Enhancing the creativity of children through the use of digital video technology (By Janak Bhimani)

UNESCO Chair in Education & Technology for Social Change
UNESCO Chair in Education & Technology for Social ChangeUNESCO Chair for education technologies & e-Learning en UNESCO Chair in Education & Technology for Social Change
Enhancing the Creativity of Children through
    the Use of Digital Video Technology
                 Janak Bhimani, Ichiya Nakamura
         Keio University, Graduate School of Media Design
Theme
At the crossroads of creativity and technology,
   children, through the use of digital video
    hardware and software, combined with
 traditional play artifacts and activities, have
    unique opportunities to enhance their
     imaginative output like never before.
Overview
• Background and Motivation
• Literature Review and Related works
•Workshop Method
•Workshops
• Evaluation and Discussion
•Conclusion
Background and Motivation
• Time is right
   • Children as earliest “early adopters” in digital age
   • Economic Factors  affordability
   • Digital Video Technology  portability



   • Convergence Culture
       • Paradigm shift in media production and consumption
       • Parallel in education  passive to active learning


• Author’s Professional Background
   • Elementary Education                     Learning Niche
   • Broadcast Media
Literature Review and Related Works
• Creativity In Children
   • Vygotsky –children, by their nature, are creative
   • Csikszentmihalyi – creativity must be developed (adults)
   • Sternberg – outside factors affect creativity (+ and -)

• Participatory Culture
   • Bruner – learning is collaborative; old models of education
     defunct in age of communication and interconnectedness
   • Jenkins – New Media Literacies to confront obstacles
     hampering progression of participatory culture
Literature Review and Related Works
• Interaction Design for Children
   • Interdisciplinary – education, mobile devices, robotics, art,
     sociology, video technology, etc. – emphasis on creativity
   • Focus on narrative story telling
   • Activities with educational and emotional value


• Related Works
   • Corporations, private companies, international and
     regional non-profit organizations
   • The video L.A.B. (BBC Scotland), Kidzania Tokyo, Kids with
     Cameras (India and Global), Canvas (Japan)
Method
                                NAM++ Method                                   [1]                                                            T2=C method




[1] Decortis, F., A. Rizzo, and B. Saudelli. "Mediating effects of active distributed instruments on narrative activities." Interacting with Computers 15.6 (2003): 801-830.
Workshops Incorporating Digital Video
                 Technology
1.




2.
                        Background
                        Design
3.
                        Process and
                         Creative Output
4.
Social    Finger
Issues    Puppets
Through
Story
          and HD
Telling   Video
WEF KIDS
Background

Design

 Process and Creative Output
Enhancing the creativity of children through the use of digital video technology (By Janak Bhimani)
.




               Real-time
    Media      Blue
    Literacy   Screen
               Reporting
KIDS VIDS
Background

Design

 Process and Creative Output
Enhancing the creativity of children through the use of digital video technology (By Janak Bhimani)
3




             Film-
Video        making
Journalism   and editing
             (Documentary)
1 Day Reporter – Behind the Scenes at Yokohama Burg 13


Background             @
Design

 Process and Creative Output
Enhancing the creativity of children through the use of digital video technology (By Janak Bhimani)
Traditional    Start to
               Finish
&              Production
Digital        w/stop
Storytelling   motion
               filming
Nendomation
Background                     @
Design

 Process and Creative Output
Enhancing the creativity of children through the use of digital video technology (By Janak Bhimani)
Evaluation
• Analysis of the four workshops
    To demonstrate that workshops for children incorporating digital video
     technology provide children with means of expressing their creativity
     in ways which are different, and even new, from those they are
     exposed to in their everyday life
    Quantitative: Results and Findings
        • Data from Interviews and/or questionnaires
        • Two perspectives:
             •   Children – Participants
             •   Parents /Guardians -- observers with intimate knowledge of the participants

     Qualitative: Observation and Reflection
        • Lessons Learned  improvements/modifications for future workshops
        • Management/Design perspective
Evaluation
Nendomation Survey Questions for Children                                      Nendomation Survey Questions for Parents/Guardians

                                                                               1) How did you hear about this event? (Select as many as you like)
1) Was this your first time making clay animation?
                                                                                  1.Flyer 2.Internet 3.Friends 4.School 5.Other__________________________
   1.Yes 2.No
                                                                               2) Please tell us your reasons for having your children participate in the workshop?
2) Was this workshop fun?                                                         (Select as many as you like)
   1.Very Fun 2. Fun 3. Average 4. Not so fun 5. Not fun at all                   1.Looked interesting/fun 2.Looked educational 3.Child/children wanted to
                                                                                  participate 4.Wanted child/children to be familiar with digital technology
                                                                                  5.Other_______________________________
3) Was this workshop difficult?
   1.Very difficult 2.Difficult 3.Okay 4.Easy 5.Very easy                      3) “What did you expect your children to learn from the workshop?”


