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Assessing using digital stories
- 1. Digital Stories- Everyone has a story to tell Alex Chapman & Luiza Dantas Centre for Academic Practice Enhancement
- 2. Session Plan • What is a Digital Story? • Digital Stories as an assessment tool • Digital Stories at Middlesex • Students/staff feedback • Questions Drop-in session 14:50-15:30 room C209
- 3. What is a digital story? Digital stories are short videos that tell a unique story using combination of images, sound, narration, animation, video and music.
- 4. Example Tourism Australia - Indigenous Experiences https://www.youtube.com/watch?v=BP xdBHRtgvQ
- 5. Assessing with digital stories Assessment types: • Reflection (reflective essay, reflective diary/portfolio) • Executive summary of a report • Analysis of a complex topic • Presentations • CV • Research summary/proposal • Field trip, event, residential Source: Sandars and Murray, 2009; HEA, 2009
- 7. Assessment criteria • Story • Project planning • Research • Understanding of the concept • Critical analysis • Originality Source: Robin, 2008 • Media application • Writing • Citations, permissions • Presentation • Reflection • Creativity
- 8. Transferable skills acquired Critical thinking Analysing Selecting/ organising Evaluating Writing Presenting Reflecting Digital literacyVisual literacy Technology literacy Source: Brown, Bryan & Brown, 2005; Synthetizing
- 10. Case study: MA Marketing
- 11. MA Marketing programmes residential • Summative Assessment worth 30% • Students recorded 2 videos • 5 min video of expectations for residential, 10 min reflective account of students own residential experience • Videos uploaded to a private YouTube channel Case study: MA Marketing
- 12. Case study: MA Marketing
- 14. TOU3922 Cultural and Heritage Tourism: • Group presentation (groups of 3 to 4) • Summative assessment worth 10% - began as formative • Videos uploaded to My Learning (Moodle Assignment) • Video’s showcased in class session Case study: Tourism
- 15. TOU3922 Cultural and Heritage Tourism: https://www.youtube.com/watch?v=DdGVNKylKhI Case study: Tourism
- 16. Case study IPL3200/IPL4200 Service Development and Quality Improvement • Formative/Summative assessment worth 50% • Supported by online activities, structured approach • A 1,750 word written critical analysis • Digital Story of a service improvement • Videos uploaded to My Learning (Moodle Assignment)
- 17. Case study
- 18. Students feedback “fascinating and engaging process” “great opportunity for reflection” “digital stories makes it a superior alternative to ppt” “I can share it with friends or potential employers” “very engaging way of learning”
- 19. Student reflections Source: HEA, 2009
- 20. CAPE support Email: elearning@mdx.ac.uk CAPE on the Intranet: http://www.intra.mdx.ac.uk/ouruniversity/service s/cape/About-CAPE/index.aspx
- 22. Session 2
- 23. Planning your digital story: 4 stages 4. Assessment and reflection 3. Presentation 2. Production (technology comes in) 1. Pre-Production Source: Digital Storytelling, Alan Engle
- 24. • Research • Write Script (text/narration) • Plan- Storyboarding • Citation, Copyright, Ethics, References • Learn “economy of multimedia” (less=more) Stage 1. Pre-Production
- 25. 2. Production • Gathering Media Elements • Creating Media Elements • Sorting, Aligning, Discarding Media • Using the Software (choose one you like) • Saving the Story Project • Rendering (make movie)
- 26. Stage 3. Presentation • Power of Audience (“Gift of Voice”) • Real World Skill of the Future • Presentation Style and Skills • Introduce Presentation on Computer • Burn to DVD (“take home”) • Upload to the Web/MyLearning
- 27. Stage 4. Assessment & Reflection • Learning outcomes? • Content vs. Technology? • Creativity Considerations • Time: The Enemy “Digital is not the difficult part in digital storytelling. Storytelling is”
Editor's Notes
- Embeding literacies in all aspects of learning, teaching and curriculum Information has been passed down from generation to generation through stories. Regardless of age, race, creed, stories capture interest and is an effective way of ensuring engagement with information. With the onset of the digital age where digital cameras, audio recorders and computers are increasingly coming into common usage the art of storytelling is transforming to utilize these forms of media. Boone 2000 reports how companies such as Coco-Cola use digital stories to strengthen their brand by encouraging customers to bond emotionally with their product. The Tourism industry makes wide use of digital stories in exactly the same way to promote destinations and to encourage people to form attachments with the places and experiences they offer, this is even more important when aspects of culture and heritage are fundamental to that experience. Even though you may not be highly confident in your abilities as storytellers, just stop and think about the number of stories you have told in your lifetime. In our daily lives our conversations are packed full of stories sharing and engaging friends and family in incidents that have occurred, experiences and knowledge we have acquired, dreams and aspirations we have. 2-10min No more than 15 still images And 250-300 words Short 300 words, 2-4 min long, 15 still images Story structure (begging, middle, end) stories are easy to remember, interesting, exciting, help achieve deep learning Allows students learn, present and reflect on their work using technologies which are prominent to them
