Publishing video to YouTube and Celebrate Kansas Voices

In preparation for next week’s inaugural “Celebrate Kansas Voices” (CKV) oral history and digital storytelling workshop, we’ve created a new two-page guide explaining how to publish videos to YouTube and embed videos in our CKV learning community / Ning site. This is included in our 24 page participant handout. (PDF) Because of changes to Ning’s terms of service and cost structure, we are (most likely – this could change) opting for the $200 annual “Ning Plus” account for the CKV community. This permits us to have an unlimited number of people in our learning community, but NOT directly upload video to the site. Instead, we can upload video to another site (like YouTube) and then add the video embed code to our Ning to make videos available there. We’ve uploaded this document to our Storychasers account on Scribd, and you can access it either from the embedded version below or the direct document link. You might notice our new Storychasers logo – We finalized that selection a few weeks ago from 147 different entries on Crowdspring. (I’m using a purple version on this handout in honor of Willie, of course, since our workshop next week is in Manhattan!) Storychasers.tv currently redirects to storychasers.org, but we’re hopeful in the next 6-12 months to create a new mobile site for our videos that will “live” on our .tv site. Perhaps we’ll even develop mobile apps for iOS and Android!

Publishing Video to Celebrate Kansas Voices

If CKV workshop participants do not want to create or use their own YouTube account to upload their videos, we’re providing an option for them to upload to our Storychasers YouTube channel and then embed their videos to our learning community.

In addition to creating this new how-to guide and integrating it in the CKV participant handout, we’ve also made numerous changes and additions to our Storychasers wiki. For Image Resources, Music and Audio Resources, and Copyright and Fair Use Resources, that meant “mirroring” pages on our Storychasers wiki which we’ve previously built (and still have available) on our Celebrate Oklahoma Voices (COV) project wiki. We’re hopeful with grant support to scale this statewide oral history and digital storytelling model to other states in addition to Kansas and Oklahoma in the years ahead. Rather than create separate project wikis for each state, as we did initially for Oklahoma, it seems more logical to create a main/central wiki for all Storychaser projects. A listing of all the websites we maintain and have created in the past for Storychasers is now available on the “Community Portal” page of our Storychasers wiki.

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Help Storychasers choose our new logo!

For the past two weeks, creative designers from around the world (literally) have submitted 147 different designs for a new Storychasers logo on the website CrowdSpring. (@crowdspring on Twitter) Our board of directors must decide in the next three days which logo design to pick, and we’d like your help. Below you’ll see images of logo designs which we’ve rated either 5 or 4 stars, out of 5.

Storychaser logo submissions rated 5 of 5

Storychaser logo submissions (rated 4 of 5)

You can view even larger versions of these by visiting our logo gallery page on CrowdSpring. (You’ll have to create a free account to view the actual logos.)

Please leave your feedback here as comments. We want to pick the best logo for Storychasers!

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Kansas Teachers: Register for Celebrate Kansas Voices (CKV) 4-6 August 2010!

If you are a PK-20 teacher in Kansas, you’re invited to apply now to participate in a 2.5 day “Celebrate Kansas Voices” digital storytelling workshop to be held at Kansas State University 4-6 August 2010. Enrollment in CKV workshops is limited to 25 participants.

A complete agenda for the CKV workshop is available. Participants will learn how to:

  1. Plan and storyboard a short (3-5 minute) digital story
  2. Record audio using a portable digital recorder and a headset/microphone
  3. Edit a multi-track audio file using Audacity software (free/open source)
  4. Find and collect copyright friendly images for use in a media project using homegrown/public domain sources, images licensed under Creative Commons, and images utilized under fair use provisions of US copyright law
  5. Combine audio with images using free software (PhotoStory3 or iMovie)
  6. Safely publish a short (3-5 minute) video online in our learning community

CKV is presented by Storychasers, and is modeled on the successful “Celebrate Oklahoma Voices” digital storytelling project. Anyone is welcome to learn more about “Celebrate Kansas Voices” by joining our free, online learning community: celebratekansas.ning.com. Questions about CKV can be directed to Storychasers.

