Digital Story Telling

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Digital Story Telling

• Butler Technology

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What is Digital Storytelling?

• Digital storytelling begins with the notion that
  in the not distant future, sharing ones story
  through the multiple mediums of digital imagery,
  text, voice, sound, music, video, and animation
  will be the principal hobby of the worlds
  people.
• Anonymous
• http//www.digitales.us/

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The Future has always been with us!

• People have always been telling stories in
  various formats.
• artists, musicians, actors.cave paintings,
  actions to display emotions, plays, music, songs,
  paint, crayons, sign language,...
• TV, Movies, Videos, Commercials.
• World is and always was Multimedia students
  always were and still are multi-sensory with
  multiple learning styles.
• Multiple mediums were always used to tell stories
  more sophisticated now - Internet tape
  recorders, video cameras, mp3 players, computers,
  video phones, PDAs, interactive software, let
  students have choice in telling their stories.

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A Picture Worth a 1000 Words

• If a picture is worth a thousand words just
  think how effectively your sudents could
  communicate when they can include audio, motion,
  written words, and emotion as well!

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Digital Story Telling - Skills/Benefits for
Instruction, Learning, Students

• Active, participatory learners
• Alternative method of learning and/or assessment
• Analysis, Synthesis, Evaluation of Information
• Assessment
• Authentic Tasks
• Coaching
• Collaborative
• Collegial work
• Cognitive tasks
• Content achievement
• Craftsmanship of Communication by Students Beyond
  Existing Knowledge (Creator of knowledge)
• Curriculum linking
• Design of Communication Components -Effective
  Communicator
• Information seeker
• Inquiry-based
• Instructional change
• Integrate technology, communication,
  collaboration, curriculum skills, into one
  project
• Peer Review
• Project-based

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Digital Storytelling Meets State Tech Standards

• Computer and Multimedia Literacy - the ability to
  appropriately use hardware, software
  applications, multimedia tools, and other
  electronic technology. It includes the usage of
  technology tools for productivity and
  communication.
• Information Literacy - the acquisition,
  interpretation, and dissemination of information.
  Information literacy focuses on effective methods
  for locating, evaluating, using, and generating
  information. Technology-based information
  literacy skills encompass the utilization of the
  Internet and other electronic information
  resources for research and knowledge building.
• Technological Literacy - the abilities needed to
  participate in a technological world. It is the
  intersection of mathematics, science, and
  technology. It encompasses unique knowledge,
  devices, and capabilities used to solve problems.
  It identifies career connections between
  technology and the world of work.
• http//www.ode.state.oh.us
  /academic_content_standards/acstechnology.asp

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Types of Communications Digital Storytelling
Supports

• Narrative
• Personal Expression
• Myths/ Folk Tales
• Short Story
• Information/Expository
• Summary Reports
• Book Reports
• How-to Directions
• Biographies
• Persuasive
• Advertisements
• Describe/Conclude
• Analyze/Conclude
• Analyze/Persuade
• Compare/Contrast
• Cause/Effect
• Participatory Environment user content
  contribution

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One Method for Shifting Learning from Topical to
Inquiry/Participatory
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Skills to Take Special Notice Of
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Student Becomes Organizer

• Concept Mapping Ideas.
• to generate ideas (brain storming, etc.)
• to design a complex structure (Movie structure.)
  
• to communicate complex ideas
• to aid learning by explicitly integrating new and
  old knowledge
• to assess understanding or diagnose
  misunderstanding.
• Sequencing of movie.

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Student Becomes Finder, Constructor, Creator, and
Evaluator of Knowledge

• Finder consumer of information.
• Curriculum Content Achievement.
• Craftsmanship of communication by students beyond
  existing knowledge.
• Technologist.

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Student Becomes Designer of Communication

• Components of Image, Voice/Sound, Text,
  Format/Structure, Color, Content.
• Presentation of Communication Eye contact,
  voice, visual /auditory aides body/gestures,
  poise/style, engagement in reflection.
• Interactivity of Communication .

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Student Becomes Writer for Understanding

• Use Word Processing.
• Produce Narration for Movie.
• Insert diagram (concept mapping) using word.

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Instructor Starts By Gathering the Tools
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Instructor Tool Gathering

• Computer.
• Windows Movie Maker.
• Microphone.
• Microsoft Word.
• Scanner (Opt).
• Video recorder (Opt).
• Digital Camera (Opt).
• CD Burner (Opt).
• Internet / Research Tools (Books, Experts,
  Museums, Videos, Photographs, Historical
  Societies, ).

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Instructor Plans the Project
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Instructor Preparation

• Plan project
• Good Questions / Directions based on type of
  communication.
• Resources What resources can students use.
  (Scholastic.com)
• Groups 2/3 students per project.
• Organize Student Folders Place for students to
  store printed storyboards.
• Gather and prepare media resources Storyboard
  Tool.
• Peer review - http//www.digitales.us/peer_review.
  php
• Evaluating projects Rubric (Type of
  Communication) http//www.digitales.us/scoring_gui
  de.php

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The Project Begins
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1. Start the Process with Students

• Assign Groups.
• If needed, spend day teaching Windows Movie
  Maker.
• Explain Project Show Exemplary Examples
  http//www.digitales.us/digitales_book.php.

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2. Assign Tasks to Students - What are They to
Learn or Accomplish?

• Assignment.
• Questions that Examples
• How would the USA be different if the Louisiana
  Purchase never took place?
• What affect did the cattle industry have on the
  look of the wild west, future economy, cultures,
  and lifestyles?
• Could the culture clashes between the Indians and
  settlers have been avoided? Can you relate these
  culture clashes to the culture clashes of present
  time?
• Or Directions.
• Examples
• Tell your short story, myth, biography, how-to,
  advertise, compare and contrast, digitally using
  appropriate media to support communication.

• Old Method Present topical information on
  following
• Study of Louisiana Purchase.
• Cattle Industry.
• Indiana and Settler clashes.
• Old Method Write short story, myth, biography,
  how-to, compare and contrast.

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3. Organize Student

• Have Students Produce Concept Map (what do they
  need to find what to include - where to find -
  produce scenes for each section on map).
• Approve Concept Map.

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4. Student Inquiries

• Start Scene Creation (Storyboard) During
  Research or Project Development Students fill
  out storyboard while researching store images,
  video files, text get stored in file on computer.
  See attached example of tool.
• Take Teaching Moments dont sit while students
  work.
• Guide Students on content.
• Students print out Scenes (Storyboard Tools Daily
  put into folders) dont be afraid to ask
  student to redo a scene.
• Teach technology skills teach about topics
  within groups as they research/work.

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5. Students Prepare to Start Movie

• Instructor signs-off on Storyboards.
• Student orders Storyboards to aide in movie
  production.

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6. Students Write Narrations

• Student writes narrations based upon notes stored
  in storyboards.
• Teacher approves narrations.

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7. Students Produce Movie

• Students uses Windows Movie Maker to
• Place pictures/video/effects.
• Create titles/sounds/credits.
• Add narration / sounds.
• Produce movie.

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8. Instructor Students Evaluate

• Peer Review
• http//www.digitales.us/peer_review.php

• Instructor
• http//www.digitales.us/scoring_guide.php
• Be sure you ask student questions about how and
  why they developed movie the way they did before
  you assess.

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9. Students Publish Present

• Students present projects.
• Instructor can teach what they miss at that time
  through class discussion/specific questioning.
• Is there a place to publish their work?

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10. Instructor Reflection

• Reflect on all aspects of project
• What went right?
• What could be improved?
• What was outside of your control?
• Speak with students ask for their input.