Download to read offline
Uploaded byColleen DeSantis Leithren
Nec2016 presentation
The document outlines the creation and assessment process of scholarly digital storytelling, emphasizing the importance of peer review circles and student-centered learning strategies. It elaborates on ten essential elements for effective digital storytelling, such as clarity of voice, pacing, and quality of multimedia. The document also details the steps involved in the storytelling process from initial idea conception to sharing the final product.
More Related Content
![Standards presentation[2]](https://cdn.slidesharecdn.com/ss_thumbnails/standards20presentation2-110726202146-phpapp01-thumbnail.jpg?width=640&height=640&fit=bounds)
Nec2016 presentation
- 1. Rob Seal Hell Hole:Dead Earth Melissa Ebbe Hell Hole: Repossession Walter Welsh Hell Hole: Dark Harvest John Wynn Director Bryce James McGuire Director Ryan Spindell Director
- 2. Photo by ChrisPhutully at the Gasolene Muscle Car Expo 2014 cholarly Digital Storytelling: Looking under the Hood
- 4. Scholarly Digital Storytelling • Peer reviewcircles (story circles) • SDS breakdown • 10 elements • 9 steps in creation process • Informal and formal meetings • Assessments • Formative • Summative • Incorporate in your online courses
- 5. “In the PeerReview circle the Scholarly Digital Storyteller wears many hats” (Rudnicki 2011) • listen deeply • their own and other’s stories • ask leading questions make an inviting comment Narrative Inquirer Storyteller collecting field text connecting story (content) to own point of view Storycatcher
- 6. Story Circle: A community of learners Pick Topic Write Script Create storyboard Gather Multimedia Record Audiotrack Draft video Final video Add transitions and credits Share to the world Digital Storytelling Creation using Story Circle Communities
- 7. How to layoutthe course for Peer Review opportunities CMS – • Discussions – • technical support threads • critiquing each others’ work throughout the process • Collaborations – • Google Docs Face-to-face meetings - • Google Hangouts
- 8. 1. Overall purposeof the story 2. The narrator’s point of view 3. A dramatic question or questions 4. The choice of content 10. Good grammar and language usage 10 Elements of a Scholarly digital Storytelling Composition Stage Curricular Object Application Stage 2 1 1 Reflective learning Story finding Storytelling Story expanding Story processing Story reconstructing 3 5. Clarity of voice 6. Pacing of the narrative 7. Use of a meaningful audio soundtrack 8. Quality of images, video and other multimedia elements 9. Economy of the story detail 10. Good grammar and language usage Reflection Stage Creation Process 1. Come up with an idea; write a proposal 2. Research/explore/learn 3. Write/script 4. Storyboard/plan Production Stages Preproduction Feedback, Reflect, and Revise Feedback, Reflect, and Revise C O M P O S I T I N G Baccalaureate Proficiencies *Comprehension *Collaboration *Communication *Critical thinking *Information literacy *Time management and self-development *Range of writing *Presentation of knowledge and ideas *Student speaking and listening *Knowledge of language *Vocabulary acquisition and use *Facilitate and inspire student learning and creativity *Information, media and technology skills *Life and career skills *Model digital age work and learning *Promote and model digital citizenship and responsibility Peer review circles Informal and Formal meetings Formal meeting Informal and Formal meetings Narrative Paradigm: Creation Composition Adaptation Presentation reception Student-centered Learning Strategies Key: (Barrett 2005) (1) Student engagement (2) Reflection for deeper learning (3) Project-based learning (4) Integration of technology with instruction Production Post Production 5. Gather/create images Gather/create audio Gather/create video 6. Put it all together 9. Fair Use and Copyright Laws 7. Share 6-Stages of Learning to use Technology 1. Awareness 2. Learning the process 3. Understanding and application of the process 4. Familiarity and confidence 5. Adaptation to other contexts 6. Creative application to new contexts 1. Alexander and Levine 2008 2. Educational Uses of Digital Storytelling 3. McDrury and Alterio 2003 4. Samantha Morra’s Digital Storytelling Process Citations 4 5 5. Russell 1996 6. Rudnicki 2011 7. Fulwiler and Middleton 2012 8. Levia and Quiring 2008, CCSS-ELA, iste-nets, 21st Century Skills 6 7 8 Formative Assessments - + bold text Summative Assessment - + white text Formal Peer Review circles in red boxes 8. Feedback and reflect Scholarly Digital Storytelling Flow Chart How it works as an assessment tool
