison points out moments of foreshadowing in the chapter, and how it hints a change will occur in the children’s opinion of their father.
Once the students have finished developing the character of Atticus they are ready to storyboard the scene. Using the class gallery of characters created over the last few chapter assignments, the students can quickly compose an illustration of the events that occured. They can import a photo of their own dog to represent Tim Johnson, or find one from the internet. Or they can use an illustred dog within the gallery.
The students caption the scene, pulling text from the book’s text, and their own narrative comments to enhance the scene from their point of view.
Publish and Log Off: Once they are finished they hit publish and their work is sent to
the class database, allowing their teacher to view it or their classmates.