Digital Storytelling shows you how to generate immersive, interactive narratives across a variety of systems, devices, and media. From age-old storytelling techniques to cutting-edge development processes, this written book covers creating stories for all types of New Media, including transmedia storytelling, video gaming, mobile apps, and second-screen experiences. The real way a story is told, a note is delivered, or a narrative is navigated has changed over the last few years dramatically. Stories are told through video games, interactive books, and social media.
Stories are told on all sorts of different platforms and through all sorts of different devices. They’re immersive, letting the user interact with the whole story and letting the user enter the story and form it themselves. This book features case studies that cover a great spectral range of platforms and various story genres. It also demonstrates how to plan processes for developing interactive narratives for everyone types of entertainment and non-fiction purposes: education, training, information, and promotion. Digital Storytelling features interviews with a few of the industry’s biggest names, showing you the way they build and tell their stories.
” If she were alive today, Dr. Maria Montessori would definitely be requesting the same question. My children do not have any daily homework at their Montessori school. While this differs at Montessori universities, most Montessori schools do not give kids any type or kind of daily homework. They may have research projects or long-term book reports (as do the students at my daughters’ Jewish Montessori school), but no daily homework.
The effectiveness of the Montessori strategy usually obviates the necessity for homework. And research is the waste materials of time. The study has shown consistently that research at the quality-school level has practically no correlation with academic accomplishment. See this short article from Time at which summarizes the leading research. Good Montessori classrooms have a feeling of calm and order that are amazing; the day in activities that they find meaningful and fun in a setting where all kids are consistently engaged throughout.
We are beginning to know how critical this kind of environment is for learning and development, of age regardless. Before three decades, there has been an explosion of important research that documents the connections between stress levels and the ability of the person to operate and thrive, whether it be at home school or work. In a wonderful new book called “Brain Rules for Baby” by Dr. John Medina, a brain scientist, some of this research is examined and explored. “First, I have to correct a misconception. Many well-meaning moms and dads think their child’s brain is thinking about learning. That is not accurate.
The brain is not interested in learning. The brain is interested in surviving. Every capability inside our intellectual tool package was engineered to flee extinction. Learning exists only to provide the requirements of this primal goal. It is a happy coincidence, our intellectual tools can do dual duty in the classroom, conferring on us the ability to create spreadsheets and speak French. But that’s not the brain’s day job.
That can be an incidental byproduct of the much deeper push: the gnawing, clawing wish to live to another day. We do not survive so that people can learn. We learn so that people may survive. This overarching goal predicts a lot of things and here’s the most important: If you want a well-educated child, you must create a world of safety.
- PsExec – start apps on remote computer systems
- Video Inserter
- What is tracert
- What will be the recommendations for tagging company accounts on social media
- Two-character token
- Use the right color utilization pattern
- Being first counts for a great deal
When the brain’s protection needs are met, it’ll allow its neurons to moonlight in algebra classes. When safety needs aren’t met, algebra is out the window. In Montessori classrooms, the methodology of interesting with children, the approach of the teachers, and the way those educators are trained all help build and foster this environment of security where children can learn and flourish. My dedication to my Jewish identification means that my kids need to visit a Jewish college so they can learn deeply about Judaism and their Jewish traditions. Every day I wake up grateful an amazing Jewish Montessori college exists five minutes from the house in NJ.
But I am also an American, who adores his country and cares deeply about all her children and their future, which of course will determine America’s future. Our public education system needs a radical transformation. Every child has gifts and talents that should be nurtured and we are losing vast oceans of individual capability and potential with this current system.
There are no silver bullets and I do not want to claim that if every child visited a Montessori school, all of our educational problems would be resolved. Not every child is right for a Montessori school and Montessori is not right for each child. There are a growing quantity of public and charter Montessori schools.