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‘an enjoy the story passively, while the system automatically presents either the short or the long version of the larrative. Fig. 1. “Milan during the Roman Empire Age” (primary school). The screenshot shows how the final story looks: on the left, there is the list of sub-topics of the topic on display (the “Roman Thermae of Milan” - as the title on top of the image reads). In the middle, a short slideshow of images runs (1 minute approximately) and eventually on the right there are the images’ captions and the transcript of the audio comment.

Figure 1 ‘an enjoy the story passively, while the system automatically presents either the short or the long version of the larrative. Fig. 1. “Milan during the Roman Empire Age” (primary school). The screenshot shows how the final story looks: on the left, there is the list of sub-topics of the topic on display (the “Roman Thermae of Milan” - as the title on top of the image reads). In the middle, a short slideshow of images runs (1 minute approximately) and eventually on the right there are the images’ captions and the transcript of the audio comment.

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Table 1: Participation to PoliCultura in 2006-2009 by school type. The columns on the right refer to the number of classes which accomplished and submitted the narrative, out of those initially registered. The rest of this paper discusses some key lessons learnt after three years of deployment. Each lesson is first introduced by a general statement and then supported through data and examples from PoliCultura. Our discussion is based upon the wide amount of qualitative and quantitative data collected during the whole project using
Table 1: Participation to PoliCultura in 2006-2009 by school type. The columns on the right refer to the number of classes which accomplished and submitted the narrative, out of those initially registered. The rest of this paper discusses some key lessons learnt after three years of deployment. Each lesson is first introduced by a general statement and then supported through data and examples from PoliCultura. Our discussion is based upon the wide amount of qualitative and quantitative data collected during the whole project using
Fig. 2. On the left, one of the images of the application “Men of honour” about those people who bravely fought Italian mafia (junior high-school). The line reads: “... their ideas walk on our legs”. On the right, recording audio for “Stones, pebbles and rocks” (pre-school). Example 3. Anchor: A School Lab Activity (Pre-school). The story of an elf teaching kids how to transfor stones into beautiful artefacts frames the application “Stones, pebbles and rocks” that reports on an art-lab done ir class (Fig. 2, right). The results of this project show that even very young children (aged 5) can be involved in digital storytelling activity [3], in relationship with a meaningful and shared class activity. Interviews witl teachers detected that one of the pupils, with minor personality problems and often not involved in class activities specifically asked for a role in the storytelling and made some of the most touching recordings.
Fig. 2. On the left, one of the images of the application “Men of honour” about those people who bravely fought Italian mafia (junior high-school). The line reads: “... their ideas walk on our legs”. On the right, recording audio for “Stones, pebbles and rocks” (pre-school). Example 3. Anchor: A School Lab Activity (Pre-school). The story of an elf teaching kids how to transfor stones into beautiful artefacts frames the application “Stones, pebbles and rocks” that reports on an art-lab done ir class (Fig. 2, right). The results of this project show that even very young children (aged 5) can be involved in digital storytelling activity [3], in relationship with a meaningful and shared class activity. Interviews witl teachers detected that one of the pupils, with minor personality problems and often not involved in class activities specifically asked for a role in the storytelling and made some of the most touching recordings.
In addition, all the teachers (67% rating 5, and 33% rating 4) found that using 1001stories had been a powerful tool for achieving “ media literacy” , i.e. the ability “to effectively create, use and communicate information” using new technologies [9]. A teacher said: “The children had the chance to use the computer skills they were already in command of to communicate their experience”. Some teachers underlined the effectiveness of storytelling for involving children with mental or physical difficulties, or children isolated from the group. A teacher mentioned: “In my class there is a dyslexic kid. He tried to record his part some 15, even 20 times and he did not want to give up. The whole class stood around him cheering and in the end he made it’. A teacher reported that their project was also an occasion to know her students better, “especially some kids who proved invaluable in this work, whereas in regular school activity they do not usually stand out’. One teacher even declared his intention to use the Policultura experience “to make other teachers understand that using multimedia can make interesting those topics which are usually found boring”. Table 2. Excerpt of learning benefits evaluation of the PoliCultura experience as compared to regular didactic activities (from questionnaires administered in 2008/09 to 153 educators)
In addition, all the teachers (67% rating 5, and 33% rating 4) found that using 1001stories had been a powerful tool for achieving “ media literacy” , i.e. the ability “to effectively create, use and communicate information” using new technologies [9]. A teacher said: “The children had the chance to use the computer skills they were already in command of to communicate their experience”. Some teachers underlined the effectiveness of storytelling for involving children with mental or physical difficulties, or children isolated from the group. A teacher mentioned: “In my class there is a dyslexic kid. He tried to record his part some 15, even 20 times and he did not want to give up. The whole class stood around him cheering and in the end he made it’. A teacher reported that their project was also an occasion to know her students better, “especially some kids who proved invaluable in this work, whereas in regular school activity they do not usually stand out’. One teacher even declared his intention to use the Policultura experience “to make other teachers understand that using multimedia can make interesting those topics which are usually found boring”. Table 2. Excerpt of learning benefits evaluation of the PoliCultura experience as compared to regular didactic activities (from questionnaires administered in 2008/09 to 153 educators)
Related topics:
EducationICT in EducationContextual inquiryMultimedia Authoring Tool
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