Drive-Ride Guide
road map details
Showing posts with label Digital Story. Show all posts
Showing posts with label Digital Story. Show all posts
March 4, 2010
Point and Click Road Trip!
We're inviting you to team up for a digital storytelling project using images, voice, or text through group posts on the Get A Grip 2010 blog. This operation will involve your friends, your memories, and what you have learned as you tell the story of driving and riding on Iowa roads.
February 8, 2010
Get A Grip Media Teams
Drive-Ride Blog Project
Teens around the state are facing many of the same challenges. With so many demands it's easy to forget some of the fundamental decisions that can make or break your high school experience.
People in Iowa spend a lot of time in their cars. The Get A Grip Program is looking for high school media team partners to work with program staff to create online content that will generate interest and discussion.
Project Steps
1. Read through the links on the right hand side of this blog to become familiar with the Get A Grip Program and the Drive-Ride Project topics.
2. Recruit! Get out there and find friends and peers who share your feelings on these issues and form a 2010 fall team with at least three members. See Road Rules for details.
3. Ask your parents and your high school principal for approval to participate. Signature forms will be sent to parents, and your principal will be contacted for approval (since message pens will be sent to the school).
4. Email Get A Grip (getagrip2010@gmail.com) for details about the sign-up process. Provide each team member's name, email, and home address.
5. Put together a short team action plan. Use those problem-solving and critical thinking skills to develop a plan and determine a way to evaluate the impact of your media story and safety messages. What is your desired outcome and how do you encourage others to read the Get A Grip 2010 blog?
Get A Grip staff will work with you on the submission and approval of your action plan, team profile, and blog posts.
6. Create!
7. Promote the blog to your friends and peers. Your team will have the opportunity to develop alcohol/traffic safety messages for pens to be distributed at your high school during the 2010 fall semester.
8. Peer Evaluation. Evaluation cards will be provided for peer feedback.
Teens around the state are facing many of the same challenges. With so many demands it's easy to forget some of the fundamental decisions that can make or break your high school experience.
Project Steps
1. Read through the links on the right hand side of this blog to become familiar with the Get A Grip Program and the Drive-Ride Project topics.
2. Recruit! Get out there and find friends and peers who share your feelings on these issues and form a 2010 fall team with at least three members. See Road Rules for details.
3. Ask your parents and your high school principal for approval to participate. Signature forms will be sent to parents, and your principal will be contacted for approval (since message pens will be sent to the school).
4. Email Get A Grip (getagrip2010@gmail.com) for details about the sign-up process. Provide each team member's name, email, and home address.
5. Put together a short team action plan. Use those problem-solving and critical thinking skills to develop a plan and determine a way to evaluate the impact of your media story and safety messages. What is your desired outcome and how do you encourage others to read the Get A Grip 2010 blog?
Get A Grip staff will work with you on the submission and approval of your action plan, team profile, and blog posts.
6. Create!
7. Promote the blog to your friends and peers. Your team will have the opportunity to develop alcohol/traffic safety messages for pens to be distributed at your high school during the 2010 fall semester.
8. Peer Evaluation. Evaluation cards will be provided for peer feedback.
Road Rules
-This project is about the specific topics of driving, riding, and walking from a positive safety point of view.
Your group may use:
- original digital artwork created by team members or peers
- photographs taken by team members
- photographs taken by team members
- your voice
- text written specifically for this blog
Alcohol-impaired driving and riding must be included in your drive/ride story. Gather information from credible sources and address safety issues and protective behaviors.
No names, faces, local / personal situations, or license plates.
Determine an appropriate team name for your blog profile that does not include your school name, town, or other identifiers.
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-Create content that engages an audience and brings them back to read more because of what each reader gains (knowledge, enjoyment, etc.), rather than from friendship or loyalty
Determine an appropriate team name for your blog profile that does not include your school name, town, or other identifiers.
