An Instructional Design Approach for Integrating Digital Storytelling into the Classroom Using iMovie
Patrick Bell, University of Nevada, Reno

• Project for Catholic Schools in San Francisco
  • Pre- and post-surveys for teacher indicated interests in storytelling
• The effective digital story:
  • Uses only a few images, a few words, and fewer special effects to powrfully communicate meaning
  • Flows naturally and is limited to 2-3 minutes
  • Is supported with effective teacher training
  • Focuses on the writing and communication proess rather than just digital effects
  • Is solidly grounded in curriculum and expresses relevant content knowledge (Question: what counts as curriculum? Is this only for expository reports of content?)
• Goals of the project
  • Implement teacher training on effective and efficient methods of integrating digital video editing technology into the classroom
  • Enable students to creat enhancements to traditional written/oral assignments using digital storytelling
• Pedagogical concerns
  • Time contra inst on tech access
  • Availability of digital media equipment
  • Copyright issues
    • Technology, Education, and Harmonization Act (Note: See NCSU Library site on the TEACH act for more info)
      • No more than 5 images by a single artist of 10% of a collection of images may be used from an internet or copyrighted source, if attributed
• Design, Development, and Implementation
  • Curriculum Overview
    • In proceedings paper
  • Teachers
    • 2 hour workshop using a whole group setting with guided practice and interactive group work
    • Printed materials with step-by-step guides
    • Learned on how to import, sequence, an editing music and images
    • Techniques on internet searchers, writing scripts, and storyboarding
    • Saving and rendering digital movies into condensed Quick Time format for presentation and evaluation
  • Student Project
    • Conducting valid research using the internet, books, and materials provided by the teachers (historical perspective on the Holocaust)
    • Writing a script and creating a storyboard of images and text
    • Went through same process of creating movies as teachers did
    • Learning how to cite sources and give proper attribution to collected images and music
    • Movies were presented in a whole group setting for peer review and teacher evaluation on content, flow, and impact of story
  • Evaluating the project
    • Images
      • Limit the amount of images that students collect to 10-15 images
      • Google search for large or extra large images only
      • Choice of images that can be scaled to correct size and aspect ration
      • Images should appear for at least 10 seconds
      • text should appear long enough to be read by audience
      • Images should appear alone long enough to convey impact and meaning
    • Narrative
      • Text narrative is often more efficient than audio narratives
      • Background noise can distract from the quality of the story
      • Use of audio equipment can take more time than can be practical
    • Effects
      • Simple fades and dissolves
      • Basic effect applications for motion
      • Use b/w or sepia tones for image color consistency
    • Music
      • Create own music
      • Get copyright free music
• Conclusion
  • Effective stories captivate attention, use minimal special effects, and translate relevant content knowledge
  • They are a part of the curriculum and supported by effective teacher training
  • Enhance traditional forms of assessments

Reflections:
As I listened to this presentation, I was struck by the stark utilitarian vision of digital storytelling. In short, this seemed to be an enhanced version of writing the report that students have always been asked to do. By searching for images and creating, essentially, captions for them, then combining them into a very short movie, there is not much of the student represented here. When I think about digital storytelling, I think of the personal narrative or, at least, a much more personal take on an expository topic. This type of digital story would be easy to assess (10-15 images, appropriate captions with facts), which is not necessarily a good thing. The writing process is messy, and this is a sanitized version of digital storytelling.

“I would like to share my final with the class!” – Digital Storytelling for Education Major Students
Amy Eguchi, Bloomfield College (NJ)

• Bloomfield College
  • Independent four-year institute of 2000 students, in NJ and near NYC
• Introduction to Education
  • Gateway course for education majors, geared towards technology and is a hybrid course
  • Classroom management, multiple intelligences, lessong planning, inclusion, etc.
  • Self-reflection and life-long learning
• Why digital storytelling?
  • Introduce new educational technology that students can use in their classroom
  • Introduce alternate way of self-expression
  • Create a wonderful addition to their ePortfolio
  • Make learning “fun”
• Final assignment
  • “Your Own Journey of Learning” — create a movie that shows your learning this semester about issues in education
• Research Questions
  • Will student choose digital storytelling as an option to express learning?
  • Whill it help them express themsleves fully?
  • Will it help them reflect on themselves more effectively?
  • Will the introdcution of DS not be helpul to our student, perhaps confusing them or making them feel less capable of themselves (not in the millennial generation, other side of the digital divide)?
• Results
  • About half of the students choose to create digital stories and wanted to share them within and outside the class

Reflections:
This use of digital storytelling, too, was very functional, but did also show how teacher education students could compose their own stories (in particular, about learning how to teach). It was a different approach than the previous session, in that it discussed how students go through their own writing process to develop their own stories rather than reporting on other ideas. I am a bit concerned about the idea that this was done to be an “addition” to a portfolio or for “fun,” but I understand how that approach appeals to pre-service teachers. All in all, this idea could be a useful twist on the digital storytelling that I am asking students to do this year.

