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“ Stories are the large and small instruments of  meaning, of explanation, that we store in our memories.” Joe Lambert / R...
Digital Story-Making: Understanding the Learner's Perspective Gail Matthews-DeNatale, Ph.D. Associate Director, Academic T...
<ul><li>Story-Maker </li></ul><ul><li>Perspectives </li></ul><ul><ul><li>Rachel Franchi </li></ul></ul><ul><ul><li>Sophomo...
Presentation Overview <ul><li>How are we using digital stories at Simmons?  </li></ul><ul><li>What can story-makers tell u...
Part I How are we using digital stories at Simmons College?
Storytelling 2.0 at Simmons Introductory Assignment: Boston Story Map
Storytelling 2.0 at Simmons Culminating Assignment: Family Map
<ul><li>“ Digital Stories” in the CDS Sense of the Term </li></ul><ul><ul><li>Faculty Institute on Digital Storytelling </...
Faculty-Produced Digital Story Reflection on an Unresolved Life Experience
“ Never before have I been so into doing a final project – I found myself putting other things aside so I could work on it...
Take two minutes to reflect on a time when you  really  got into something (in school or on your own). Jot down a few sent...
<ul><li>Powerful Learning Experience </li></ul><ul><li>Deeply engaging </li></ul><ul><li>Deepened your understanding </li>...
What can story-makers tell us about what it  feels  like to make a story? What do we learn from listening to learners? Par...
“ [Students] cannot learn in a deep way if they have no opportunities to practice what they are learning … they cannot lea...
Digital Storytelling and Writing Flow, Senses, Represent Internal/External
Doing and reflecting 36 Learning Principles – James Gee Appreciating good design Seeing interrelationships Mastering new s...
Play (experiment and problem-solve) New Media Literacies – Henry Jenkins Judgment (assess credibility & reliability) Distr...
If life is like a box of chocolates Digital Storytelling is like three dimensional tic-tac-toe Digital Storytelling as 3D ...
<ul><li>Turn to your neighbor, swap stories, pick one to work with </li></ul><ul><li>Using the blank storyboard, consider ...
Storyboard (multimodal timeline) Other (e.g. Duration, Transitions, Music) Other (e.g. Duration, Transitions, Music) Other...
Thoughts?  Experiences? Challenges? Insights? Anybody care to share? From the teacher’s perspective, how the heck do you d...
A Word on the Value of Rubrics Wise Economy/Detail - pacing - pare away  AND - dig deeper Use of Images/Video - w. voice, ...
Based on faculty/learner feedback, What’s the value of (digital) storytelling for higher education? Part IV
Challenging Questions for Educators How can we help students increase the amount of time they devote to reflection and cri...
The Value of Digital Storytelling Memorable, Reflective, Transformative …
Story-Making Learning Cycle Reflection & Analysis Share with Others Experience Deeper Personal Understanding Future Stories
<ul><li>Embodied:  Combines visual, aural, and kinesthetic processes </li></ul><ul><li>Iterative:  Production process enco...
“ Those who do not have power over the story that dominates their lives, the power to retell it, rethink it, deconstruct i...
Final Thoughts Using ALL of Our Brains
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Digital Story-Making: Understanding the Learner's Perspective

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Presentation given by Gail Matthews-DeNatale to the 2008 Educause Learning Initiative conference.

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Digital Story-Making: Understanding the Learner's Perspective

