1. Digital Story Telling Workshop June 30, 2006

2. What is Digital Storytelling? Digital storytelling begins with the notion that in the not distant future, sharing one’s story through the multiple mediums of digital imagery, text, voice, sound, music, video, and animation will be the principal hobby of the world’s people. Anonymous http://www.digitales.us/

3. The Future has always been with us! People have always been telling stories in various formats. –artists, musicians, & actors….cave paintings, actions to display emotions, plays, music, songs, paint, crayons, sign language,... –TV, Movies, Videos, Commercials. World is and always was Multimedia; students always were and still are multi-sensory with multiple learning styles. Multiple mediums were always used to tell stories – more sophisticated now - Internet … tape recorders, video cameras, mp3 players, computers, video phones, PDA’s, interactive software, …let students have choice in telling their stories.

4. A Picture Worth a 1000 Words If a picture is worth a thousand words – just think how effectively your sudents could communicate when they can include audio, motion, written words, and emotion as well!

5. Digital Story Telling - Skills/Benefits for Instruction, Learning, Students Active, participatory learners Alternative method of learning and/or assessment Analysis, Synthesis, Evaluation of Information Assessment Authentic Tasks Coaching Collaborative Collegial work Cognitive tasks Content achievement Craftsmanship of Communication by Students Beyond Existing Knowledge (Creator of knowledge) Curriculum linking Design of Communication Components -Effective Communicator Information seeker Inquiry-based Instructional change Integrate technology, communication, collaboration, curriculum skills, into one project Peer Review Project-based Reflection Research Technologist Writing

6. Digital Storytelling Meets State Standards Computer and Multimedia Literacy - the ability to appropriately use hardware, software applications, multimedia tools, and other electronic technology. It includes the usage of technology tools for productivity and communication. Information Literacy - the acquisition, interpretation, and dissemination of information. Information literacy focuses on effective methods for locating, evaluating, using, and generating information. Technology-based information literacy skills encompass the utilization of the Internet and other electronic information resources for research and knowledge building. Technological Literacy - the abilities needed to participate in a technological world. It is the intersection of mathematics, science, and technology. It encompasses unique knowledge, devices, and capabilities used to solve problems. It identifies career connections between technology and the world of work.

7. Types of Communications Digital Storytelling Supports Narrative –Personal Expression –Myths/ Folk Tales –Short Story Information/Expository –Summary Reports –Book Reports –How-to Directions –Biographies Persuasive –Advertisements –Describe/Conclude –Analyze/Conclude –Analyze/Persuade –Compare/Contrast –Cause/Effect Participatory Environment – user content contribution

8. One Method for Shifting Learning from Topical to Inquiry/Participatory Critical Questions Guide Research Analytical, Deep Thinking Communicators, Consumers, Developers, Producers of Information Intervention / Teaching Moments Generative / Authentic Tasks Inquiry/ Project Based Topics Guide Research Go Look Up /Directed Information Consumers Information Finders Memorization Repeat / Recite Back http://www.digitales.us/ story_details.php?story_ id=12

9. Skills to Take Special Notice Of

10. Student Becomes Organizer Concept Mapping Ideas. –to generate ideas (brain storming, etc.); –to design a complex structure (Movie structure.); –to communicate complex ideas; –to aid learning by explicitly integrating new and old knowledge; –to assess understanding or diagnose misunderstanding. Sequencing of movie.

11. Student Becomes Finder, Constructor, Creator, and Evaluator of Knowledge Finder & consumer of information. Curriculum Content Achievement. Craftsmanship of communication by students beyond existing knowledge. Technologist.

12. Student Becomes Designer of Communication Components of Image, Voice/Sound, Text, Format/Structure, Color, Content. Presentation of Communication – Eye contact, voice, visual /auditory aides body/gestures, poise/style, engagement in reflection. Interactivity of Communication.

13. Student Becomes Writer for Understanding Use Word Processing. –Produce Narration for Movie. –Insert diagram (concept mapping) using word.

