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Planning and logistics Since this was a digital storytelling project, the provision of suitable resources and the arrangement of the class were also important. We decided on the following materials: • • • • • • •

2 PCs for content writing; 2 PCs for content browsing on the internet; 1 PC and a microphone for audio recording; Appropriate audio-recording software (Audacity); A video projector; A digital camera for taking pictures; Very cheap analogue cameras so that each student could take pictures outside the class; • A printer for printing the texts for the “performers”; • Pens, pencils, markers, paper for creating the drawings.

different tasks more or less simultaneously. Roles were changed over time so that each pupil could have the opportunity of trying all the activities. Activities 2-8 took place over 2 months for 2 hours per week. 2: Content finding (via Internet and books). Pupils, in pairs, browsed the internet looking for content to enrich the story, for example images, information about Somalia … 3: Text writing Pupils in small groups (2 or 3) wrote texts together. One sat at the key board proposing the main lines, while the others checked and suggested changes. Roles switched during the activity.

The class was arranged as follows: • In the main class: pupils worked in groups around small tables, each equipped with a PC (for content browsing and content creation). • In a separate room: pupils (two “technicians” and a “storyteller”) recorded the audios. • (If available): a separate room, for photo-shooting.

Process 1: Definition of the storyboard. Duration: 1 week. A digital “story” is divided into a number of chapters and possibly sub-chapters. The first task for the class – after the definition of the whole topic – was to define what chapters and sub-chapters the story will have and to organize the pupils into groups, so that everyone has a role. In the case of this pilot, the pupils together decided the overall plot of the story and the organization of the “storyboard”. The following activities then took place in parallel – the children were divided into groups which carried out the

4: Creation of visuals Groups of 5-6 took pictures, created a photo-shoot setting in the classroom (see picture 1). Individuals drew illustrations. Small groups (2) searched for pictures on the internet. 5: Recording audios Two pupils were trained by the teacher on how to use the recording software “Audacity”. They were named “the technicians” and put in charge of (1) recording the first audios and (2) training another pupil. The newly trained pupil, once ready, replaced one of the technicians; a new trainee would step in. By the end, all students had

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TALES manual - English version  
TALES manual - English version  
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