- The Tourism industry makes wide use of digital stories in exactly the same way to promote destinations and to encourage people to form attachments with the places and experiences they offer, this is even more important when aspects of culture and heritage are fundamental to that experience
- Despite the current emphasis on multimedia technology, digital storytelling is not a new idea. Joe Lambert and the late Dana Atchley helped create the digital storytelling movement in the late 1980s as cofounders of the Center for Digital Storytelling (CDS), a nonprofit, community arts organization in Berkeley, California. Since the early 1990s, the CDS has provided training and assistance to people interested in creating and sharing their personal narratives (Center for Digital Storytelling, 2005). The CDS is also known for developing and disseminating the Seven Elements of Digital Storytelling Teachers who are able to create their own digital stories may find that they can be particularly helpful not only in engaging students in the content but also in facilitating discussion about the topics presented in a story and helping make abstract or conceptual content more understandable personal narratives that document important events in one’s life. historical documentaries, as well as instructional presentations that inform viewers about a particular concept or Practice personal experiences. A number of disciplines within the faculty have used digital storytelling as the means for students to present their findings from the inquiry.- research related Presentation Good for students from different cultural background Add story board
- Writing could be a reflective essay on how they engaged with creating the story
- Writing could be a reflective essay on how they engaged with creating the story
- They are same/similar skills required in text based assessment e.g. essay, reports Digital Literacy -the ability to communicate with an ever-expanding community to discuss issues, gather information, and seek help; Global Literacy -the capacity to read, interpret, respond, and contextualize messages from a global perspective; Visual Literacy -the ability to understand, produce, and communicate through visual images; Technology Literacy -the ability to use computers and other technology to improve learning, productivity, and performance; Information Literacy -the ability to find, evaluate and synthesize information. 21st Century skills: Digital Literacy Global Literacy Visual Literacy Technology Literacy Information Literacy
- 3 case study's from across the University MA Marketing, Tourism and Mental health and social work
- Individual Weighting: 30% Brief Aims and Assessment 1 Synopsis The assessment will expose students to a University organised event in which the students are directly involved (MA Marketing programmes residential) The objectives are designed to enable students to: Understand the issues involved with the creation and delivery of a service for a specific target audience (PG students) which is heterogeneous in composition Evaluate the effectiveness of this service delivery through an analysis of customer experiences Engage with one aspect of research – the application of a content analysis methodology Understand the importance of evaluating events and developing strategies for improvements in future iterations The Process Each student will record 2 videos (high quality) 5 minute (max) video of expectations from residential by Friday 7th November Max 10 minute video of their personal residential experience (see below for content criteria) by Friday 21st November These videos will be uploaded to a private YouTube site The videos can be accessed by all students on the module for the purpose of analysis and transcription The Video – Minimum content Your video presentation must cover these areas in the following order, in the following sections: What were your expectations before you came to the residential? Do you think they have been met? What practical/real life insights (if any) did you gain from the residential? How do you envisage using (if at all) this experience and practitioner marketing knowledge when you return to the classroom How do you feel the residential experience has impacted relationships and interaction with fellow students? How do you feel the residential experience has impacted relationships and interaction with members of faculty? How is this overall residential experience different from your prior learning at your home university?
