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In groups of three, using Biteable, create a video of less than a minute, in which you present the project. Talk about its characteristics, summary, images and transmedia map.
Check out the Biteable Tutorial if necessar y.

Present it in groups of three through a pitch bearing in mind your use of non-verbal language and the 10 pitching commandments.

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Make on-brand videos with the leading online video maker. Biteable is the leading solution for creating concise, engaging, on-brand video content.

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Using AULES suggest 3 things that the project cannot achieve: E.g. it is not going to take us to the Moon, it is not going to end hunger in the world, it is not going to make us rich. Choose the best proposals. In groups of three, change the formulation and create a question: ex. What if it ended world hunger? From there, try to explain what your project consists of and how, although it may not end world hunger, it can give us those aspects that we have identified through the Ikigai technique beforehand. The goal is to create a three-line description that summarises the spirit of the project and can be used as an emotional bait to stimulate interest.

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Discover the Ikigai of the project. Indicate the source of value in one's life or the things that make one's life worthwhile. Your Ikigai, is at the intersection of what you are good at and what you love. Use Socrative software to ask students about the project's relationship to their strengths, tastes, social impact, and practical benefits. Collectively debate whether the project needs to be modified to better connect it to one of those four categories.

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Ikigai: La Propuesta Japonesa Que Te Lleva a Descubrir Por Qué Estás En Este Mundo

El Instituto Educativo de Desarrollo Integral nos presenta una reflexión en torno a una sabiduría japonesa milenaria que proviene de Okinawa, el Ikigai.

Ikigai es un término de origen japonés que no tiene una traducción exacta al español, aunque se le atribuye un significado sumamente especial: "Tener una razón para vivir".

Es un vocablo que utilizan los habitantes de Okinawa cuando quieren referirse a aquello que hace que la vida valga la pena, lo que nos hace desear despertar cada mañana, el motivo para vivir.

Okinawa es un lugar cuyos pobladores se cuentan entre los más longevos del planeta: viven más de cien años con buena salud y en plenitud.

¿Encontrar, reconocer y mantener vivo un ikigai podría ser la llave del bienestar y la longevidad?

El ikigai suele acompañarse de una cantidad de hábitos que permiten disfrutar más y mejor de la vida. Conocer el sentido especial de nuestra vida es algo muy profundo, las personas que están bajoneadas suelen no tener respuesta ante la pregunta sobre cuál es su razón para levantarse cada mañana. Alguien que conoce su ikigai está más preparado para sortear las vicisitudes de la vida.

Según los japoneses, todos tenemos un ikigai para descubrir, y es el compromiso con su búsqueda lo que llena de satisfacción y sentido nuestra vida.

¿Cuál es tu razón para vivir?
¿No se te ocurre nada?
Si es así, no desesperes. Son muchas las personas que, ante esta pregunta, no saben qué contestar, pero tienes la posibilidad de buscar una respuesta. Puedes comenzar a buscar tu ikigai explorando en las cosas que haces y que te producen satisfacción, descubriendo aquello que amas, lo que más te gusta hacer.

Buscar tu ikigai es sentir la dicha de estar vivo para concretar tus sueño s, si permaneces atento, cada día encontrarás diversos motivos para que tu existencia valga la pena.
Uno de ellos, será tu ikigai.
Los Cuatro Componentes Fundamentales

A continuación se muestra una imagen que ejemplifica la aplicación del Ikigai a la vida moderna a partir de la intersección de cuatro componentes fundamentales: pasión, vocación, profesión y misión.

Es probable que conozcas a personas con vocación o pasión por lo que hacen, pero actualmente es complicado encontrar a alguien que reúna los cuatro componentes fundamentales. De acuerdo con Cultura Colectiva, esto no se debe a que la búsqueda del Ikigai esté reservada para algunos o sea cuestión de suerte, sino a la actitud con la que cada persona enfrenta la vida.

Siempre es más sencillo quedarse en la zona de confort, con un trabajo estable que tal vez no es el que te apasiona pero "ahí está tranquilo", que arriesgarse por lo que realmente quieres. Recuerda que también puedes cambiar tu mentalidad acerca de la vida, no es necesario que hagas un gran cambio material porque la mayor transformación parte de tu interior, no de lo externo.

Por último, es importante mencionar que la motivación y el significado de la vida, a la vez reunidos en el Ikigai, son factores determinantes en la productividad de las personas, puesto que comprenden un estado creativo y activo que relaciona emociones.

A partir de esto se puede inferir que aquellos que viven plenamente a través de la intersección de todos los componentes del Ikagai, tienen una esperanza de vida mayor sin ser esto un producto directo de la industria farmaceutica.

Así que es momento de replantearnos la pregunta de si es que viviremos más sólo porque tenemos más tecnología, o porque también hemos construido relaciones significativas con nuestra persona y con el mundo.

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Descubre Por Qué Estás En Este Mundo Con Esta Filosofía Japonesa

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El Instituto Educativo de Desarrollo Integral nos presenta una reflexión en torno a una sabiduría japonesa milenaria que proviene de Okinawa, el Ikigai. Ikigai es un término de origen japonés que no tiene una traducción exacta al español, aunque se le atribuye un significado sumamente especial: "Tener una razón para vivir".

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Starting from the object of the previous activity, and the story behind it, brainstorm to look for ideas on how to create a project in your school that contains the value behind the chosen object (friendship, love, childhood, game, fun etc.) The discussion will be done by means of the 6 thinking hats. The final feedback can be done on the board or on the screen through the application https://awwapp.com/

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In groups, write a story, on paper or AULES, about the chosen object. When you finish read your story to the class.