  1. 1. “ Stories are the large and small instruments of meaning, of explanation, that we store in our memories.” Joe Lambert / Roger Schank “ Tell me a fact and I’ll learn. Tell me a truth and I’ll believe. Tell me a story and I’ll remember forever.” Saying
  2. 2. Digital Story-Making: Understanding the Learner's Perspective Gail Matthews-DeNatale, Ph.D. Associate Director, Academic Technology Simmons College Boston, MA Copyright Simmons College, 2008
  3. 3. <ul><li>Story-Maker </li></ul><ul><li>Perspectives </li></ul><ul><ul><li>Rachel Franchi </li></ul></ul><ul><ul><li>Sophomore </li></ul></ul><ul><ul><li>Vaughn Rogers Sophomore </li></ul></ul><ul><ul><li>Ellen Goodman SSW Field Education Faculty </li></ul></ul>
  4. 4. Presentation Overview <ul><li>How are we using digital stories at Simmons? </li></ul><ul><li>What can story-makers tell us about what it feels like to make a story? What do we learn from listening to learners? </li></ul><ul><li>Exercise: Put yourself in the learner’s shoes </li></ul><ul><li>Based on faculty/learner feedback, what’s the educational value of digital stories? </li></ul>
  5. 5. Part I How are we using digital stories at Simmons College?
  6. 6. Storytelling 2.0 at Simmons Introductory Assignment: Boston Story Map
  7. 7. Storytelling 2.0 at Simmons Culminating Assignment: Family Map
  8. 8. <ul><li>“ Digital Stories” in the CDS Sense of the Term </li></ul><ul><ul><li>Faculty Institute on Digital Storytelling </li></ul></ul><ul><ul><li>Digital Stories of Service Learning </li></ul></ul><ul><ul><li>Digital Cases SOM, Corporate Social Responsibility </li></ul></ul>Digital Storytelling at Simmons
  9. 9. Faculty-Produced Digital Story Reflection on an Unresolved Life Experience
  10. 10. “ Never before have I been so into doing a final project – I found myself putting other things aside so I could work on it.” “ The feeling of accomplishment is much greater than just writing a paper and it was such a different kind of assignment, it was fun to work on. ” Feedback from Students – SOM Grads
  11. 11. Take two minutes to reflect on a time when you really got into something (in school or on your own). Jot down a few sentences about the experience – you’ll use this during an activity later in the session. What About You?
  12. 12. <ul><li>Powerful Learning Experience </li></ul><ul><li>Deeply engaging </li></ul><ul><li>Deepened your understanding </li></ul><ul><li>Memorable </li></ul><ul><li>Must be a specific experience </li></ul>What About You?
  13. 13. What can story-makers tell us about what it feels like to make a story? What do we learn from listening to learners? Part II
  14. 14. “ [Students] cannot learn in a deep way if they have no opportunities to practice what they are learning … they cannot learn deeply only by being told things outside the context of embodied action.” James Paul Gee Embodied Learning
  15. 15. Digital Storytelling and Writing Flow, Senses, Represent Internal/External
  16. 16. Doing and reflecting 36 Learning Principles – James Gee Appreciating good design Seeing interrelationships Mastering new skills at each level Being encouraged to practice Tasks neither too easy nor too hard Thinking and strategizing Watching your own behavior Getting more out than what you put in
  17. 17. Play (experiment and problem-solve) New Media Literacies – Henry Jenkins Judgment (assess credibility & reliability) Distributed Cognition Performance (improvisation & discovery) Simulate (model real-world processes) Multitask (shift focus as needed) Appropriate (sample & remix) Collective Intelligence (pool & compare) Network (search, synthesize, disseminate) Negotiate (discern & respect perspectives) Transmedia Navigate (flow of ideas across media)
  18. 18. If life is like a box of chocolates Digital Storytelling is like three dimensional tic-tac-toe Digital Storytelling as 3D Tic Tac Toe time sound image
  19. 19. <ul><li>Turn to your neighbor, swap stories, pick one to work with </li></ul><ul><li>Using the blank storyboard, consider how you could use sounds (words in particular), images, and timing to begin to tell a story of “powerful learning.” </li></ul>Experiment with 3D Authorship
  20. 20. Storyboard (multimodal timeline) Other (e.g. Duration, Transitions, Music) Other (e.g. Duration, Transitions, Music) Other (e.g. Duration, Transitions, Music) Accompanying Audio/Words ______________________ ______________________ ______________________ ______________________ Accompanying Audio/Words ______________________ ______________________ ______________________ ______________________ Accompanying Audio/Words ______________________ ______________________ ______________________ ______________________ Insert or Sketch Image Insert or Sketch Image Insert or Sketch Image
  21. 21. Thoughts? Experiences? Challenges? Insights? Anybody care to share? From the teacher’s perspective, how the heck do you design, implement, and assess it? Debrief
  22. 22. A Word on the Value of Rubrics Wise Economy/Detail - pacing - pare away AND - dig deeper Use of Images/Video - w. voice, adds new dimension - visual flow Quality Script/Voice - well spoken - good pacing - music, if any, furthers message Engaging - interesting - surprising - thought-provoking Has A Point (of View) - purpose - stance Why? Poor Satisfactory Outstanding Criteria Storyboard/Script Feedback
  23. 23. Based on faculty/learner feedback, What’s the value of (digital) storytelling for higher education? Part IV
  24. 24. Challenging Questions for Educators How can we help students increase the amount of time they devote to reflection and critical thinking? How can we help students articulate what they are learning? How can we help students remember and care about learning?
  25. 25. The Value of Digital Storytelling Memorable, Reflective, Transformative …
  26. 26. Story-Making Learning Cycle Reflection & Analysis Share with Others Experience Deeper Personal Understanding Future Stories
  27. 27. <ul><li>Embodied: Combines visual, aural, and kinesthetic processes </li></ul><ul><li>Iterative: Production process encourages revisiting, reflecting on meaning </li></ul><ul><li>Multimodal: Enhances fluency across a range of media </li></ul><ul><li>Integrative: Connects prior experience, course, and other co-curricular learning </li></ul><ul><li>Authentic: Keep/share with others </li></ul>The Value of Digital Story-Making
  28. 28. “ Those who do not have power over the story that dominates their lives, the power to retell it, rethink it, deconstruct it, joke about it, and change it as times change, truly are powerless, because they cannot think new thoughts. ” Salman Rushdie Final Words
  29. 29. Final Thoughts Using ALL of Our Brains

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