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Qsite Conf Workshop Digital Storytelling
The document outlines strategies for enhancing education through digital storytelling, emphasizing the use of Bloom's Taxonomy and high-order thinking skills (HOTS). It discusses planning activities, assessment rubrics, and resources needed for creating effective digital stories. Key components include engaging tasks that challenge students intellectually while supporting their creative expression in collaborative media.
Qsite Conf Workshop Digital Storytelling
- 1. Presented by Gayleen Jackson(EQ & QSITE) & Alex Delaforce (Coomera Anglican College & QSITE
- 2. Blooms Taxomomyin NCLB Planning Activity – HOTs Engage Me – Michael Wesch Assessment Rubric 1 – Bernajean Porter Creativity and Taking Chances – Ken Robinson Assessment Rubric 2 – Video Production – Don Henderson and Granny Smiths – Verb activity Marco Torres Digital Storytelling – Process - Key Questions when designing a Bernajean Porter task Six Elements of telling a story – Bernajean Porter Storyboard Template
- 3. Digital Storytelling Why digital storytelling Alex Delaforce
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- 5. Shallow or DeepQuestions
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- 9. Creativity and TakingChances
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- 11. Blooms – HOTSkills
- 12. Digital Storytelling Linking to HOT skills
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- 14. Activity Identifying theverbs you think describe a student’s journey in producing the Granny Smith digital story Verb Cloud Blooms Taxonomy Verbs
- 15. Digital Storytelling The process Alex Delaforce
- 16. Digital Storytelling -process
- 17. Possible diversions Planning Objectives Technology Enhanced Projects (TEPs) – Digitales
- 18. Digital Storytelling Script and Storyboards
- 19. Six elements oftelling a story
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- 22. Planning Activity Term 1 2009 digital storytelling Alex Delaforce
- 23. Planning a DigitalStory Assignment Use the A3 sheet for your planning Aim on writing a good question, a good objective, incorporating HOT skills, consider assessment, consider resources and what help you may need.
- 24. Feedback time!! Didyou manage to write a ‘good’ objective and a good question? How did you incorporate explicitly the use of Higher Order Thinking Will you explicitly teach the HOT process? How will you assess the digital story? What help will you need? What resources will you need?
- 25. Group Discussion – How will you assess the thinking skills your students use? - the HOT aspect
- 26. Assessment Rubrics
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- 28. Assessment Rubric 2 http://edtech.guhsd.net/video/Assess.htm
- 29. Assessing the task– high power / low power?
- 30. Design Decisions forQuality Assessment Tasks Key Questions Is the task intellectually challenging? Is the task authentic? How trustworthy is the task for generating sound evidence about student performances? Does the task support all students in the production of best quality?
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- 33. Types of tools Hardware Resources Movie cameras Google Images Still Cameras http://commons.wikimedia.org/ wiki/Main_Page Software (Audio / Video) Look for royalty free sounds and School based pictures Free – home and school Look for creative commons media Web 2.0 tools Voicethread Slideshare Youtube, Teachertube, Diigo
- 34. Critique and Feedback But first …
- 35. References Steps inmaking a digital story http://www.digitales.us/resources/seven_steps.php# Evaluating projects http://www.digitales.us/evaluating/index.php Michael Wesch’s education videos (click to play) http://mediatedcultures.net/mediatedculture.htm Jamie McKenzie’s questioning.org website http://questioning.org/questionpress.html
- 36. Created by MichaelWesch in collaboration with 200 students at Kansas State University.
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- 38. Technology Enhanced Projects (TEPs)– Digitales
- 39. Digitale– TEP PlanTemplate
- 40. Digitale– TEP AssessmentTemplate
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- 42. Planning for Success One way of asking good questions
- 43. What is this? “Thestudent will demonstrate the ability to make a choice.”
- 44. Is this agood example of an objective? Why? “The student will demonstrate the ability to make a choice.”