- MKT4004 Managing and Marketing Events: Individual Weighting: 30% Brief Aims and Assessment 1 Synopsis The assessment will expose students to a University organised event in which the students are directly involved (MA Marketing programmes residential) The objectives are designed to enable students to: Understand the issues involved with the creation and delivery of a service for a specific target audience (PG students) which is heterogeneous in composition Evaluate the effectiveness of this service delivery through an analysis of customer experiences Engage with one aspect of research – the application of a content analysis methodology Understand the importance of evaluating events and developing strategies for improvements in future iterations The Process Each student will record 2 videos (high quality) 5 minute (max) video of expectations from residential by Friday 7th November Max 10 minute video of their personal residential experience (see below for content criteria) by Friday 21st November These videos will be uploaded to a private YouTube site The videos can be accessed by all students on the module for the purpose of analysis and transcription The Video – Minimum content Your video presentation must cover these areas in the following order, in the following sections: What were your expectations before you came to the residential? Do you think they have been met? What practical/real life insights (if any) did you gain from the residential? How do you envisage using (if at all) this experience and practitioner marketing knowledge when you return to the classroom How do you feel the residential experience has impacted relationships and interaction with fellow students? How do you feel the residential experience has impacted relationships and interaction with members of faculty? How is this overall residential experience different from your prior learning at your home university?
- Individual Weighting: 30% Brief Aims and Assessment 1 Synopsis The assessment will expose students to a University organised event in which the students are directly involved (MA Marketing programmes residential) The objectives are designed to enable students to: Understand the issues involved with the creation and delivery of a service for a specific target audience (PG students) which is heterogeneous in composition Evaluate the effectiveness of this service delivery through an analysis of customer experiences Engage with one aspect of research – the application of a content analysis methodology Understand the importance of evaluating events and developing strategies for improvements in future iterations The Process Each student will record 2 videos (high quality) 5 minute (max) video of expectations from residential by Friday 7th November Max 10 minute video of their personal residential experience (see below for content criteria) by Friday 21st November These videos will be uploaded to a private YouTube site The videos can be accessed by all students on the module for the purpose of analysis and transcription The Video – Minimum content Your video presentation must cover these areas in the following order, in the following sections: What were your expectations before you came to the residential? Do you think they have been met? What practical/real life insights (if any) did you gain from the residential? How do you envisage using (if at all) this experience and practitioner marketing knowledge when you return to the classroom How do you feel the residential experience has impacted relationships and interaction with fellow students? How do you feel the residential experience has impacted relationships and interaction with members of faculty? How is this overall residential experience different from your prior learning at your home university? https://www.youtube.com/watch?v=Wa5-IIcUzrQ https://www.youtube.com/watch?v=rmW6FmSvIrQ
- Digital Stories (Visual presentation) - 10% Began life as a formative assessment Working in groups, students will be required to contribute to the development of a presentation in the form of digital stories. Students will make a short film (3-5 minutes) regarding the changing perceptions/interpretations of heritage as a reflective practice (week 22). This will address LO’s 1, 5, 6 and 7. Learning Outcomes Knowledge On completion of this module successful students will be able to: Identify and critically discuss the key debates about the nature and growth of cultural and heritage tourism. Develop a systematic evaluation of alternative approaches to the sustainable development and management of cultural and heritage sites. Apply international case study material to various debates in cultural and heritage tourism. Critically evaluate the changing socio-cultural roles of cultural heritage attractions including museums in increasingly competitive global tourism market. Skills This module will call for the successful student to: Undertake systematic research and data collection (including field based). Analyse data and information in order produce an analytical report on a selected attraction. Construct an argument around key debates using a diverse range of case study material as supporting evidence.
- Digital Stories (Visual presentation) - 10% Began life as a formative assessment Working in groups, students will be required to contribute to the development of a presentation in the form of digital stories. Students will make a short film (3-5 minutes) regarding the changing perceptions/interpretations of heritage as a reflective practice (week 22). This will address LO’s 1, 5, 6 and 7. Learning Outcomes Knowledge On completion of this module successful students will be able to: Identify and critically discuss the key debates about the nature and growth of cultural and heritage tourism. Develop a systematic evaluation of alternative approaches to the sustainable development and management of cultural and heritage sites. Apply international case study material to various debates in cultural and heritage tourism. Critically evaluate the changing socio-cultural roles of cultural heritage attractions including museums in increasingly competitive global tourism market. Skills This module will call for the successful student to: Undertake systematic research and data collection (including field based). Analyse data and information in order produce an analytical report on a selected attraction. Construct an argument around key debates using a diverse range of case study material as supporting evidence.
