Re: YouTube video?

Tom,
Great idea. I will help to find some Chinese materials. A few other suggestions:

1.  PBS had its 'Masterpiece' on The Diary of Anne Frank' April 2010.  It has also a whole website for the program and related references, including 'Teacher's Guide' and 'Resources'.  http://www.pbs.org/wgbh/masterpiece/annefrank/index.html   I don't know how much that BBC is involved but since BBC is a good example of using linked data, it may be helpful to check with BBC people.

2. I assume you have seen these two videos before.  They are high level productions by students for promoting a university library.  The approach of using a familiar theme and characters are valuable.

http://www.youtube.com/watch?v=lAViPFzr8sM

http://www.youtube.com/watch?v=CdTAv4dCZMg

3. I found an interesting mind-map for studying Shakespeare and thought you may also take a look:
http://mappio.com/mindmap/miwisdom/william-shakespeare-short-biography-mind-map

and:
Shakespearean Accelerated Learning Workbooks
http://blog.iqmatrix.com/iq-matrix-products/william-shakespeare-hamlet-mind-map

Marcia



On 10/14/10 1:57 PM, "Thomas Baker" <tbaker@tbaker.de> wrote:

Dear all,

Some of you may have noticed a new item on the Pittsburgh
agenda -- a YouTube video on library linked data [1 and below].
I am in touch with instructors of art and Web design at a
secondary school in Washington DC that is interested in doing
the production side.

The idea is that the video would show visually how statements
about things correspond to links in graphs and how different
graphs can be linked with each other.  Visually, we're
thinking along the lines of stop-action video using either
Tinkertoys or the sorts of model kits one uses in organic
chemistry courses to construct molecules.  Some animation
could be used.  Kids at the school would provide voice-overs
but no talking heads would appear in the video.  Since it is
an international school, they are especially interested in
the idea of voice-overs (with sub-titles) in languages they
emphasize, such as French, Chinese, and (unusually) Dutch.

The role of LLD XG (and DCMI) would be to provide a script for
the video -- real examples of linked data, and to specify a
sequence by which different graphs would be constructed and
linked with each other.

When asked for a book that could provide a focal point for
the video, the school librarians suggested The Diary of Anne
Frank -- a book that all the kids know, and that kids in other
countries are also likely to know and relate to.  It looks to
me like a perfect focus because it has been translated into
every major language, adapted in films, and is linked to so
many topics (and also happens to be Dutch in the original).

The task of LLD XG, as I see it, would be to distill out
of the endless possibilities a simple story line, starting
with a description of the book in English and linking out to
a translation or two, film adaptation, further information
about Anne Frank, Anne Frank House, and historical context.
Things like FRBR, authority control, and Wikipedia could be
worked into the narrative.  The possibilities are so vast that
the biggest challenge, it seems to me, will be to narrow the
focus enough to fit into a short video.

The examples should be real, the connections understandable,
and I'm thinking the film should end up showing a visually
compelling cluster of information.  If we give them a good
story line, the kids can work with their instructors to make
the film graphically engaging.

Everyone I have spoken to about this idea is very enthusiastic
and motivated, especially at the school.

Though it is on the agenda for the face-to-face in Pittsburgh,
we may not have much time for it during the meeting itself
because we have so much else to discuss.  However, this is
a great topic to brainstorm over beer in the evening.

If you all like this idea, it would be great if you could
have a look in your favorite linked data sources over the
coming week to see what you find -- particularly in French,
Chinese, and Dutch.

Tom

[1] http://www.w3.org/2005/Incubator/lld/wiki/YouTube_Video

----------------------------------------------------------------------
Project: YouTube Video on Triples in Linked Data

Version: 2010-10-12

Coordinators
    Tom Baker <tbaker@tbaker.de>
    Joe Provenzano <provenzano@wis.edu>, Washington
        International School, http://www.wis.edu/

Concept

-- Video showing triples being constructed into
   graphs using tinkertoys or biochemical model kits.

-- Scripted by the W3C Library Linked Data Incubator Group
   (at any rate the part about example triples used).

-- Narrated by WIS students.

-- Stop-action video, with hands coming in to connect
   new triples to the growing graph.

-- Other visually interesting elements, such as animation,
   perhaps scripted by the students, for example to convey
   the notion of mashing-up data from different sources.

-- Produced as a co-production of:
   -- Washington International School (WIS)
      http://www.wis.edu/
   -- W3C Library Linked Data Incubator Group (LLD XG)
      http://www.w3.org/2005/Incubator/lld/
   -- Dublin Core Metadata Initiative (DCMI)
      http://dublincore.org/

-- LLD XG and DCMI to provide a basic script with voice-over.

-- Tom to work with Joe and his students by explaining the
   content, brainstorming with them about presentation, and
   providing input and feedback on the visual results.

-- Published on YouTube.

Brainstorming...

-- Tom: Video could start slow, connecting up a few triples,
   then once the main idea has been presented, the action could
   accelerate, with hands flying in from right and left until
   a complex graph of linked data has resulted.

-- Tom: Script could include merging data in French, Dutch, or
   other WIS languages, with the voice-over spoken by
   native-speaker students, with subtitles in English, tying
   in with the spirit and mission of WIS.

-- Antoine: Using FRBR, show how the more intuitive "work"
   notion can allow to provide access to all these URIs
   of book-related E/M/Is (or any mixing of them) in a
   multilingual domain. Starting with one language-specific
   E/M/I worked out in RDF, then have hundreds of balls thrown
   at a poor guy with as many language-specific titles voiced
   in the background. But FRBR comes to the rescue, bringing
   structure with one magic ball that connects them all.


--
Tom Baker <tbaker@tbaker.de>