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Challenges
-No recycling of words and images from another project
Roles
Determine how your group will collaborate on the series of blog posts to tell your team story. Will each person have a specific role (photographer, designer, writer, etc.) or will all members work on each part of the project?
Editors
Get A Grip program staff will serve as editors and will post the entries on the Get A Grip 2010 blog. The Get A Grip Leadership Program reserves the right to edit or remove blog posts. The comment feature will not be active for the fall project.
Determine how your group will collaborate on the series of blog posts to tell your team story. Will each person have a specific role (photographer, designer, writer, etc.) or will all members work on each part of the project?
Editors
Get A Grip program staff will serve as editors and will post the entries on the Get A Grip 2010 blog. The Get A Grip Leadership Program reserves the right to edit or remove blog posts. The comment feature will not be active for the fall project.
Goals
The Get A Grip program goal is 5 high school media teams, at least 3 members per team, and 8 team posts during September - November, 2010.
The Power of Story
Being able to tell a story and make it interesting.
Stories can have a powerful impact on friends and peers. It's important to think about the story you want to tell. Stories with honesty and integrity may be more successful in building followers than stories that are false or misleading.
Check your facts. Your audience can determine the accuracy of the supporting elements in your story with a quick click.
Leadership and storytelling. One of the most powerful parts of storytelling is "how" a story is told and the relationship that develops between the teller and the reader or listener.
A good leader / storyteller communicates ideas, images, and personal understanding while making the information interesting and entertaining. The process of consuming and reflecting on a story can help an audience examine and clarify their own attitudes and behaviors.
Stories can have a powerful impact on friends and peers. It's important to think about the story you want to tell. Stories with honesty and integrity may be more successful in building followers than stories that are false or misleading.
Check your facts. Your audience can determine the accuracy of the supporting elements in your story with a quick click.
Leadership and storytelling. One of the most powerful parts of storytelling is "how" a story is told and the relationship that develops between the teller and the reader or listener.
A good leader / storyteller communicates ideas, images, and personal understanding while making the information interesting and entertaining. The process of consuming and reflecting on a story can help an audience examine and clarify their own attitudes and behaviors.
Building a Team
Working well together in a group is a process. Whether it's a club, a sports team, or an employee work group, the typical evolution of a team includes:
Forming
When a team is forming, members cautiously explore the boundaries of acceptable group behavior. This is a stage of transition from individual to member status, and of testing the leader's guidance both formally and informally.
Storming
Storming is probably the most difficult stage for the team. They begin to realize the task is different and more difficult than they imagined, becoming testy, blameful, or overzealous.
Impatient about the lack of progress, and perhaps new to group consensus, members argue about just what actions the team should take. They try to rely solely on their personal experience, resisting any need for collaborating with other team members.
Norming
During this stage, members reconcile competing loyalties and responsibilities. They accept the team, team ground rules (or "norms"), their roles in the team, and the individuality of fellow members. Emotional conflict is reduced as previously competitive relationships become more cooperative.
Performing
As team members become more comfortable with each other, and better understand the project and what is expected of them, they become a more effective unit with everyone working together.
By this stage, the team has settled its relationships and expectations. They can begin performing: diagnosing and solving problems, and choosing and implementing changes. Team members have discovered and accepted each other's strengths and weaknesses, and learned what their roles are.
Forming
When a team is forming, members cautiously explore the boundaries of acceptable group behavior. This is a stage of transition from individual to member status, and of testing the leader's guidance both formally and informally.
Storming
Storming is probably the most difficult stage for the team. They begin to realize the task is different and more difficult than they imagined, becoming testy, blameful, or overzealous.
Impatient about the lack of progress, and perhaps new to group consensus, members argue about just what actions the team should take. They try to rely solely on their personal experience, resisting any need for collaborating with other team members.
Norming
During this stage, members reconcile competing loyalties and responsibilities. They accept the team, team ground rules (or "norms"), their roles in the team, and the individuality of fellow members. Emotional conflict is reduced as previously competitive relationships become more cooperative.