National Writing Project Teacher Consultants Explore Digital Storytelling
Paige Baggett, University of South Alabama

• Paige is the Director of the Mobile Bay Writing Project and has been working with teachers at that site to develop digital stories
• What is the difference between a digital story and power point? Bringing out the differences in genre and the ways that we think about using storytelling.
  • Helen Barrett — “abuses” of digital storytelling, based on Center for Digital Storytelling’s definition of a personal narrative
  • Can use applications of digital storytelling — what’s in a name?
• Looking at Kevin Hodgson, DigiTales, Bernard Robin’s Educational Uses of Digital Storytelling at UHCOE

Reflections:
This was an intimate discussion with eight people, including Paige and Helen who have extensive experiences using digital storytelling. We wandered into discussions of the composing process, copyright, personal voice in narrative, uses of different digital storytelling tools, and other related ideas. Another link I forgot about: Educause’s 7 Things That You Should Know About Digital Storytelling.


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 Use Student Reflections for Assessment Purposes:

Begin the post-production stage by asking your students to reflect on the earlier (pre-production and production) stages of their digital media project. This activity enables you to elicit comments from students while the experience is still fresh.

Here are some sample questions to spur reflection:

• What were the most challenging aspects of the pre-production and production stages?
• What would you do differently next time?
• What topics do you need to know more about?
• What specific suggestions would you offer someone starting his first media project?

Use this assessment information to gauge students’ understandings as well as to plan for future classes.

– Kevin

Take a listen to the podcast

Or go the actual EduCause site.

– Ke

Good to see everyone in NYC for NWP/NCTE. Happy Thanksgiving!

ASPECT is a biannual DVD magazine of new media art. The mission of the publication is to distribute and archive works of time-based art. Each issue highlights artists working in new or experimental media, whose works are best documented in video or sound

Here is a link to the latest issue of ASPECT. You can even view small clips from the latest issue.

– Kevin

PS — In a newspaper article about the magazine, there was a mention of an upcoming edition that is all non-English-language movies and I think this is an interesting twist to tech and storytelling.

Instead of creating an entire new document showing how to use PhotoStory, I found this tutorial at the MS site that seems pretty good.

Check out Tutorial on using PhotoStory

Download site for PhotoStory

Peace,

Kevin

So here goes — this is from last year:

[slideshare id=8694&doc=flattening-the-page-nwp-20866&w=425]

Kevin

I don’t know if you can export the final document (is that even the right word anymore?) from the VoiceThread site or if you can embed in a place like Edublogs (prob not), however.

Here is what they say:

VoiceThread is a place to foster, capture, and then share the group conversations that surround evocative shared media. A mouthful but all true. People have always talked and shared the ideas inspired by evocative media, we all do it all the time, day in and day out, online and off. But there’s never been a particularly human interface for it on the web. Normal human conversations are overflowing with metadata, like who the speaker is, and all the known details of their history, and we humans are astute readers of and sponges for this information. But in order to reformat conversations for the web, we’ve stuck some dynamite in the middle of them, blown them up, picked up the various pieces, labeled them, and then reassembled them to try to recapture something of the original soul of a human conversation. It’s a bit like trying to recapture the experience of flight by re-assembling 98% of a crashed airplane’s parts, you can get the basic shape right, but the feeling your looking for will be elusive. So instead of trying to capture group conversations by re-assembling as many ‘parts’ as possible, we’re going to take a stab at doing the opposite, strip as much as possible away. We’re hoping that making a paper airplane and tossing it out a window will better capture the wonder of flight, than gazing at an exploded-diagram of an airplanes parts.

Let me know what you think as a possible device for telling stories.

Kevin

Any chance that once the ABC project is done we might try to do something with this? According to Wes:

The software is available now for Macintosh, is free for secondary teachers and students, and a Windows version is in development which will have an identical file format for cross-platform compatability.

At the very least, there is a 15-day free trial. What do you think?

Troy

Now they have one for digital storytelling.

Sweet…

Troy