4) What was the most interesting part of the workshop?                         4) What did you like the most about the workshop?
                                                                                  1.Story/scenario making 2.Character making 3.Filming 4.Presentation
   1.Story/scenario making 2.Character making 3.Filming 4.Presentation
                                                                               5) How would you rate the quality of the workshop?
5) How would you describe your facilitator’s performance?                         1.Very good 2.Good 3.Standard 4.Not good 5.Bad
   1.Very Good 2.Good 3.Avergae 4. Not so good 5. Not good
                                                                               6) How would you evaluate the structure of the workshop?
                                                                                  1.Very Good 2.Good 3.Average 4.Bad 5.Very bad
6) How would you evaluate the structure of the workshop?
   1.Very Good 2.Good 3.Average 4.Bad 5.Very bad                               7) How familiar were your children with digital technology before participating in the
                                                                                  workshop?
7) How would you describe using the camera, computer and animation software?      1.Very familiar 2.Familiar 3. Average 4.Not very familiar 5.Not familiar
   1.Very difficult 2.Difficult 3.Average 4. Easy 5.Very easy
                                                                               8) Would you like your child to participate in a similar type of workshop?
                                                                                   1.Yes 2.No
8) Please leave any comments or suggestions.
                                                                               9) Please leave any comments or suggestions.
Evaluation
         Discussion
            Researcher's observation combined with quantitative and qualitative
              results
            Commonality: T2=C method
            Ethnographic methodology[2] to evaluate research:
                                   Substantive Contribution: creative output with technology is not possible without it
                                   Aesthetic Merit: workshop detail, children’s enjoyment, imaginative contents by children
                                   Reflexivity: project leader, responsible for design, management and oversight
                                   Impact: participants moved intellectually (novelty) and emotionally (involvement and/or
                                    research)
                                   Expresses a Reality: participants gain an understanding of digital video based workshops both
                                    in both intricate detail and state of the art in the larger scope of society




[2]Richardson, Laurel. "Evaluating Ethnography." Qualitative Inquiry 6.2 (2000): 253-255.
Conclusion
 Never stop starting
    Research never ends
    More work needed
 Future Works
    More participation/involvement
    Manual development
      •   First step in building a community based workshop-knowledge database
      •   Grassroots distribution/contribution with potential global impact
      •   Simplicity: Adaptability and Scalability  easy to modify and adapt
      •   Creative Commons Attribution-NonCommercial-ShareAlike License
Conclusion
Conclusion
Enhancing the creativity of children through the use of digital video technology (By Janak Bhimani)
1 de 27

Recomendados

Technology that enhances classroom learning por
Technology that enhances classroom learningTechnology that enhances classroom learning
Technology that enhances classroom learningCarrie Davenport
282 vistas51 diapositivas
Toolbelt Theory por
Toolbelt TheoryToolbelt Theory
Toolbelt TheoryAlbemarle County Public Schools
24.9K vistas76 diapositivas
Why schools must lead maker movement por
Why schools must lead maker movementWhy schools must lead maker movement
Why schools must lead maker movementSusan S. Wells
1.2K vistas26 diapositivas
Gameplay learningpr por
Gameplay learningprGameplay learningpr
Gameplay learningprPRTEC
401 vistas18 diapositivas
Toolbelt Theory 2.0 v.2 por
Toolbelt Theory 2.0 v.2Toolbelt Theory 2.0 v.2
Toolbelt Theory 2.0 v.2Albemarle County Public Schools
4.1K vistas36 diapositivas
Avatars' in teaching the early experiences of [autosaved]new por
Avatars' in teaching  the early experiences of [autosaved]newAvatars' in teaching  the early experiences of [autosaved]new
Avatars' in teaching the early experiences of [autosaved]newMartin Rieser
472 vistas39 diapositivas

