Digital+Storytelling

Digital Storytelling Create your own wordle at [|www.wordle.net]t

Attendees will: Discuss the importance of integrating content and pedogogical skills with technological skills by examining the T-PACK model Define Web 1.0 and 2.0 (the Read/Write Web) Define digital storytelling. Identify different kinds of digital stories. Examine the literacies found in digital storytelling. (The DAOW of digital storytelling) Analyze different examples of digital and mixed media. Learn to communicate through the power of music. Learn about the hardware, software, freeware and where to find the 'ware. Analyze and apply the steps to Digital Storytelling using iMovie Discuss the difficulties in assessing digital stories. Look at resources for further study.

Other Digital Storytelling tools: (Use based on class interest) Animoto Voice Thread Xtranormal

Discussion- Why might you integrate digital storytelling into your curriculum? What do you perceive would be the benefits? What hurdles do you anticipate?

Maine Learning Results Addressed:
B1 Students use a writing process to communicate for a variety of audiences and purposes.(PI 6-8) B2 Students write narratives that convey complex ideas, observations, events and reflections.(PI 6-8) B3 Students write to identify and explain a position to an identified audience. (PI 3-5) B5 Students write to persuade a specific audience. (PI 3-5) E1 Students apply active listening skills. (Pi 3-5) E2 Students use active speaking skills to communicate effectively in a variety of contexts. (PI 3-5) F1 Students identify the various purposes, techniques, and/or effects used to communicate auditory, visual and written information found in different forms of media. (PI 6-8) A1 (Art) Students explain purpose for making art in different times and places and the relationship to personal expression and communication of beliefs. (PI 3-5) A3 (Art) Students describe a variety of media and associated tools, techniques and processes for multiple art forms and genres.(PI 3-5) B1 (Art) Students use a variety of media, tools, techniques and processes to create original art works. (PI 3-5) B3 (Art) Students create art works that communicate ideas, feelings, and meanings and demonstrate skill in the use of media, tools, techniques, and processes. (PI 3-5) C (Art) Students approach artistic problem-solving using multiple solutions and the creative process. B (Music) Students create, perform and express through the art discipline. D Students analyze, describe, interpret and evaluate art.
 * English and Language Arts**:
 * Visual and Performing Arts**:

T-PACK Framework
"At the intersection of all three elements is Technological Pedagogical Content Knowledge (TPACK.True technology integration is understanding and negotiating the relationships between these three components of knowledge. A teacher capable of negotiating these relationships represents a form of expertise different from, and greater than, the knowledge of a disciplinary expert (say a mathematician or a historian), a technology expert (a computer scientist) and a pedagogical expert (an experienced educator). Effective technology integration for pedagogy around specific subject matter requires developing sensitivity to the dynamic, [transactional] relationship between all three components." ([|www.tpck.org], r.July 30, 2010)

New-Media Literacies
By Jason Ohler "Being literate in a real-world sense means being able to read and write using the media forms of the day, whatever they may be. For centuries, consuming and producing words through reading and writing and, to a lesser extent, listening and speaking were sufficient. But because of inexpensive, easy-to-use, and widely available new tools, literacy now requires being conversant with new forms of media as well as text, including sound, graphics, and moving images. In addition, it demands the ability to integrate these new media forms into a single narrative, or “media collage,” such as a Web page, blog, or digital story. The nature of literacy has changed in another respect as well. Since the advent of the Web, expression has shifted toward including social, rather than strictly individual, kinds of communication. Traditional essays remain vitally important, but they now co-exist with new media within the context of a “social web,” often referred to as Web 2.0, which permits collaborative narrative construction and publication through blogs and services like MySpace, Google Docs, and YouTube. As our students migrate to new media, //**we must blend the essential aspects of more traditional media with the offerings of new forms of media.** **While students may be tech savvy, I have found that they often need help navigating the new-media maze to create narrative that is coherent, relevant, and meaningful, regardless of the media they use. Thus our role as instructors is more important than ever.**//

From Read-Only to Write-Possible
New media were initially controlled by a handful of technicians, developers, and distributors who could understand or afford them. The rest of us evolved into writers only after the media tools became easy to use, inexpensive, and widely available. Now, however, the lag time between reading and writing media is shrinking dramatically. Some historical perspective is helpful here. For centuries, a literate elite owned and controlled books and other texts, which were available in “listen-only” format to the illiterate masses. Historically speaking, the idea that everyone should be able to read and write as a foundation of citizenship is rather new and took many centuries to develop. In contrast, it took roughly a hundred years after the invention of motion pictures and television for moving images to become widely “writable” thanks to the emergence of free, user-friendly software programs like iMovie and MovieMaker. While media creation has become easier, so has media publication and distribution. Video-sharing sites like YouTube have given people everywhere a home for their media collages. The Web took even less time to go from read-only to writepossible. It began roughly fifteen years ago as a text-based billboard, its contents written by few and read by many. But with the development of social networking tools such as MySpace, Facebook, and numerous blogging services, creating Web narrative is within everyone’s grasp. Today, with minimal training, the least technical among us can create a basic blog—essentially an interactive Web site—in minutes. With a little experience, we can turn our blogs into media-rich information sources thanks to YouTube, Google Docs, SlideShare, and other services that make it easy for the non-technician to store or show essays, movies, presentations, and other media. Like print and television, the Web is now ubiquitous, and Web literacy is essential for those who want to be seen as educated and functional in the world of work and personal expression. Additional literacy pressures will certainly arise as new media emerge with ever-shorter “read to write-possible” lag times. It will be up to instructors to find educational uses for new media that support and inform pedagogy and methodology."