DSC00672
Creative Commons License photo credit: Wesley Fryer

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First certified African American Teacher in Mountain View Gotebo Schools, Oklahoma

Sean Buchanan‘s autobiographical 4.5 minute video he created last week and shared on our Celebrate Oklahoma Voices learning community is outstanding. (“You’re Going Where?“) The way he told this story really caught me by surprise when he shared it. I’ve given away the surprise with the title of this post, which Sean included in the description of the video, but I think you’ll still find it VERY compelling despite this spoiler. Way to go Sean.


Find more videos like this on Celebrate Oklahoma Voices!

We’ve only begun to share our stories with the world. Make way for the Storychasers! :-)

Several videos from last week’s COV workshop are now featured on our learning community website. This summer Storychasers is presenting one or two COV workshops around the state of Oklahoma EACH week. Our lead facilitators will feature different videos after each workshop, so keep checking back for new content throughout the summer.

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Oklahoma City Bombing Videos on Celebrate Oklahoma Voices (supplementary curriculum)

As of May 2010, the following five videos are available on the Celebrate Oklahoma Voices learning community which address issues relating to the 1995 bombing of the Oklahoma City Alfred P. Murrah federal building. The group “OKC Bombing” has been created on the learning community to share videos, links, and other curriculum ideas/resources related to this event.

Sister’s Story by Brad Logan (5:28)


Find more videos like this on Celebrate Oklahoma Voices!

Innocence Lost by Andrea (2:39)


Find more videos like this on Celebrate Oklahoma Voices!

Unsung Heroes: Oklahoma Responds by Geraldine Southern (3:06)


Find more videos like this on Celebrate Oklahoma Voices!

A Day in the History of Oklahoma by Catherine Elizabeth Walling (3:20)


Find more videos like this on Celebrate Oklahoma Voices!

Oklahoma City Bombing by Mallory-Randa-Jessica (2:09) – This was a student project


Find more videos like this on Celebrate Oklahoma Voices!

The Oklahoma City National Memorial & Museum website features a wealth of resources and classroom activities related to the bombing.

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Digital audio recorder quest: affordable, powerful, compatible (May 2010)

In our 2.5 day oral history and digital storytelling workshops, Storychasers typically provides each participant with a “digital backpack” of equipment including a digital audio recorder, a headset with microphone, a digital camera, a USB flash drive, and a media SD card for the camera. Of these five items, the digital audio recorder is my favorite. I’m a big fan of podcasting and recorded audio, but also an advocate for simple yet powerful technologies which can be used transformatively. When you hold a videocamera in front of someone, personal interviews often “feel” different than ones in which you simply turn on a digital audio recorder, put it down on the table, and then forget about it while you have a conversation. In the spirit of Storycorps, Storychasers aspires to empower individuals to become digital archivists of their own family and community history. To this end, tools like digital audio recorders are essential in preserving history.

Olympus WS-110 Recorders

As you might guess, continual advancements in consumer electronics have meant the contents of our Storychasers “digital backpack” have continued to change with the times. In 2008, we started providing “digital backpacks” to participants and used the Olympus WS-110 Digital Recorder. With 256 MB of storage, it could record 17 hours of audio at its high quality setting and 69 hours in the lowest quality. It was battery operated with a single AAA battery, recorded in mono, and cost about $60. The main disadvantage of this recorder was its file format: WMA or Windows Media Audio. Because Audacity can’t directly import WMA files, we had to use the free program Switch to convert WMA into WAV or MP3 before editing recordings. This wasn’t a HUGE pain, since Switch is free, but it was a hurdle we’d prefer to avoid if possible. The Olympus WS-110 recorder at some point was discontinued, and is no longer available for purchase as a “new” item from retail outlets.