Más contenido relacionado

La actualidad más candente

Bojan Lazarevic por
Bojan LazarevicBojan Lazarevic
Bojan Lazarevicclickers2012
311 vistas37 diapositivas
Ub e assessment por
Ub e assessmentUb e assessment
Ub e assessmentYum Studio
525 vistas73 diapositivas
Virtual classroom tour por
Virtual classroom tour Virtual classroom tour
Virtual classroom tour platinum7577
812 vistas7 diapositivas
2010 04-26 teachers-producers 02 por
2010 04-26 teachers-producers 022010 04-26 teachers-producers 02
2010 04-26 teachers-producers 02Olga Werby
409 vistas23 diapositivas
Fresno2015 reflection por
Fresno2015 reflectionFresno2015 reflection
Fresno2015 reflectionHelen Barrett
27.5K vistas68 diapositivas
Reflection&mobiles eifel2012 por
Reflection&mobiles eifel2012Reflection&mobiles eifel2012
Reflection&mobiles eifel2012Helen Barrett
19.9K vistas57 diapositivas

La actualidad más candente(20)

Ub e assessment por Yum Studio
Ub e assessmentUb e assessment
Ub e assessment
Yum Studio525 vistas
Virtual classroom tour por platinum7577
Virtual classroom tour Virtual classroom tour
Virtual classroom tour
platinum7577812 vistas
2010 04-26 teachers-producers 02 por Olga Werby
2010 04-26 teachers-producers 022010 04-26 teachers-producers 02
2010 04-26 teachers-producers 02
Olga Werby409 vistas
Fresno2015 reflection por Helen Barrett
Fresno2015 reflectionFresno2015 reflection
Fresno2015 reflection
Helen Barrett27.5K vistas
Reflection&mobiles eifel2012 por Helen Barrett
Reflection&mobiles eifel2012Reflection&mobiles eifel2012
Reflection&mobiles eifel2012
Helen Barrett19.9K vistas
E-Assessment por Yum Studio
E-AssessmentE-Assessment
E-Assessment
Yum Studio679 vistas
LeXMizzou August2017 por Isa Jahnke
LeXMizzou August2017LeXMizzou August2017
LeXMizzou August2017
Isa Jahnke238 vistas
Digital Decisions: Choosing and Using New Technologies in Early Education, NJ... por Engagement Strategies, LLC
Digital Decisions: Choosing and Using New Technologies in Early Education, NJ...Digital Decisions: Choosing and Using New Technologies in Early Education, NJ...
Digital Decisions: Choosing and Using New Technologies in Early Education, NJ...
Evaluating Educational Technology in Early Childhood [At the McCormick Center] por Hatch Early Learning
Evaluating Educational Technology in Early Childhood [At the McCormick Center]Evaluating Educational Technology in Early Childhood [At the McCormick Center]
Evaluating Educational Technology in Early Childhood [At the McCormick Center]
Hatch Early Learning3.3K vistas
Autism apps.technologies por Marta Montoro
Autism apps.technologiesAutism apps.technologies
Autism apps.technologies
Marta Montoro 1.3K vistas
Eifel2013 freeweb2 por Helen Barrett
Eifel2013 freeweb2Eifel2013 freeweb2
Eifel2013 freeweb2
Helen Barrett21.4K vistas
School Of Social Innovation por Sebi Tauciuc
School Of Social InnovationSchool Of Social Innovation
School Of Social Innovation
Sebi Tauciuc316 vistas

Destacado

Helping Your Children Channel Their Creativity por
Helping Your Children Channel Their CreativityHelping Your Children Channel Their Creativity
Helping Your Children Channel Their CreativityNugroho Hadi P
739 vistas31 diapositivas
Education uk and usa por
Education   uk and usaEducation   uk and usa
Education uk and usaHana Tichá
6.7K vistas20 diapositivas
Feminist views por
Feminist viewsFeminist views
Feminist viewsMia de Guzman
817 vistas39 diapositivas
First-Wave Feminism por
First-Wave FeminismFirst-Wave Feminism
First-Wave Feminismcbeggs76
18.1K vistas15 diapositivas
Third wave feminism por
Third wave feminismThird wave feminism
Third wave feminismSusan Graham
8.1K vistas11 diapositivas
Anti School Subcultures2 por
Anti School Subcultures2Anti School Subcultures2
Anti School Subcultures2Twynham School, Dorset, UK
79.6K vistas1 diapositiva

Destacado(19)

