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Digital Storytelling Literacy Symposium 2009


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This presentation was delivered at the 2009 UCF Literacy Symposium on April 3, 2009.

Published in: Education, Technology

Digital Storytelling Literacy Symposium 2009

  1. 1. Digital Storytelling Dr. Susan Wegmann University of Central Florida Literacy Symposium April 3, 2009
  2. 2. “Students today can’t prepare bark to calculate their problems. They depend on their slates, which are more expensive. What will they do when the slate is dropped and it breaks? They will not be able to write.” ~Teachers Conference, 1703
  3. 3. “Students today depend on these expensive fountain pens. They can no longer write with a straight pen and nib. We parents must not allow them to wallow in such luxury to the detriment of learning how to cope in the real business world which is not so extravagant.” ~ PTA Gazette, 1914
  4. 4. quot;Ballpoint pens will be the ruin of education in our country. Students use these devices and then throw them away. The American virtues of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries.quot; ~ Federal Teacher, 1950
  5. 5. Evaluation Synthesis Analysis Application Comprehension Knowledge Bloom, 1975
  6. 6. Multi-Modal Literacies *The techniques of acquiring, organizing, evaluating, and creatively using multimodal information should become an increasingly important component of the English/Language Arts classroom.
  7. 7. The Internet and other forms of information and communication technology (ICT) are redefining the nature of literacy. To become fully literate in today’s world, students must become proficient in the new literacies of ICT. Therefore, literacy educators have a responsibility to integrate these technologies into their literacy curricula.
  8. 8. Technology is an essential tool for learning mathematics in the 21st century, and all schools must ensure that all their students have access to technology. Effective teachers maximize the potential of technology to develop students’ understanding, stimulate their interest, and increase their proficiency in mathematics. When technology is used strategically, it can provide access to mathematics for all students.
  9. 9. Just as computers play a central role in developing and applying scientific knowledge, they can also facilitate learning of science. It is therefore the position of the National Science Teachers Association that computers should have a major role in the teaching and learning of science. Computers have become an essential classroom tool for the acquisition, analysis, presentation, and communication of data in ways which allow students to become more active participants in research and learning.
  10. 10. As an organization, we continually need to demonstrate and research how effective use of technology enhances social studies teaching and learning. The new technologies, for example, enable users to access, organize, and communicate information in ways unfathomable until recently.
  11. 11. . . . however, are here to stay—they are at the core of new literacies—and educators should consider how to best weave together old, new, and future literacies so that young people leave school literate in the ways of school and the ways of the world (O’Brien & Scharber, 2008)
  12. 12. The Educator Accomplished Practices of the Florida State Board of Education 12) Accomplished Practice Twelve - Technology. (a) Accomplished level. The accomplished teacher uses appropriate technology in teaching and learning processes.
  13. 13. “We need to prepare our children for a future that we can’t even describe.” David Warlick Technology Consultant & Author
  14. 14. “We need to prepare students for their future, not their present.”
  15. 15. *Growing Up Digital: The Rise of the Net Generation – Don Tapscott, 1997 This is the first generation to • be bathed in bits since birth. Because of their access to the digital media, • today’s students learn, work, think, shop, and create differently than their parents.
  16. 16. DSL (Digital as a Second Language) Digital Native Learners Digital Immigrant Teachers Prefer receiving information quickly Prefer slow and controlled release from multiple multimedia sources. of information from limited sources. Prefer parallel processing Prefer singular processing and single and multitasking. or limited tasking. Prefer processing pictures, sounds, Prefer to provide text before and video before text. pictures, sounds, and video. Prefer random access to hyperlinked Prefer to provide information multimedia information. linearly, logically, and sequentially.
  17. 17. DSL (Digital as a Second Language) Digital Native Learners Digital Immigrant Teachers Prefer students to work Prefer to interact/network independently rather than network simultaneously with many others. and interact. Prefer to teach “just-in-case” (it’s Prefer to learn “just-in-time.” on the exam). Prefer instant gratification Prefer deferred gratification and and instant rewards. deferred rewards. Prefer learning that is relevant, Prefer to teach to the curriculum instantly useful, and fun. guide and standardized tests.
  18. 18. * Connected Stance toward learning * By providing digital students with opportunities to learn in ways that satisfy their needs, (i.e. vocabulary instruction) they will be more engaged in the learning process and in realizing their potential.
  19. 19. “Same story, same tool” “Same story, different tool” “Different story, different tool” Bernajean Porter Technology Planner & Author