14. Instructor Starts By Gathering the Tools

15. Instructor Tool Gathering Computer. –Windows Movie Maker. –Windows PhotoStory –Microphone. –Microsoft Word. –Scanner (Opt). –Video recorder (Opt). –Digital Camera (Opt). –CD Burner (Opt). Internet / Research Tools (Books, Experts, Museums, Videos, Photographs, Historical Societies, …).

16. Instructor Plans the Project

17. Instructor Preparation Plan project –Good Questions / Directions based on type of communication. –Resources – What resources can students use. –Groups – 2/3 students per project. –Organize Student Folders – Place for students to store printed storyboards. –Gather and prepare media resources – Storyboard Tool.. –Peer review - http://www.digitales.us/peer_review.phphttp://www.digitales.us/peer_review.php –Evaluating projects – Rubric (Type of Communication) http://www.digitales.us/scoring_guide.php http://www.digitales.us/scoring_guide.php

18. The Project Begins

19. 1. Start the Process with Students Assign Groups. If needed, spend day teaching Windows Movie Maker. Explain Project & Show Exemplary Examples: Digital Story on Bullying

20. 2. Assign Tasks to Students - What are They to Learn or Accomplish? Assignment. –Questions that Examples: How would the USA be different if the Louisiana Purchase never took place? What affect did the cattle industry have on the look of the wild west, future economy, cultures, and lifestyles? Could the culture clashes between the Indians and settlers have been avoided? Can you relate these culture clashes to the culture clashes of present time? Or Directions. –Examples: Tell your short story, myth, biography, how-to, advertise, compare and contrast, digitally using appropriate media to support communication. Old Method: Present topical information on following: Study of Louisiana Purchase. Cattle Industry. Indiana and Settler clashes. Old Method: Write short story, myth, biography, how-to, compare and contrast.

21. 3. Organize Student Have Students Produce Concept Map (what do they need to find – what to include - where to find - produce scenes for each section on map). Approve Concept Map. Did the growth of The cattle industry Have any lasting affects On the American West? Clashes caused by Growth of cattle Industry? Affect on Natural resources ReductionConservation Barbed Wire – Innovations Salesmen Cattle Drives & Cowboys Female, Indians? Who became Cowboys? Affect on Indians Lifestyle Changes Railroad Development

22. 4. Student Inquiries Start Scene Creation (Storyboard) During Research or Project Development – Students fill out storyboard while researching; store images, video files, text get stored in file on computer. See attached example of tool. –Take Teaching Moments – don’t sit while students work. Guide Students on content. Students print out Scenes (Storyboard Tools Daily – put into folders) – don’t be afraid to ask student to redo a scene. Teach technology skills; teach about topics within groups as they research/work.

23. 5. Students Prepare to Start Movie Instructor signs-off on Storyboards. Student orders Storyboards to aide in movie production.

24. 6. Students Write Narrations Student writes narrations based upon notes stored in storyboards. Teacher approves narrations.

25. 7. Students Produce Movie Students uses Windows Movie Maker (or other media) to: –Place pictures/video/effects. –Create titles/sounds/credits. –Add narration / sounds. –Produce movie.

26. 8. Instructor & Students Evaluate Peer Review – http://www.digitales.u s/evaluating/peer_revi ew.php http://www.digitales.u s/evaluating/peer_revi ew.php Instructor –http://www.digitales.u s/evaluating/scoring_ guide.phphttp://www.digitales.u s/evaluating/scoring_ guide.php –Be sure you ask student questions about how and why they developed movie the way they did before you assess.

27. 9. Students Publish & Present Students present projects. Instructor can teach what they miss at that time through class discussion/specific questioning. Is there a place to publish their work?

28. 10. Instructor Reflection Reflect on all aspects of project: –What went right? –What could be improved? –What was outside of your control? –Speak with students; ask for their input.

29. One More Story This digital story was produced in 1 day by 2 teachers (DEN members) at the Southeastern Regional DEN Institute in Atlanta—June, 2006 Discover This!