Helping Your Children Channel Their Creativity por Nugroho Hadi P
Helping Your Children Channel Their CreativityHelping Your Children Channel Their Creativity
Helping Your Children Channel Their Creativity
Nugroho Hadi P739 vistas
Education uk and usa por Hana Tichá
Education   uk and usaEducation   uk and usa
Education uk and usa
Hana Tichá6.7K vistas
First-Wave Feminism por cbeggs76
First-Wave FeminismFirst-Wave Feminism
First-Wave Feminism
cbeggs7618.1K vistas
Third wave feminism por Susan Graham
Third wave feminismThird wave feminism
Third wave feminism
Susan Graham8.1K vistas
The role of education por farzana0596
The role of educationThe role of education
The role of education
farzana059616.4K vistas
Bowles and Gintis por lucylee79
Bowles and GintisBowles and Gintis
Bowles and Gintis
lucylee7937.1K vistas
Labelling and self-fulfilling prophecy por lucylee79
Labelling and self-fulfilling prophecyLabelling and self-fulfilling prophecy
Labelling and self-fulfilling prophecy
lucylee7960.4K vistas
Education: Func/Marx por tbroad
Education: Func/MarxEducation: Func/Marx
Education: Func/Marx
tbroad45.9K vistas
GCE Sociology Revision (AQA)- Unit 2 Education- Ethhnic differences in achiev... por Haleema Begum
GCE Sociology Revision (AQA)- Unit 2 Education- Ethhnic differences in achiev...GCE Sociology Revision (AQA)- Unit 2 Education- Ethhnic differences in achiev...
GCE Sociology Revision (AQA)- Unit 2 Education- Ethhnic differences in achiev...
Haleema Begum64.5K vistas
Threewaves por Jamie Pond
ThreewavesThreewaves
Threewaves
Jamie Pond78.6K vistas
GCE Sociology Revision (AQA)- Unit 2 Education- Gender differences and educat... por Haleema Begum
GCE Sociology Revision (AQA)- Unit 2 Education- Gender differences and educat...GCE Sociology Revision (AQA)- Unit 2 Education- Gender differences and educat...
GCE Sociology Revision (AQA)- Unit 2 Education- Gender differences and educat...
Haleema Begum96.3K vistas
GCE Sociology Revision (AQA)- Unit 2 Education- Functionalist and the New Rig... por Haleema Begum
GCE Sociology Revision (AQA)- Unit 2 Education- Functionalist and the New Rig...GCE Sociology Revision (AQA)- Unit 2 Education- Functionalist and the New Rig...
GCE Sociology Revision (AQA)- Unit 2 Education- Functionalist and the New Rig...
Haleema Begum65.2K vistas
The fourth wave of feminism por Susan Graham
The fourth wave of feminismThe fourth wave of feminism
The fourth wave of feminism
Susan Graham6.7K vistas

Similar a Enhancing the creativity of children through the use of digital video technology (By Janak Bhimani)

IWB Presentation Assignment 4 por
IWB Presentation Assignment 4 IWB Presentation Assignment 4
IWB Presentation Assignment 4 fuzefotos
665 vistas33 diapositivas
Power up learning por
Power up learningPower up learning
Power up learningNancy Wozniak
216 vistas18 diapositivas
Assignment of ict's por
Assignment of ict'sAssignment of ict's
Assignment of ict'sEngr Hassan
434 vistas67 diapositivas
Assignment of ict's por
Assignment of ict'sAssignment of ict's
Assignment of ict'sEngrMuneeb
323 vistas67 diapositivas
How Might You Solve "THIS" Challenge? por
How Might You Solve "THIS" Challenge?How Might You Solve "THIS" Challenge?
How Might You Solve "THIS" Challenge?jmori2014
227 vistas17 diapositivas
Participant designers por
Participant designersParticipant designers
Participant designersRichard Millwood
436 vistas31 diapositivas

Similar a Enhancing the creativity of children through the use of digital video technology (By Janak Bhimani)(20)