Olympus WS-110 Digital Voice Recorder

In 2009 Storychasers began using the Sony ICD-UX71 digital audio recorder. This recorder had 1 GB of storage (four times the Olympus 110) and could record 18 hours of high quality audio or 287 hours of lower fidelity “voice quality” audio. It was powered by a single AAA battery, like the Olympus 110, but most noteably could record directly in MP3 format. Using the Sony UX-71 meant in our workshops we no longer had to use or teach about Switch software. This was GREAT, and I loved using as well as teaching others how to use this recorder. This is still the primary mobile voice recorder I use today for podcasting. Throughout the time it was available for purchase, the Sony UX-71 recorders were available for around $85. This was more expensive than the Olympus, but the recorders offered stereo recording at higher fidelity / bit rates as well as the MP3 recording file format. At the time I thought this was well worth the money for our workshops.

Sony ICD UX71

In the last month or so, Sony has discontinued the UX-71 recorder and it’s not available from many retailers. Our Storychasers organization has snapped up a few remaining recorders from some online retailers, but we can no longer order them from CDW and the official Sony website indicates these recorders are no longer available from Sony. This predictable change in consumer electronic technologies has forced Storychasers again to look for the best replacement recorder for our workshop series. At this point we’ve found two, and the amazing thing is they are both available for sale at many WalMart stores. The fact we can buy these recorders at WalMart indicates (perhaps) these technologies are being commoditized to a greater extent. This is GOOD NEWS for educators, students, and champions of community oral history! Here are the two options we’re using this summer for our 12 remaining summer workshops as our supply of Sony UX-71 recorders is depleted.

The Sony ICD-PX820 digital audio recorder appears to be Sony’s best option to replace the UX-71. It is powered by two AAA batteries instead of one, and records in mono instead of stereo as the UX-71 did. It does record in MP3 format. Like the Olympus WS-110 and Sony UX-71, it has a built-in speaker for playback testing as well as 1/8″ headphone and external mic ports. All three recorders include a light to show if the device is recording or playing back audio. It retails for just $60, which is about $25 less than the UX-71. The biggest DISADVANTAGE of this recorder, however, is that it requires a SEPARATE USB cable to connect it to the computer. Both the Olympus WS-110 and Sony UX-71 had “USB direct” ports which let users DIRECTLY plug the devices into a computer. This is GREAT for classroom use, since it’s one less cable to keep track of with students. This is a photo of my own UX-71 recorder, with the USB port cover removed. (If you look closely you might see some rust marks. A few months ago, I actually left the recorder in the pocket of my shorts and it got washed in our family washing machine. Amazingly it still works fine. Now THAT’S durability!)

Sony UX-71 Digital Audio Recorder

This is a photo of the (relatively) new Sony PX-820 digital audio recorder. Its 2 GB of capacity means it can record 535 hours of audio in its lowest quality setting. Sony does offer a 1 GB PX-720 model, but it’s not advertised as being compatible with both Apple/Macintosh computers as well as Windows-based PCs. Cross platform compatibility is a non-negotiable requirement for our Storychasers workshops, so that rules out the 720 for us. Some US WalMart stores are selling both the PX-720 and PX-820 models for $60 currently.

Sony ICD-PX820 Digital Audio Recorder

While I generally love Sony products and have especially loved their UX-71 recorder, I’m not entirely thrilled with the PX-820. It’s already a hassle for educators in our Storychasers digital storytelling workshops to manage cables for their digital camera and headsets. I don’t want to add another cable to the mix if it can be avoided. I’m also very interested in finding a capable digital audio recorder at a LOW PRICE. I’m glad the PX-820 is $60 instead of the $85 we’ve generally paid for the UX-71s, but that’s still too expensive.