- 9. 1. Overall purposeof the story 2. The narrator’s point of view 3. A dramatic question or questions 4. The choice of content 10. Good grammar and language usage 10 Elements of a Scholarly digital Storytelling Composition Stage Reflective learning Story finding Storytelling Story expanding Story processing Story reconstructing 3 Creation Process 1. Come up with an idea; write a proposal 2. Research/explore/learn 3. Write/script 4. Storyboard/plan Production Stages Preproduction Feedback, Reflect, and Revise Baccalaureate Proficiencies *Comprehension *Collaboration *Communication *Critical thinking *Information literacy *Time management and self-development *Range of writing *Presentation of knowledge and ideas *Student speaking and listening *Knowledge of language *Vocabulary acquisition and use *Facilitate and inspire student learning and creativity *Information, media and technology skills *Life and career skills *Model digital age work and learning *Promote and model digital citizenship and responsibility Peer review circles Informal and Formal meetings Narrative Paradigm: Creation Composition Adaptation Presentation reception Student-centered Learning Strategies Key: (Barrett 2005) (1) Student engagement (2) Reflection for deeper learning (3) Project-based learning Formative Assessments - + bold text Summative Assessment - + white text Formal Peer Review circles in red boxes Scholarly Digital Storytelling Flow Chart How it works as an assessment tool
- 11. 1. Overall purposeof the story 2. The narrator’s point of view 3. A dramatic question or questions 4. The choice of content 10. Good grammar and language usage 10 Elements of a Scholarly digital Storytelling Composition Stage Curricular Object Application Stage 5. Clarity of voice 6. Pacing of the narrative 7. Use of a meaningful audio soundtrack 8. Quality of images, video and other multimedia elements 9. Economy of the story detail 10. Good grammar and language usage Reflection Stage Creation Process 1. Come up with an idea; write a proposal 2. Research/explore/learn 3. Write/script 4. Storyboard/plan Production Stages Preproduction Feedback, Reflect, and Revise Feedback, Reflect, and Revise Peer review circles Informal and Formal meetings Formal meeting Informal and Formal meetings Student-centered Learning Strategies Key: (Barrett 2005) (1) Student engagement (2) Reflection for deeper learning (3) Project-based learning (4) Integration of technology with instruction Production Post Production 5. Gather/create images Gather/create audio Gather/create video 6. Put it all together 9. Fair Use and Copyright Laws 7. Share 6-Stages of Learning to use Technology 1. Awareness 2. Learning the process 3. Understanding and application of the process 4. Familiarity and confidence 5. Adaptation to other contexts 6. Creative application to new contexts Formative Assessments - + bold text Summative Assessment - + white text Formal Peer Review circles in red boxes 8. Feedback and reflect Scholarly Digital Storytelling Flow Chart How it works as an assessment tool
- 13. 1. Overall purposeof the story 2. The narrator’s point of view 3. A dramatic question or questions 4. The choice of content 10. Good grammar and language usage 10 Elements of a Scholarly digital Storytelling Composition Stage Curricular Object Application Stage 2 1 1 Reflective learning Story finding Storytelling Story expanding Story processing Story reconstructing 3 5. Clarity of voice 6. Pacing of the narrative 7. Use of a meaningful audio soundtrack 8. Quality of images, video and other multimedia elements 9. Economy of the story detail 10. Good grammar and language usage Reflection Stage Creation Process 1. Come up with an idea; write a proposal 2. Research/explore/learn 3. Write/script 4. Storyboard/plan Production Stages Preproduction Feedback, Reflect, and Revise Feedback, Reflect, and Revise C O M P O S I T I N G Baccalaureate Proficiencies *Comprehension *Collaboration *Communication *Critical thinking *Information literacy *Time management and self-development *Range of writing *Presentation of knowledge and ideas *Student speaking and listening *Knowledge of language *Vocabulary acquisition and use *Facilitate and inspire student learning and creativity *Information, media and technology skills *Life and career skills *Model digital age work and learning *Promote and model digital citizenship and responsibility Peer review circles Informal and Formal meetings Formal meeting Informal and Formal meetings Narrative Paradigm: Creation Composition Adaptation Presentation reception Student-centered Learning Strategies Key: (Barrett 2005) (1) Student engagement (2) Reflection for deeper learning (3) Project-based learning (4) Integration of technology with instruction Production Post Production 5. Gather/create images Gather/create audio Gather/create video 6. Put it all together 9. Fair Use and Copyright Laws 7. Share 6-Stages of Learning to use Technology 1. Awareness 2. Learning the process 3. Understanding and application of the process 4. Familiarity and confidence 5. Adaptation to other contexts 6. Creative application to new contexts 1. Alexander and Levine 2008 2. Educational Uses of Digital Storytelling 3. McDrury and Alterio 2003 4. Samantha Morra’s Digital Storytelling Process Citations 4 5 5. Russell 1996 6. Rudnicki 2011 7. Fulwiler and Middleton 2012 8. Levia and Quiring 2008, CCSS-ELA, iste-nets, 21st Century Skills 6 7 8 Formative Assessments - + bold text Summative Assessment - + white text Formal Peer Review circles in red boxes 8. Feedback and reflect Scholarly Digital Storytelling Flow Chart How it works as an assessment tool