What is digital storytelling?
"Digital Storytelling takes the ancient art of oral storytelling and engages a palette of technical tools to weave personal tales using images, graphics, music and sound mixed together with the author's own story voice. Digital storytelling is an emerging art form of personal, heartful expression that enables individuals and communities to reclaim their personal cultures while exploring their artistic creativity. While the heart and power of the digital story is shaping a personal digital story about self, family, ideas, or experiences, the technology tools also invite writers and artists to think and invent new types of communication outside the realm of traditional linear narratives." (from [|www.digitales.com])

Stories can be personal or academic. "A personal story involves a personal change or realization". "An academic or 'unit of instruction' story can be about any concept, unit or idea from any area in the curriculum. Of particular interest is combining the immediacy and power of story with reflective practice in the pursuit of content area understanding." (Jason Ohler. [|www.jasonohler.com])

Stories vs Report? Inspirational Stories plus Critical Thinking= the Pedagogy of Digital Storytelling ([|www.jasonohler.com])

Where does a particular story fall on the storyreport continuum? The evening news is an excellent example. The first few are much closer to report, the last is usually a feel good story. Help students discover the purpose behind this.

The Literacies found in Digital Storytelling
[] Here you'll learn why each component: oral storytelling, writing, art and digital literacy are important. Emphasizes key 21st century skills.

Examples of Digital Stories
media type="custom" key="6692969" created in Animoto

media type="custom" key="6693187" created in Voice Thread

media type="custom" key="6693347" created in iMovie

[|Art-Writing Example] in Voice Thread [|Hannah's story] (using green screen technology, can be done with iMovie 09) [|Intro to xtranormal] (not a digital story, just an example of what xtranormal can do) Thelma, Chapter 1- An 80 yr old woman learns to read and shares her childhood adventures through digital storytelling. (will soon be available on You Tube)

The Power of Music in a Digital Story:
Writing exercise- Do a quick write after each video clip- what kind of movie do you think you are watching, what might the storyline be and how you feel towards the young man in the clip. [] [] []

Make sure Music supplements your story, not the other way around!

What do I need to make a digital story?
Computer/laptop Camera (still, video, document) Mic Editing Software (iMovie, iPhoto, Garageband) A place to share- website, blog, wiki, Animoto, You Tube, Teacher Tube, etc. (options depend on the project)

Optional: [|Flip Cameras]- (make loading and playing with video super easy) [|iPod Nanos]- can record audio and video using newest generation [|Voice Thread] (online resource ideal for sharing, collaborating and global feedback) Create animated videos with [|www.xtranormal.com] (Note: students must be 13 or older to use this site, but teachers can use it!)


 * Note**: Make sure you are not infringing on copyright regulations. Best- use your own photos, video and sound/music. Otherwise, make sure you have permission. (Quick tip: when searching for media, add "creative commons" to your search box.) See Copyright and Fair Use Policy for more resources.

I think I'm Ready... Steps to Creating a Digital Story
Remember, "a bad story made into a digital story is like giving a bad guitar player a bigger amp." (Jason Ohler) Make sure the story is well-developed and worthy of becoming a digital story.

====**Story Mapping** (Often skipped....but super important) To encourage students to focus on the story part of storytelling, begin with story mapping. Story mapping shows the emotional flow while story boarding shows the flow of motion. Use story mapping to map the essential parts of a story- conflict/resolution, character transformation, etc. These resources are used with permission from Jason Ohler.====

**Gather and Prepare Resources**- edit photos or audio clips, take still pictures of props if needed, create or find music clips...

 * Put it Together**- Important, add music and sound effects last. (Remember: the pursuit of perfection can kill the pursuit of good. Know when to say "good enough!".
 * Share-** Within the classroom, within the school, with parents, with community members...or beyond. Be sure to celebrate!

**Assessment**
[]- Sample rubrics and tips for effective feedback for students

What do you perceive would be some of the benefits? What hurdles do you anticipate?
 * Discussion**- Why might you want to integrate digital storytelling into your curriculum?

[|www.delicious.com/edukateme/digitalstorytelling/] []
 * Additional Resources**:

Additional Digital Stories: [] Links from Cindy Bufithis [] [] []