Performing
As team members become more comfortable with each other, and better understand the project and what is expected of them, they become a more effective unit with everyone working together.
By this stage, the team has settled its relationships and expectations. They can begin performing: diagnosing and solving problems, and choosing and implementing changes. Team members have discovered and accepted each other's strengths and weaknesses, and learned what their roles are.
Action Planning
Step 1
Establish a planning team. Who are the adult and student leaders that can help you achieve your goal?
Establish a planning team. Who are the adult and student leaders that can help you achieve your goal?
Step 2
What are the alcohol and traffic safety concerns in your community? Ask your peers and adults in the local area what they think the concerns are and compare the responses. Are there issues that both groups agree need to be addressed? This may be a good place to start if several groups support your campaign.
Step 3
Why does the problem exist? What is the result of the problem?
Step 4
Who is your audience? What type of media will be most relevant for a specific type of group? (age, gender, interests, etc.)
Step 5
What do you hope to achieve? Do you have a SMART goal? What people, places or things might help you achieve your goal? What things might stand in the way of achieving your goal? (money, volunteers, materials, time, etc.)
Step 6
What is your time frame? Make sure you have a time frame and schedule so you can get your ideas out there and have time to collect comments! WHO will do WHAT for WHOM by WHEN and HOW will the results be measured?
Step 7
What is your budget? Does your group have a fund to pay for materials or will you need to find a sponsor for your campaign? Contact vendors to determine the cost of different media items.
Step 8
How will you get the message out to your audience? At some point you will need to find volunteers or assign team members to be responsible for specific tasks.
Step 9
Evaluation. How will you measure that your goal(s) and objectives were achieved?
Brainstorm!
(message, type of media, color, design, words, size...)
Language
Vocabulary is an important consideration when telling the story of driving and riding. The words crash, accident, impaired, and drunk may not mean the same thing to all audiences.
One resource can be found in the Prevent Impaired Driving Programming Manual from The BACCHUS Network, "Score With the Right Language" (pdf).
One resource can be found in the Prevent Impaired Driving Programming Manual from The BACCHUS Network, "Score With the Right Language" (pdf).
Message-Blog Promotion
Iowa High School Media Teams
The Get A Grip Leadership Program will fund 300 message pens for your team to hand out to high school peers during the 2010 fall semester ($430 value).
Each message pen will have six 40 character messages. One message must be the blog address (http://getagrip2010.blogspot.com/) with two alcohol prevention/education messages and one traffic safety message.** The remaining two messages may be specific to your high school. The pen barrel graphic is negotiable.
Barrel graphic and pen messages must be approved by the Get A Grip Program and their sponsors before production.
Additional message pen information.
**Message pen topics
Alcohol-Impaired Driving/Riding
(no drinking and driving or riding with someone that has been drinking)
Pen Distribution and Feedback
When distributing the message pens to your high school peers, please ask them to fill out a short evaluation card about the Get A Grip 2010 Blog. Fifteen cards (5 evals per team member) and a postage-paid return envelope will be given to your media team.
The Get A Grip Leadership Program will fund 300 message pens for your team to hand out to high school peers during the 2010 fall semester ($430 value).
Each message pen will have six 40 character messages. One message must be the blog address (http://getagrip2010.blogspot.com/) with two alcohol prevention/education messages and one traffic safety message.** The remaining two messages may be specific to your high school. The pen barrel graphic is negotiable.
Barrel graphic and pen messages must be approved by the Get A Grip Program and their sponsors before production.
Additional message pen information.
**Message pen topics
Alcohol-Impaired Driving/Riding
(no drinking and driving or riding with someone that has been drinking)
Personal Safety in Transportation
(seat belts, speeding, texting and other distractions while driving, drowsy driving, etc.)
Pen Distribution and Feedback
When distributing the message pens to your high school peers, please ask them to fill out a short evaluation card about the Get A Grip 2010 Blog. Fifteen cards (5 evals per team member) and a postage-paid return envelope will be given to your media team.
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