- 45. What about thisone? Why? “The students will be able to describe the physical change of a solid into a liquid (ice melting into water) and identify real life examples of substances that melt and solidify.”
- 46. An objective … An objective is a statement in specific and measureable terms that describes what the learner will know or be able to do as a result of engaging in a learning activity.’ Mager, R.F. (1984). Preparing instructional objectives. (2nd ed.). Belmont, CA: David S. Lake.
- 47. Objectives need tobe: Consistent with the goals of the curriculum Clearly stated Clearly measurable Realistic and do-able Appropriate for the level of the learner Worthy (Important stuff) Mager, R.F. (1984). Preparing instructional objectives. (2nd ed.). Belmont, CA: David S. Lake.
- 48. According to Mager,the ideal learning objective has 3 parts: 1. A measurable verb 2. The important condition (if any) under which the performance is to occur and 3. The criterion of acceptable performance Mager, R.F. (1984). Preparing instructional objectives. (2nd ed.). Belmont, CA: David S. Lake.
- 49. Where are the3 parts? ‘The students will be able to create and orally describe the three part patterns using coloured blocks.’
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- 51. Be prepared tobe surprised
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Editor's Notes
- #4 Why digital storytellingThere has to be a reason why it is worth doing digital storytelling.Is it funIs it engagingDoes it help learningDoes it help assessmentHere are some things to think about that directly relate to HOTsIn the united states the No Child Left Behind policy has forced a focus on content and scripted pedagogy.The following gives some things to think about which are related to NCLB but I think that it raises some aspects of teaching generally that are worth us considering.Maybe replace NCLB with NAPLAN!
- #5 Do you think the bottom of the triangle has to come first?Can the higher processes server the lower processes?I think yes! – but it takes planning and purpose.We all know that if we ask shallow questions we get shallow answers.
- #6 Even for the lowest levels of Blooms we can ask shallow or surface questions, or frame the questions to give us higher levels of engaged thinking to service the lower levels.For more information about this, a useful resource is Jamie McKenzie’s website questioning.org{Click on picture}
- #7 We need to find the best ways of engaging the questioning process.The previous movie clip showed that we need to consider how we approach the education process in schoolsBut why in education are we always questioning what is to be considered important or effective?The answer has to do with the pace of change and the nature of society.The second half of the 1890s was seen as a time of hope and scientific advance. During this time plans were drawn up for education in the 20th century. The plans remained valid for only the first few years of the 1900s as change outstripped education’s ability to keep up.So what is the situation now? This video gives one perspective on this question. It is based on a presentation made by Michael Wesch in collaboration with 200 students at Kansas State University. The link to the original is at the end of this presentation and included in the information that will be put online for anyone to view.This version puts forward some ideas and opinions about K to 12 education. What do you think?
- #8 I don’t need an answer to these questions butDid you feel frustrated?Did you feel challenged?Did you feel hopeful?Whatever you felt as you watched, was it born of satisfaction in the present state of education as you know it at federal, state or our local level?Are there things that you think should changeAre there things you think are changing in the right way, … and if so is it at the right pace to make a difference?
- #10 And here is Ken’s take on the purpose of education.
- #11 Now I could continue to wind my way through the current concerns that we have about education, pedagogy, types of teaching and learning practice. But the point is that we need to produce versatile doers and thinkers. This is a section of the Ken Robinson video about the purpose of education.
- #12 We need to service the lower levels of Blooms taxonomy but we need to do so much more to engage, enliven and make our content relevant and most important of all teach our kids to think.We will now take you through an exercise to analyse the possibility of Digital Storytelling as a tool we can use to do this.The following is a digital story created by a Grade 3 student in America {click this one to start …}
- #14 http://web.mac.com/bernajeanporter/iWeb/Site/Story%20of%20the%20Month.html
- #15 ResourcesA3 Verb Cloud + HighlightersA4 Blooms Digital Taxonomy sheetSet teachers in their groupsHand out A3 sheetGive 2 mins to highlight in their groups4. Hand out Bloom’s Digital Taxonomy verbsQ What do you notice about the Verb cloud and the Blooms taxonomy?