For those reasons, I’m elated to report the RCA VR5220 appears to be “the digital recorder of choice” for remaining Storychaser workshops this summer. It is just $35, includes a flip-out USB connector (meaning a separate USB cable is NOT required) and runs on two AAA batteries. Unlike the Olympus and Sony models, it does NOT come with batteries, those have to be purchased separately. The price point and functionality of this recorder are FANTASTIC, however, and the lack of included batteries is a minor inconvenience. For direct compatibility with Audacity as well as Apple/Macintosh computers, the audio quality setting for the recorder needs to be changed to HQ / high quality. This changes the recording format from a proprietary RCA format (which is readable using provided Windows-only audio software) to the cross-platform WAV format. Its 512 MB size means it can record 20 hours in HQ/WAV format, which is plenty for our digital storytelling workshops as well as classroom use / home checkout-out. I’m VERY enthused about this digital audio recorder from RCA.

RCA VR5220 Digital Voice Recorder

Today at our Celebrate Oklahoma Voices workshop in Tipton, our facilitator team tried out both the Sony PX-820 and RCA VR-5220. Our consensus was the RCA is the better recorder for Storychasers and educators specifically. It’s GREAT to not have to use a separate USB cable to plug it in: It just plugs directly into the computer. Even though the storage capacity (512 MB) and recording limit (20 hours in WAV format) are less than other recorders, it sounds and works GREAT. Although these recorders are for sale in many Oklahoma WalMart stores now (I found them in Edmond and Chickasha last night) it is not currently listed for sale on the WalMart website. Google Products currently lists 92 online resellers of the RCA VR-5220 recorder, so we hopefully won’t have trouble ordering these for our participant “digital backpacks” this summer.

What have your experiences been with digital audio recorders? Do you have a recommendation for an equally inexpensive ($20-$35) digital audio recorder with comparable features to the RCA VR-5220? The fact it’s cross-platform, imports directly into Audacity, is battery powered, and plugs DIRECTLY into a computer without the need for an extra cable are the features I think make it the most affordable and capable digital audio recorder on the market today. If there is a better choice, I’d love to know about it!

If you’d like to attend a Celebrate Oklahoma Voices digital Storytelling workshop, we have open slots available in six of our remaining twelve workshops this summer around the state. The online sign-up for our first “Celebrate Kansas Voices” workshop August 4-6 in Manhattan will go online later this week. Anyone is welcome to join both the Celebrate Kansas Voices and Celebrate Oklahoma Voices learning communities, both built with Ning. We have 577 videos currently on Celebrate Oklahoma Voices, created in the past three years by Oklahoma teachers and students. After this week in Tipton (incidentally one of our 19 ARRA-funded 1:1 schools) our video count should exceed 600!

(Cross-posted on Moving at the Speed of Creativity)

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Storychasers is looking for a new logo via @crowdspring

Please help spread the word to any creative designers you know – Storychasers (the lead partner in the Celebrate Oklahoma Voices project) has released a request for proposal for a new logo! We’ve published this on the website CrowdSpring, which is a global community for creative designers and people with creative design needs. Anyone can submit a proposal for the logo, and our Storychasers board will be scoring/rating submitted designs. We are offering $500 U.S. for the new logo design.

To view the full proposal a free account on CrowdSpring must be created. Please share this with anyone you know who is a designer or wants to design our next logo! The proposal is open until May 22, 2010. View it on:

http://www.crowdspring.com/project/2284772_storychasers-logo

It’s going to be exciting to see the proposals which come in for our logo in the next ten days. CrowdSpring and the opportunity to tap the creative imaginations of a connected community of thousands worldwide is a very “flat world” thing to do. This has great potential to be an instructive experience for us all!

www.crowdspring.com

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We need more constructive and positive Storychasers in The Age of Humiliation

We’ve unfortunately always had people in our communities who are bullies and seem to enjoy hurting other people. What’s changed is that gossip which used to remain local has now gone global, and gossip can now be confirmed with images and video. Bullying which used to be limited by time and place can now take place 24/7 via SMS messaging and web communication tools. Jeffrey Zaslow’s article, “Surviving the Age of Humiliation” in today’s Wall Street Journal explores these issues. He writes:

Others argue that there has been a ratcheting up of meanness—that the changes in technology have made us nastier and more cynical. “It’s like a blood sport,” says Mr. Fink, who runs a crisis-management firm in Los Angeles. “It feels like everyone has their cellphone out, ready to take a photo that will hurt someone else.”