IWB Presentation Assignment 4 por fuzefotos
IWB Presentation Assignment 4 IWB Presentation Assignment 4
IWB Presentation Assignment 4
fuzefotos665 vistas
Assignment of ict's por Engr Hassan
Assignment of ict'sAssignment of ict's
Assignment of ict's
Engr Hassan434 vistas
Assignment of ict's por EngrMuneeb
Assignment of ict'sAssignment of ict's
Assignment of ict's
EngrMuneeb323 vistas
How Might You Solve "THIS" Challenge? por jmori2014
How Might You Solve "THIS" Challenge?How Might You Solve "THIS" Challenge?
How Might You Solve "THIS" Challenge?
jmori2014227 vistas
Blended learning presentation por stampcat2
Blended learning presentationBlended learning presentation
Blended learning presentation
stampcat21 vista
Blended learning presentation por stampcat2
Blended learning presentationBlended learning presentation
Blended learning presentation
stampcat2320 vistas
Blended learning presentation por stampcat2
Blended learning presentationBlended learning presentation
Blended learning presentation
stampcat2251 vistas
Mobile practices in everyday life por edsghm
Mobile practices in everyday lifeMobile practices in everyday life
Mobile practices in everyday life
edsghm644 vistas
Teaching Classes in Second Life por Mark Atkinson
Teaching Classes in Second LifeTeaching Classes in Second Life
Teaching Classes in Second Life
Mark Atkinson354 vistas
4391--Digital Tech Presentation-TE Teaching Reading-2-2013 Don Globe por Patricia French
4391--Digital Tech Presentation-TE Teaching Reading-2-2013 Don Globe4391--Digital Tech Presentation-TE Teaching Reading-2-2013 Don Globe
4391--Digital Tech Presentation-TE Teaching Reading-2-2013 Don Globe
Patricia French142 vistas
Animate This: Using What's Free to Motivate por Sean McMinn
Animate This: Using What's Free to MotivateAnimate This: Using What's Free to Motivate
Animate This: Using What's Free to Motivate
Sean McMinn345 vistas
Digital Communication PDLM por Hassan Kariem
Digital Communication PDLMDigital Communication PDLM
Digital Communication PDLM
Hassan Kariem248 vistas
School board presentation por gallet
School board presentationSchool board presentation
School board presentation
gallet1.5K vistas
A Contribution to Collaborative Learning Using iPads for School Children por Martin Ebner
A Contribution to Collaborative Learning Using iPads for School ChildrenA Contribution to Collaborative Learning Using iPads for School Children
A Contribution to Collaborative Learning Using iPads for School Children
Martin Ebner1.4K vistas

Más de UNESCO Chair in Education & Technology for Social Change

An open education model for teaching and learning: The Federica System (By Ro... por
An open education model for teaching and learning: The Federica System (By Ro...An open education model for teaching and learning: The Federica System (By Ro...
An open education model for teaching and learning: The Federica System (By Ro...UNESCO Chair in Education & Technology for Social Change
1.2K vistas21 diapositivas
Cry Freedom: Autonomous Opportunities for Personalised Engagement (By Paula J... por
Cry Freedom: Autonomous Opportunities for Personalised Engagement (By Paula J...Cry Freedom: Autonomous Opportunities for Personalised Engagement (By Paula J...
Cry Freedom: Autonomous Opportunities for Personalised Engagement (By Paula J...UNESCO Chair in Education & Technology for Social Change
1.1K vistas18 diapositivas
Self-organised Learning in the context of Vocational Education and Training (... por
Self-organised Learning in the context of Vocational Education and Training (...Self-organised Learning in the context of Vocational Education and Training (...
Self-organised Learning in the context of Vocational Education and Training (...UNESCO Chair in Education & Technology for Social Change
819 vistas28 diapositivas

Más de UNESCO Chair in Education & Technology for Social Change(20)

Último

BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB... por
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...Nguyen Thanh Tu Collection
73 vistas113 diapositivas
Structure and Functions of Cell.pdf por
Structure and Functions of Cell.pdfStructure and Functions of Cell.pdf
Structure and Functions of Cell.pdfNithya Murugan
701 vistas10 diapositivas
Classification of crude drugs.pptx por
Classification of crude drugs.pptxClassification of crude drugs.pptx
Classification of crude drugs.pptxGayatriPatra14
92 vistas13 diapositivas
CONTENTS.pptx por
CONTENTS.pptxCONTENTS.pptx
CONTENTS.pptxiguerendiain
57 vistas17 diapositivas
MercerJesse2.1Doc.pdf por
MercerJesse2.1Doc.pdfMercerJesse2.1Doc.pdf
MercerJesse2.1Doc.pdfjessemercerail
237 vistas5 diapositivas
MIXING OF PHARMACEUTICALS.pptx por
MIXING OF PHARMACEUTICALS.pptxMIXING OF PHARMACEUTICALS.pptx
MIXING OF PHARMACEUTICALS.pptxAnupkumar Sharma
82 vistas35 diapositivas