- Digital Stories (Visual presentation) - 10% Working in groups, students will be required to contribute to the development of a presentation in the form of digital stories. Students will make a short film (3-5 minutes) regarding the changing perceptions/interpretations of heritage as a reflective practice (week 22). This will address LO’s 1, 5, 6 and 7. Learning Outcomes Knowledge On completion of this module successful students will be able to: Identify and critically discuss the key debates about the nature and growth of cultural and heritage tourism. Develop a systematic evaluation of alternative approaches to the sustainable development and management of cultural and heritage sites. Apply international case study material to various debates in cultural and heritage tourism. Critically evaluate the changing socio-cultural roles of cultural heritage attractions including museums in increasingly competitive global tourism market. Skills This module will call for the successful student to: Undertake systematic research and data collection (including field based). Analyse data and information in order produce an analytical report on a selected attraction. Construct an argument around key debates using a diverse range of case study material as supporting evidence.
- Formative assessment Formative assessment will take place throughout the module, focusing on peer and lecturer feedback on students’ evaluation of quality improvement of service in own practice area. This is supported through the online activities relating to the digital storytelling. It is essential that you work on these consistently throughout the module. During week 8 you will be required to upload a one page outline of your proposal for developing the multi-media resource to the discussion board with a short 500 word reflective statement on your progress to date. Your peers and your tutor will give you feedback on these via the discussion board. Summative Assessment The assessment will be in two parts: A 1,750 word written critical analysis on an area in your practice environment past or present that could be subject to improvement. Drawing on topics from the module, you will be asked to identify a problem and how you might address it. Your assignment should draw on the theory to discuss a potential plan for implementation and how your multi-media resource can be used within the implementation (learning outcomes 1,2,3,4,5) The development of a multi media resource which contributes to a service improvement (learning outcomes 1, 4, 5, 6) The formative assessment is due on week 8 for both Autumn start and Winter start modules. You will use the discussion board to get formative feedback from both your tutor and your peers. The Summative assessment is due on 7 January 2015. Your assignment and digital story should be uploaded to the summative assessment area via the student hub. You will be given instruction and guidance on how to do this nearer the time. Session 10 has specifically been made available for you to record your digital story ready for assessment. Make sure that you keep an electronic copy of all your work for reference. Assessment Weighting Coursework 100% Comprising: Multimedia resource 50% Critical analysis of a quality issue in your service50%
- Formative assessment Formative assessment will take place throughout the module, focusing on peer and lecturer feedback on students’ evaluation of quality improvement of service in own practice area. This is supported through the online activities relating to the digital storytelling. It is essential that you work on these consistently throughout the module. During week 8 you will be required to upload a one page outline of your proposal for developing the multi-media resource to the discussion board with a short 500 word reflective statement on your progress to date. Your peers and your tutor will give you feedback on these via the discussion board. Summative Assessment The assessment will be in two parts: A 1,750 word written critical analysis on an area in your practice environment past or present that could be subject to improvement. Drawing on topics from the module, you will be asked to identify a problem and how you might address it. Your assignment should draw on the theory to discuss a potential plan for implementation and how your multi-media resource can be used within the implementation (learning outcomes 1,2,3,4,5) The development of a multi media resource which contributes to a service improvement (learning outcomes 1, 4, 5, 6) The formative assessment is due on week 8 for both Autumn start and Winter start modules. You will use the discussion board to get formative feedback from both your tutor and your peers. The Summative assessment is due on 7 January 2015. Your assignment and digital story should be uploaded to the summative assessment area via the student hub. You will be given instruction and guidance on how to do this nearer the time. Session 10 has specifically been made available for you to record your digital story ready for assessment. Make sure that you keep an electronic copy of all your work for reference. Assessment Weighting Coursework 100% Comprising: Multimedia resource 50% Critical analysis of a quality issue in your service50%
- Transforming higher education through technology-enhanced learning Edited by Te rry Mayes, De rek Morrison, Harvey Me llar, Peter Bullen and Martin Oliver
- Select a topic, conduct research, write a script, and developing an interesting story. Then the material is combined with various multimedia.
- Your voice provides interaction with the audience, tell your story don’t read the script! Take time to practice Ask others – peer review