It’s as if all of us now have our own printing presses and our own television studios, and we can use them for good or for evil. The problem is that too many of us succumb to the anonymity of the Web, says Parry Aftab, a cyber-security attorney based in Irvington, N.Y. “We’re braver when we type. We don’t have to look someone in their eyes. It’s easier to be vicious, to cross the line between funny and cruel.”

Bully
Creative Commons License photo credit: trix0r

Are you encouraging the students with whom you work to use their cell phones, laptops, and other interactive technologies for good instead of evil? We need to empower digital witnesses to constructively share their voices and those of others on the global stage. As Jeffrey notes, television and YouTube are full of “bad examples” when it comes to to digital media use.

Helping students become aware of their digital footprint and the impact that can have on their lives as well as others’ lives is just the first step. Jeffrey writes:

At Indiana University, my daughter is taking a course titled “The Principles of Public Relations.” On the first day of class, the instructor, Lanier Holt, surprised his 104 students by telling them he had conducted a “scouting report” by Googling each of their names and checking out any photos of them he could access on Facebook.

Many of the students still seemed to have an untarnished Web presence. But more than a few were the subject of embarrassing postings—their own and other people’s. Mr. Holt found photos of his students with marijuana pipes or posing half-naked. He came upon photos in which students had shaved off an eyebrow of someone who had passed out from drinking.

Mr. Holt warns his students that future employers are Googling them, and that unseemly images of them “tagged” on some other person’s Facebook page could come back to haunt them. The most proactive step they can take is to assume everything they do may end up as part of the public record.

The solution is NOT to simply stay off the web. I don’t think the solution should end with simply maintaining your own digital footprint, either. Deep web search tools like Pipl (referenced by Joyce Valenza in her K12Online09 keynote, “The Wizard of Apps“) can help us better monitor our footprint, but not constructively shape it. “The solution,” if there is one, lies in defining ourselves as positive and constructive contributors to the social media conversations taking place all around us.

Words and images are powerful, and they can shape our perceptions along with the perceptions of others in lasting ways. Many of us today DO have “our own printing presses and our own television studios” in our pockets. We need more storychasers modeling the ethical and constructive uses of digital media in our schools and communities. All our schools need the student journalism class publishing content on an interactive, moderated website which can serve as a sand box for respectful social networking in the community. Where are the leaders in your community, sounding this clarion call for digital citizenship? “The T-Bird Times: The Northfield Middle School Newspaper / Multimedia Club” is one of the best examples I’ve seen to date of this idea in action. I heard Kevin Jarrett share about it at NECC last year in Washington DC.

Last summer I had an opportunity to share some thoughts at the Oklahoma RTNDF Multimedia Workshop. As the day kicked off, Carol (who was leading us, I didn’t record her last name at the time) shared a summary of the three most important rules for journalists to follow. Whether or not we are formally enrolled in journalism classes, teaching journalism, or employed as journalists, I think we can benefit from keeping these in mind as we use social media. Carol suggested we all remember to:

  1. Be accurate
  2. Be fair
  3. Be clear

What kind of resources and support would you want if you were to start (or encourage others to start) a student Storychasers “club” at your school? This could be a club activity where students learned to use flash-based camcorders, digital cameras, audio recorders, and blogs to constructively document and share their views and perspectives on school and the community. Students could accept “assignments” and work to create multimedia online reports about them, at times working collaboratively with students in other locations. I’d like to build that kind of interactive community through Storychasers, borrowing some of the ideas from CNN’s iReporter community.

There’s little doubt it’s a challenge to not simply survive but thrive in this “age of humiliation.” We need proactive, rather than simply reactionary responses, to help all the learners in our communities become constructive storychasers.