Último(20)

BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB... por Nguyen Thanh Tu Collection
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (GLOB...
Structure and Functions of Cell.pdf por Nithya Murugan
Structure and Functions of Cell.pdfStructure and Functions of Cell.pdf
Structure and Functions of Cell.pdf
Nithya Murugan701 vistas
Classification of crude drugs.pptx por GayatriPatra14
Classification of crude drugs.pptxClassification of crude drugs.pptx
Classification of crude drugs.pptx
GayatriPatra1492 vistas
Psychology KS4 por WestHatch
Psychology KS4Psychology KS4
Psychology KS4
WestHatch90 vistas
Solar System and Galaxies.pptx por DrHafizKosar
Solar System and Galaxies.pptxSolar System and Galaxies.pptx
Solar System and Galaxies.pptx
DrHafizKosar94 vistas
Use of Probiotics in Aquaculture.pptx por AKSHAY MANDAL
Use of Probiotics in Aquaculture.pptxUse of Probiotics in Aquaculture.pptx
Use of Probiotics in Aquaculture.pptx
AKSHAY MANDAL104 vistas
Narration lesson plan por TARIQ KHAN
Narration lesson planNarration lesson plan
Narration lesson plan
TARIQ KHAN59 vistas
Pharmaceutical Inorganic Chemistry Unit IVMiscellaneous compounds Expectorant... por Ms. Pooja Bhandare
Pharmaceutical Inorganic Chemistry Unit IVMiscellaneous compounds Expectorant...Pharmaceutical Inorganic Chemistry Unit IVMiscellaneous compounds Expectorant...
Pharmaceutical Inorganic Chemistry Unit IVMiscellaneous compounds Expectorant...
Ms. Pooja Bhandare109 vistas
Psychology KS5 por WestHatch
Psychology KS5Psychology KS5
Psychology KS5
WestHatch103 vistas
7 NOVEL DRUG DELIVERY SYSTEM.pptx por Sachin Nitave
7 NOVEL DRUG DELIVERY SYSTEM.pptx7 NOVEL DRUG DELIVERY SYSTEM.pptx
7 NOVEL DRUG DELIVERY SYSTEM.pptx
Sachin Nitave61 vistas
Create a Structure in VBNet.pptx por Breach_P
Create a Structure in VBNet.pptxCreate a Structure in VBNet.pptx
Create a Structure in VBNet.pptx
Breach_P75 vistas

Enhancing the creativity of children through the use of digital video technology (By Janak Bhimani)