- 14. 1. Overall purposeof the story 2. The narrator’s point of view 3. A dramatic question or questions 4. The choice of content 10. Good grammar and language usage 10 Elements of a Scholarly digital Storytelling Composition Stage Curricular Object Application Stage 2 1 1 5. Clarity of voice 6. Pacing of the narrative 7. Use of a meaningful audio soundtrack 8. Quality of images, video and other multimedia elements 9. Economy of the story detail 10. Good grammar and language usage Reflection Stage Creation Process 1. Come up with an idea; write a proposal 2. Research/explore/learn 3. Write/script 4. Storyboard/plan Feedback, Reflect, and Revise Feedback, Reflect, and Revise Peer review circles Informal and Formal meetings Formal meeting Informal and Formal meetings 5. Gather/create images Gather/create audio Gather/create video 6. Put it all together 9. Fair Use and Copyright Laws 7. Share 4 6 Formative Assessments - + bold text Summative Assessment - + white text Formal Peer Review circles in red boxes 8. Feedback and reflect Scholarly Digital Storytelling Flow Chart How it works as an assessment tool
Editor's Notes
- #2 digital storytelling can be used as a robust assessment tool. Let me explain. Face Off on the SyFy channel. 16 artists compete throughout a series of weeks to win the grand prize three finalists monsters and victims. teamed up with three up and coming directors create scripts/storyboards and a final video of their point of view of the same short story. the results are very different, even though the setting was the same. That is what you see from you students. Their videos have the same content different points of view the final outcome will be different.
- #3 . My name is Colleen DeSanits Leithren. I am owner of inxiFay: Production with Instruction. Archaeologist, a caregiver, was introduced to videography seven years ago. I have since worked on documentaries, grants, and other video projects including class assignments completing my M.Ed. in Educational Technology I received last year. I chose to focus on DS and SDS multifaceted complexity and a desire to make it understandable and have worked with both students and faculty at the University of Delaware regarding this subject. Why are you here? What do you want to get out of today’s session?
- #4 You will have time today to work on how you can implement this assessment tool in your class At the end I have a folder with some materials for you to review later. I have also created a website with more detailed information you can refer when you are setting up your online course. Under the Online Course Set up is: Peer review Keep data organized script/storyboard Copyright laws etc. Gather/create images Video resources Additional Resources
- #5 Today we are going to look under the hood of of this complex assessment tool and hopefully bring some enlightenment I will show you how it can be woven in your course within the breakdown and we will have time to work on how you can structure your course to incorporate SDS into it.
- #6 First, traditional classroom With the advent of the internet and online learning the students can attend from anywhere and anytime. So a key component for students is the interaction they can have with each other in this virtual environment. One of the neat things about creating digital story stories is the way the peer review circles, story circles or peer edits interact throughout the creation process and the roles students have to play. Dr. Rudnicki explains it well when she shares how they are narrative inquirer, …. Storyteller ….., storycatcher….
- #7 This story circle environment is where the students interact throughout the whole process from the initial idea to the final piece that is then seen by others. The more they safely interact with each other the better the final product is.
- #8 So how can they interact in online? I have listed some ways where, any other ways suggestions?
- #9 So this is what my research uncovered when I was working towards my degree. After extensive reading of peer researched articles and from personal experience, I was able to break it down to this graphic. Looks pretty complicated right? Well that’s just what most people say the first time they look under the hood of a car. So let's start with some terms you are familiar with…
- #11 This is an excerpt from a TedX talk at Solebury School. The Power of digital storytelling Emily Bailin
- #13 Excerpts from one of my videos for an NSF Grant from the first draft to the final submission for the NSF Video showcase this year.
- #14 So this is what my research uncovered when I was working towards my degree. After extensive reading of peer researched articles and from personal experience, I was able to break it down to this graphic. Looks pretty complicated right? Well that’s just what most people say the first time they look under the hood of a car. So let's start with some terms you are familiar with…