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Always moderate membership in educational networking sites

For the past four years, I’ve helped lead and facilitate a statewide oral history project in Oklahoma called “Celebrate Oklahoma Voices.” Since we started using Ning for our learning community and a space to share videos, it’s been VERY important to moderate not only video submissions but also requests to join our community as a member. We have access rights on the Ning set so anyone can view content, but to rate videos or post comments you must be an approved member. As of today we have 795 members and 575 videos. The membership application below highlights why it’s important to ALWAYS moderate membership in educational networking sites. It’s also important to ask enough questions and raise enough barriers (but not too many) so group administrators can gain at least a little insight into the motives of people who want to join.

Always moderate membership in educational networking sites

Sometimes people will transparently share their inappropriate intentions for wanting to join your learning community when they fill out their profile, as an individual did in the example above. More often, however, people who are NOT really interested in the “educational networking” purpose of your network will simply skip questions, and may choose all possible role options in the profile questions. These are “red flags” for people to keep OUT of your network.

caution
Creative Commons License photo credit: tiffa130

Red Flags: Don't let this person join your learning community!

Sometimes membership applications fall into a “grey zone” when you are not exactly sure if the person is legitimately interested in participating constructively in the community. In these cases, we generally approve the request for membership and then monitor the person’s contributions. Alternatively or in addition, since we ask for an email address we can also email the person and ask follow up questions. That is generally more time than an administrator wants to commit to moderating membership, however, so monitoring the community and intervening if something inappropriate is said or posted is our general procedure.

To setup new member moderation, administrators in the Ning can click MANAGE – PRIVACY and then select a checkbox to moderate membership applications.

Ning Network Privacy - Celebrate Oklahoma Voices!

Once membership is moderated, a message in the right sidebar of your site will appear (for administrators only) whenever new membership applications have been received.

Members Awaiting Approval

Moderating a learning community like this might sound like a scary prospect fraught with danger, but it has been a very positive and rewarding experience for us. Key to that outcome is the fact that we have membership applications moderated, and several questions (including some open ended questions) required before anyone can submit the form to join the community.

It’s critical to “guard the gates” of our learning communities to keep spammers and others with malicious intent out.

Alba Iulia
Creative Commons License photo credit: bortescristian

If someone DOES get “inside” who has malicious intentions, there are several administrative options which can be taken. If someone has posted something clearly “beyond the pale” or through their behavior demonstrates they are NOT in the right place as a member of your community, administrators can kick them out entirely. This deletes all past posts and comments they’ve made, deletes their profile, and prevents them from joining the community again with the same email address. In the past, Ning called this process for administrators “banning” users. Now the language is “Suspend for Spam” or “Suspend from Network.” These options can be made (by your designated administrators only) by viewing an individual’s profile page:

Administrator Suspension Options in Ning

These “suspension” options also can be chosen by choosing MANAGE – MEMBERS:

Ning Admin Options under MANAGE - MEMBERS

Keep in mind Ning profiles / logins can be used on multiple sites, so if you “Suspend for Spam” I suspect Ning overlords receive notification that the account should be watched as a potential spammer account which should be suspended more globally.

If a member of the learning community has made a mistake or said something inappropriate, but does not appear to be a spammer or someone who has committed a “learning network felony” justifying suspension / banning, one of our administrators generally messages the person and asks them to change or remove the offending content. Sometimes we’ll (as administrators) directly remove it, but in these cases it’s often best to let the person make the change themselves. These situations personify the idea that we need “digital sand boxes” for learners to practice digital citizenship and responsible social networking. Our learning community is moderated and accountable, which are two key ingredients for a safe as well as constructive learning network.