  20. 20. “I know only one thing about the technologies that await us in the future: We will find ways to tell stories with them.” Jason Ohler Educator & Author
  21. 21. *Combining the longstanding art of telling stories with any of a variety of available multimedia tools, *still images * text *audio * animation *video * Web publishing * music * CGI * sound
  22. 22. Are Personal 1. Begin with a Story/Script 2. Are Concise 3. Use Readily-available Source Elements 4. Include Universal Story Elements 5. Involve Collaboration 6.
  23. 23. Point of View 1. Dramatic Question 2. Emotional Content 3. Gift of Voice 4. Power of the 5. Soundtrack Economy 6. Pacing 7.
  24. 24. Write a short story or script 1. Collect images/video 2. Import images/video 3. Align images/video with script 4. Add music and/or voice over 5.
  25. 25. Basic Steps Idea Storymap Write Storyboard Write Some More Gather Resources Computer Time Create Share
  26. 26. Storymap Visual Portrait of a Story developed by Brett Dillingham, modified by Jason Ohler
  27. 27. Storymap Fiona
  28. 28. Storymap Tom Collins
  29. 29. Basic Steps Idea Storymap Write Storyboard Write Some More Gather Resources Computer Time Create Share
  30. 30. Write “No matter how sophisticated our technology becomes, the future of digital storytelling will involve writing and conventional forms of literacy.” Jason Ohler Educator & Author
  31. 31. Basic Steps Idea Storymap Write Storyboard Write Some More Gather Resources Computer Time Create Share
  32. 32. Basic Steps Storyboard Bernajean Porter
  33. 33. Basic Steps Storyboard Write your script for this scene here and insert the picture you are using beside it. Scott Firenza
  34. 34. Basic Steps Storyboard Scott Firenza
  35. 35. Basic Steps Storyboard David Jakes
  36. 36. Basic Steps Idea Storymap Write Storyboard Write Some More Gather Resources Computer Time Create Share
  37. 37. Edit Write Some More 1. Peer review 2. Collect offline images & sounds 3.
  38. 38. Basic Steps Idea Storymap Write Storyboard Write Some More Gather Resources Computer Time Create Share
  39. 39. Gather Resources Computer Time Create Images 1. Background audio 2. Voice over 3. Peer review 4.
  40. 40. Basic Steps Idea Storymap Write Storyboard Write Some More Gather Resources Computer Time Create Share
  41. 41. Share Celebrate   Assessment – Rubrics – What was the goal of the project – Assess everything (process to final) – Self-assessment and peer review Beyond the Classroom  – Copyright issues
  42. 42. Skills Used in and Benefits of Creating Digital Stories   Collaborative Writing   Creator of Speaking and Visual  Knowledge Technical  Curriculum  Personal Development Linking/Integration  Active, Participatory  Inquiry-based Learners  Reflection  Authentic Tasks  Research
  43. 43. Student groups (2-3) 1. Tutorials 2. Resources 3. Storage 4. Microphone/Headset 5.
  44. 44. Personal Narrative 1. Work of Fiction 2. **Academic Story 3. Documentary 4. Public Service Announcement 5. Interview 6. Alternative Ending to a Well-known Story 7.
  45. 45. Basic Assignment – choose 5 words,  create narrative, choose at least 5 pictures to accompany, make a digital story.
  46. 46. Cold War – Kalista’s Story  Declaration:  =7a31a2b825d615d80b2e American Government:  =563fea116da78ca1ffd3
  47. 47. Civil Rights Movement:  hp?viewkey=596abfadbcecfc227765  Haiti: hp?viewkey=1328a948b1c7afa01cea  Early Exploration: hp?viewkey=3bd9d8717ce47fea2acd
  48. 48. Economics:  eabe41d99571167c7 (Computer generated by student) Juvenile Justice:  d6486391e92a67c549 From resources to products:  074a6750e91ed19fb2 The Great Depression: (low sound)  8c5fd5522dcdb519fd
  49. 49. Multimedia Authors 1. Digital Book Trailers 2. Personal Narratives 3. Digital Documentaries 4. Vocabulary Digital Stories 5.
  50. 50. Multimedia Authors Create a presentation of student original work that includes some combination of music, student artwork, graphical interpretation, and/or student voice The Canterbury digiTales Project
  51. 51. Digital Book Trailers 1. “Movie-trailer” style videos about a favorite book 2. Created with some combination of stills, text, video, music, sound effects, and/or student voice
  52. 52. Documentaries 1. Grass Born To Be Stepped On 2. Momnotmom 3. Tragedy in a Bronx School Yard
  53. 53. Digital Documentaries by Teaching Matters – Personal Narrative Informational Documentary
  54. 54. DigiTales Evaluating Projects Resources
  55. 55. Digital Directors Guild
  56. 56. University of Houston - Educational Uses of Digital Storytelling Resource Page Getting Started Evaluation Resources
  57. 57. Adobe – Digital Kids Club – Digital Storytelling Classroom Tips Digital Storytelling in the Classroom Storying Around for 21st Century Skills Getting Started: Seven Steps for Digital Storytelling
  58. 58. David Jake
  59. 59. Scott Firenza
  60. 60. Jason Ohler
  61. 61. Apple iLife
  62. 62. Microsoft Education
  63. 63. UB-the-Director  –
  64. 64. The MY HERO Short Story Film Festival  –
  65. 65. Images 1. flickr - 2. Pics4Learning - 3. FreePhoto - 4. FreeStockPhotos - 5. Open Photo - 6. Stock Exchange -
  66. 66. Sound 1. Audacity - 2. Freeplay Music - 3. Freesound Project - 4. ccMixer -
  67. 67. Dr. Susan Wegmann UCF Assistant Professor, Co-PI Florida Literacy and Reading Excellence grant Director of Programs, Morgridge International Reading Center Okeechobee High School/UCF Faculty-in-Residence UCF Office - Suite 322R 4000 Central Florida Blvd Orlando, FL 32816-1250 863-232-6685
  68. 68. Digital Storytelling Dr. Susan Wegmann University of Central Florida Literacy Symposium April 3, 2009 Many thanks to Larry Bedenbaugh and FLaRE!