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In groups of three, prepare an Instagram story using the tips in How to improve a story on Instagram. With a photo, and using labels, identify the enemies of creativity. Present your story to your classmates. Then, in small groups, explain: 'Why do you think the notifications from our devices are so harmful for our creativity?' Give an example of how you can reduce the number of notifications you receive.

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¿Cómo se usa Instagram Stories? (Paso a Paso + Trucos y Hacks) | Karla Celis

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The whole class brainstorm together about the following question: Who do you think are the main enemies holding back your individual creativity? With the participation of the entire class, create an affinity diagram of the ideas from the brainstorming process.

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Activities for
2nd ESO
ake three photos and add hashtags or labels in which you explain: Photo 1. Which is your favourite place and your moment to create or be inspired? Why? Example #iliveinascreen Photo 2. Which are the most common mistakes you make when you are developing an idea or a project? Example #imessedup Photo 3. How do you like to share your ideas? Example #thebestparkintheworld Don't forget that these images and these hashtags are your tools to start your next creative adventure.

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Draw an iceberg again. Place the communicative product you have developed (your comic strip from the previous lesson) at the top and below the sea level put the name of the platforms you are going to use to dialogue with the fan community and think about how they will be able to participate in the project. Does it look like the one you had chosen in lesson 1? Why?

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Activities for
2nd ESO
In groups of 4 and using the Chat Story Maker app, simulate a WhatsApp conversation between two writers who try to convince a Netflix producer to finance a documentary, a series or a movie based on a story you have made up. Use the Video Chat Maker Tutorial if you need help. You can also see an example here.

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Transmedia Ideas para imaginar el futuro

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With the help of your teacher, learn about Design thinking. In groups, make up a story and create a comic using Storyboardthat. You can use the Storyboardthat tutorial if you need help. Use a maximum of 6 strips to explain the story you wrote with images and dialogues.

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Watch the video and discuss with your teacher the importance of technology. Next, choose a place in your class or school, where you would feel most comfortable creating a story. In that place, take a picture of an object which is inspiring or has a special meaning for you. In pairs, share what that object means to you and find a third object that can be real or imaginary and will connect both objects.

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dtac "el poder del amor" TVC (HD Oficial): Publicidad dtac  (Español)

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Activities for
2nd ESO
In pairs, think of an item or an object you have in your bedroom and you love. Then write the beginning of a story about this special item. You can think of: Where and when you got it Why is it in your bedroom. Describe it or say what you use it for.

Then, in groups of 4, write a short story with all your specialitems or objects. Tip: you can addmore elements to the story if you need to!

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Activities for
2nd ESO
Make a list of the media that your grandparents or relatives named in the intervie w (cinema, radio, TV, etc.). Are the means your grandparents consumed still important to you? Why? Make a digital presentation comparing your grandparents or relatives use of media with yours.

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Activities for
2nd ESO
Ask students to interview (video or audio) their grandparents or older close relatives and ask them about their relationship with the media in the 20th century

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Make a poster on paper comparing the list of the media that your grandparents or relatives named in the interview (cinema, radio, TV, etc.) and the media on your iceberg. Are they above or below sea level? Are the means your grandparents consumed still important to you? Why?

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Activities for
1st ESO
Ask students to interview (video or audio) their grandparents or older close relatives and ask them about their relationship with the media in the 20th century

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Learn about the concept and then choose your favourite transmedia project. Here are some examples: Star Wars, Matrix, El Ministerio del Tiempo, 13 reasons why.
Use one of these examples or another one you know to draw a target. In the centre, write the three main platforms of the project (cinema, television, video game, etc.). In the following circle write three platforms in which the project is also present but which have less impact. In the furthest circle write the name of three platforms through which users (fandom) interact with the project and can create stories around them (on Twitter, for example, fans post content with the hashtag #StarWars).

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¿Qué es el Transmedia? | Transmedia en Serie S01E01

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- Teacher's rubrics.
- Assessment of cooperative learning group work.
- Assessment of transmedia projects.
- Online documents and projects on different platforms or websites.
- Peer assessment and co-assessment.

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In groups of 3, prepare a one-minute presentation that answers the following questions:

a) Are we so dependent on our habits? Why?
b) Do you think that our media diet defines who we are? Give an example
After that, find a podcast in which you talk about a movie, series or video game that you are passionate about and post a comment on the network in which you have listened to it (YouTube, Ivoox, ITunes, Spotify ...) and explain why that podcast is interesting. Do you think whoever performs the program will find your comment useful? Why?

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Watch the video. After that, prepare a one-minute presentation in groups of 3 people in which you answer the following questions: Are we dependent on mobile phones? Why? D o you think we can do something to change this? Give an example.

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What is your relationship with mobile phones like?

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-  Understand the evolution of media and the concept of transmedia.
- Create original presentations with the help of models.
- Develop positive attitudes in group works with different roles.
- Use ICTs to create and present their own ideas in an engaging way.

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- Definition of transmedia narratives.
- Development of an original transmedia project.
- Analysing use of media past and present.
- Developing creativity through everyday objects.
- Identifying the benefits of creative environments.
- Analysing information on media usage from different sources.
- Understanding the difficulties with a creative process entail.
-Asking for information and presenting it in an engaging way.
Using ICTs to communicate messages effectively.
- Key vocabulary: brainstorming, hastag, transmedia, social impact.
- Appreciating the evolution of media in the last two generations.
- Understanding the influence of social media in our lives.
- Appreciating established media projects as a source of knowledge and entertainment.

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- To learn about, design and develop a transmedia project.
- To use digital resources, creativity techniques and co-creation strategies as sources of learning.
- To foster learning to learn competence through individual creativity.

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- Transmedia narratives. Definition and successful projects.
- Creativity techniques to build a project. Co-creation.
- Search and management of digital resources for the development of a transmedia project.
- Identifying own strengths and weaknesses in a creation process.