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Creative Commons License photo credit: Grant Barrett

Like many others, I’m very interested in the policy changes which Ning is expected to announce May 5th for free and educational networks. We’ve been paying to remove advertisements and use a custom domain on our Celebrate Oklahoma Voices Ning for several years, and I expect we’ll continue to do so. Hopefully Ning administrators will continue to make educational networking on their site financially reasonable for teachers, librarians and schools. There are a LOT of important lessons we all need to learn and practice as digital citizens, and Ning networks administrated as learning communities can be great places for that learning to take place.

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New Oklahoma Digital Stories: Integration, Boy Scouting, Italian Food Festivals and Planting Trees

This week another fantastic group of Oklahoma educators completed our 2.5 day Celebrate Oklahoma Voices digital storytelling workshop, this time at Lowrey School about 30 minutes north of Tahlequah. Lowrey is one of the most innovative public schools in our state, with a 1:1 laptop program for students in grades 3-8. We have over 530 public school districts in Oklahoma, but only four currently implementing 1:1 laptop projects. (19 more will start 1:1 programs next year, however, thanks to ARRA grant funds.) Since the teachers and students at Lowrey all use Macbook laptops, all of their digital stories were created in iMovie. These are four of the digital stories created by teachers at Lowrey this week.

Integration at Wagoner” by Sonya Farr tells the story of Coach Bill Benham, Sonya’s father, who led the first integrated basketball team at Wagoner. Wagoner is located about fifty miles west/southwest of Lowrey School, just north of Muskogee. It is wonderful Sonya was able to actually interview her father for this digital story, since this “history” comes alive so much more hearing it directly from him. It reminds me of a digital story a coach in Miami, Texas, created at a workshop I facilitated there around 2005. He told about what it was like to be a player on one of the first integrated basketball teams in West Texas. Stories like this which relate what it was like during the early days of desegregation are often powerful. These stories can be good catalysts for discussions about equal treatment, racism, discrimination, and human rights.


Find more videos like this on Celebrate Oklahoma Voices!

Kevin Crossno, a social studies teacher at The Casady School in Oklahoma City who attended COV at Lowrey, created a digital story titled, “The Founding of BSA.” As a Boy Scout myself, I really enjoyed hearing Kevin relate this history and particularly the fact that the first Boy Scout Troop in the United States was chartered in Pawhuska, Oklahoma! Boy Scouting in the USA is celebrating its 100 year anniversary this year!


Find more videos like this on Celebrate Oklahoma Voices!

I love food and food festivals, and Rachael Ranallo piqued my interest to visit the annual Italian Festival in McAlester, Oklahoma at the end of May this year with her digital story. The music she used added so much to the story!


Find more videos like this on Celebrate Oklahoma Voices!

Last of all, Jennifer Swafford shared the digital story, “Planting the Pines at Lowrey.” This is a great example of how teachers as well as students can help preserve their local, community history. Without storytellers like Jennifer, stories like this might not be shared online and preserved for generations to come. I loved seeing the current photos of these huge trees, and hearing the story about when they were planted years ago by Jennifer’s great uncle, Harold Terry. Jennifer’s dad, Benny Cassidy, tells the story, with help from his digital storytelling daughter. :-)


Find more videos like this on Celebrate Oklahoma Voices!

If you are interested in participating in a Celebrate Oklahoma Voices workshop this year, we have seven more workshops this summer which still have open slots available. A total of 16 COV workshops are scheduled at this point through August in different parts of the state. Our workshop model includes ten to twenty-five participants, and if a workshop is not full educators from other schools can register to attend. We will also be offering a Celebrate Kansas Voices (CKV) workshop in Manhattan August 4-6, and more information about that opportunity (including cost and registration details) will be forthcoming next week.

Anyone is welcome to join both the Celebrate Oklahoma Voices learning community (with 787 members currently, and 574 videos) as well as the Celebrate Kansas Voices learning community which is just getting started. Learn more about Storychasers, the non-profit which presents COV and CKV, by visiting and subscribing to the Storychasers blog and following Storychasers on Twitter. Complete details about the Celebrate Oklahoma Voices digital storytelling model are available on the COV project wiki.

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