- #17 We have talked about the importance of questions and the need to support students in learning at all levels of Blooms. This all comes together in the digital storytelling process.To ensure a quality result that services the intellectual and creative aspects of the project we use a process similar to that used by film makers, animators, artists and designersIn each stage the students produce, present, check, draft and reflect. Major parts of the process are assessed such as research notes and focus questions, a script in part 1., a storyboard in part 2 and of course the finished item.In your hand out you will see an example of a storyboard that includes space for the script or narration. In a simple or short project this can be the script and storyboard submission. However, in most cases and definitely in all but the first couple of grades the notes, research material, graphic organisers showing analysis and formulation of the major factors and the resulting script would be separate and a major part of the assignment.Now we can get research, analysis and a script written by students without the need for producing a digital story but we would missEngagementICT skill developmentDigital literacyPresentation SkillsAuthenticityCollaborationEtc.Detail of each step is available at Bernajean Porter’s website www.digitales.us {click on picture of timeline}
- #18 Planning objectives is a set of slides to assist in writing good objectivesTEPs – Digitales shows a couple of the planning sheets used at Coomera Anglican College
- #20 View information on each aspect by clicking on the picture at www. www.digitales.usUse this website resource with the students each part leads to further information.
- #21 The written script will be made into a voiceover during production.The voiceover is the part of a digital story that drives the project and gives it value.Before writing the script, the student needs to find the story, depending on the student’s age and the nature of the story project, students will need to BrainstormResearchAnalyseCollaborateCriticiseOrganiseWriteRewriteReflectThis is a rich source of teaching opportunities and student knowledge building – this is where the quality of the question or objective makes all the difference.Ask a trivial question and the research will be trivial and undirected, the analysis will not be authentic, collaboration will become unnecessary. Students will not need to criticise, organise and will not be required or driven to write and review.Once students get to the end of a script section they should try reading or telling your story out loud.
- #22 For simple projects this can be the script and storyboardAbove grade 2 or 3 students should write the script first as a narrative, description, commentary etc and then formulate the storyboard as the next step.
- #23 In this activity we will ask you to do a 5 minute brainstorming and objective design for a digital story you may choose for term1 next year. Use the A3 sheet for your planning
- #24 Aim on writing a good question, a good objective, incorporating HOT skills, consider assessment, consider resources and what help you may need.5 mins thenFeedbackOne person give a 30 second feedback –We know this is very early in the planning process but
- #25 Did you manage to write a ‘good’ objective and a good question?How did you incorporate explicitly the use of Higher Order ThinkingWill you explicitly teach the HOT process?How will you assess the digital story?What help will you need?What resources will you need?
- #26 Only a short session but important!!
- #28 In Bernajean Porter’s work she gives a method of assessing digital storytelling by using two methodsThe first is peer assessment – an example of this uses the PMI method and a scoring sheet filled out by students while viewing each other’s work.The second method is the Formal Assessment - 9 Traits for Scoring Part I: Content Communication * Preparation Process * Content Knowledge * Format / OrganizationPart II: Craftsmanship of Communication * Text Communication * Image Communication * Voice / Sound Communication * Design of Communication * Presentation Communication * Interactivity of Communication
- #29 Click for pdf version
- #32 From EQ
- #35 This is part of the Ken Robinson video – specifically the Shakespeare’s father section
- #37 One of MichaelWesch’s videosMichael is a social anthropologist who studies new media.
- #41 Later we will show additional aspects of the assessment
- #53 Chevy tried to harness the creativity of people onYoutube. They didn’t quite get what they expected.
- #55 The importance of the medium.Michael Wesch is a cultural anthropologist exploring the effects of new media on society and culture. This is part of his 55 minute address to the Library of congress.