  • 1. Enhancing the Creativity of Children through the Use of Digital Video Technology Janak Bhimani, Ichiya Nakamura Keio University, Graduate School of Media Design
  • 2. Theme At the crossroads of creativity and technology, children, through the use of digital video hardware and software, combined with traditional play artifacts and activities, have unique opportunities to enhance their imaginative output like never before.
  • 3. Overview • Background and Motivation • Literature Review and Related works •Workshop Method •Workshops • Evaluation and Discussion •Conclusion
  • 4. Background and Motivation • Time is right • Children as earliest “early adopters” in digital age • Economic Factors  affordability • Digital Video Technology  portability • Convergence Culture • Paradigm shift in media production and consumption • Parallel in education  passive to active learning • Author’s Professional Background • Elementary Education Learning Niche • Broadcast Media
  • 5. Literature Review and Related Works • Creativity In Children • Vygotsky –children, by their nature, are creative • Csikszentmihalyi – creativity must be developed (adults) • Sternberg – outside factors affect creativity (+ and -) • Participatory Culture • Bruner – learning is collaborative; old models of education defunct in age of communication and interconnectedness • Jenkins – New Media Literacies to confront obstacles hampering progression of participatory culture
  • 6. Literature Review and Related Works • Interaction Design for Children • Interdisciplinary – education, mobile devices, robotics, art, sociology, video technology, etc. – emphasis on creativity • Focus on narrative story telling • Activities with educational and emotional value • Related Works • Corporations, private companies, international and regional non-profit organizations • The video L.A.B. (BBC Scotland), Kidzania Tokyo, Kids with Cameras (India and Global), Canvas (Japan)
  • 7. Method NAM++ Method [1] T2=C method [1] Decortis, F., A. Rizzo, and B. Saudelli. "Mediating effects of active distributed instruments on narrative activities." Interacting with Computers 15.6 (2003): 801-830.
  • 8. Workshops Incorporating Digital Video Technology 1. 2. Background Design 3. Process and Creative Output 4.
  • 9. Social Finger Issues Puppets Through Story and HD Telling Video
  • 12. . Real-time Media Blue Literacy Screen Reporting
  • 15. 3 Film- Video making Journalism and editing (Documentary)
  • 16. 1 Day Reporter – Behind the Scenes at Yokohama Burg 13 Background @ Design  Process and Creative Output
  • 18. Traditional Start to Finish & Production Digital w/stop Storytelling motion filming
  • 19. Nendomation Background @ Design  Process and Creative Output
  • 21. Evaluation • Analysis of the four workshops  To demonstrate that workshops for children incorporating digital video technology provide children with means of expressing their creativity in ways which are different, and even new, from those they are exposed to in their everyday life  Quantitative: Results and Findings • Data from Interviews and/or questionnaires • Two perspectives: • Children – Participants • Parents /Guardians -- observers with intimate knowledge of the participants  Qualitative: Observation and Reflection • Lessons Learned  improvements/modifications for future workshops • Management/Design perspective
  • 22. Evaluation Nendomation Survey Questions for Children Nendomation Survey Questions for Parents/Guardians 1) How did you hear about this event? (Select as many as you like) 1) Was this your first time making clay animation? 1.Flyer 2.Internet 3.Friends 4.School 5.Other__________________________ 1.Yes 2.No 2) Please tell us your reasons for having your children participate in the workshop? 2) Was this workshop fun? (Select as many as you like) 1.Very Fun 2. Fun 3. Average 4. Not so fun 5. Not fun at all 1.Looked interesting/fun 2.Looked educational 3.Child/children wanted to participate 4.Wanted child/children to be familiar with digital technology 5.Other_______________________________ 3) Was this workshop difficult? 1.Very difficult 2.Difficult 3.Okay 4.Easy 5.Very easy 3) “What did you expect your children to learn from the workshop?” 4) What was the most interesting part of the workshop? 4) What did you like the most about the workshop? 1.Story/scenario making 2.Character making 3.Filming 4.Presentation 1.Story/scenario making 2.Character making 3.Filming 4.Presentation 5) How would you rate the quality of the workshop? 5) How would you describe your facilitator’s performance? 1.Very good 2.Good 3.Standard 4.Not good 5.Bad 1.Very Good 2.Good 3.Avergae 4. Not so good 5. Not good 6) How would you evaluate the structure of the workshop? 1.Very Good 2.Good 3.Average 4.Bad 5.Very bad 6) How would you evaluate the structure of the workshop? 1.Very Good 2.Good 3.Average 4.Bad 5.Very bad 7) How familiar were your children with digital technology before participating in the workshop? 7) How would you describe using the camera, computer and animation software? 1.Very familiar 2.Familiar 3. Average 4.Not very familiar 5.Not familiar 1.Very difficult 2.Difficult 3.Average 4. Easy 5.Very easy 8) Would you like your child to participate in a similar type of workshop? 1.Yes 2.No 8) Please leave any comments or suggestions. 9) Please leave any comments or suggestions.
  • 23. Evaluation  Discussion  Researcher's observation combined with quantitative and qualitative results  Commonality: T2=C method  Ethnographic methodology[2] to evaluate research:  Substantive Contribution: creative output with technology is not possible without it  Aesthetic Merit: workshop detail, children’s enjoyment, imaginative contents by children  Reflexivity: project leader, responsible for design, management and oversight  Impact: participants moved intellectually (novelty) and emotionally (involvement and/or research)  Expresses a Reality: participants gain an understanding of digital video based workshops both in both intricate detail and state of the art in the larger scope of society [2]Richardson, Laurel. "Evaluating Ethnography." Qualitative Inquiry 6.2 (2000): 253-255.
  • 24. Conclusion  Never stop starting  Research never ends  More work needed  Future Works  More participation/involvement  Manual development • First step in building a community based workshop-knowledge database • Grassroots distribution/contribution with potential global impact • Simplicity: Adaptability and Scalability  easy to modify and adapt • Creative Commons Attribution-NonCommercial-ShareAlike License