DIGITAL STORYTELLING EXAMPLES AND IDEAS All stories are

DIGITAL STORYTELLING: EXAMPLES AND IDEAS “All stories are manipulation”

WE TELL STORIES ALL THE TIME IN OUR CLASSROOMS AND TRY OUR BEST TO MAKE THEM EXCITING, INFORMATIVE, UNEXPECTED AND ENTERTAINING. WE TELL STORIES ABOUT SCIENCE, RELIGION, MATH AND LITERATURE.

DIGITAL STORYTELLING IS A SHORT FORM OF DIGITAL MEDIA PRODUCTION THAT ALLOWS PEOPLE TO SHARE ASPECTS OF THEIR LIFE STORY. THE MEDIA USED MAY INCLUDE THE DIGITAL EQUIVALENT OF FILM TECHNIQUES (FULL-MOTION VIDEO WITH SOUND), ANIMATION, STILLS, AUDIO ONLY, OR ANY OF THE OTHER FORMS OF NON-PHYSICAL MEDIA (MATERIAL THAT EXISTS ONLY AS ELECTRONIC FILES AS OPPOSED TO ACTUAL PAINTINGS OR PHOTOGRAPHS ON PAPER, SOUNDS STORED ON TAPE OR DISC, MOVIES STORED ON FILM) WHICH INDIVIDUALS CAN USE TO TELL A STORY OR PRESENT AN IDEA. ”

AUDIO PODCAST Francois Clemmons interviewed by Karl Lindholm Storycorps March 11, 2016

• Paivio’s (1986) dual-coding theory and Mayer’s (2002) cognivitive theory • Learners posses both visual and verbal information procssing systems WHY USE DIGITAL STORYTELLING • Delivering through both representational systems reduce cognivtive overload in the working memory • Multimedia teaching and learning addresses both cognitive systems • Multimedia resources are easily accessible and relatively inexpensive

• Creativity and inventive thinking • Multiple intelligences • Higher-order thinking (lessons learned) • Information literacy BUILDING 21 S T CENTURY SKILLS • Visual literacy • Sound literacy • Technical literacy • Effective communication (oral, written, and digital) • Teamwork and collaboration • Project management • Enduring understandings

Digital Storytelling is a way of talking about something that conveys not only information, but emotion and significance as well. In academics, stories provide affective learning that can lead the learner to a desire for more cognitive learning. It takes deep understanding to tell your own story about an event, place, person or thing. Hearing someone else’s story can cause the listener to care more about what is being told than if facts alone were conveyed. Stories can provide unique ways of building community in your own discipline, or in reaching out to other disciplines. These questions can serve academic needs (“Do depictions of Neanderthals today accurately reflect their traits as a species? ”), the personal (“How did I cope with my sister’s Alzheimer’s? ”), and the community (“What role does the Wilce Student Healthy Center play in improving wellness on campus? ”).

• Research skills: • Images, video, text • Concentrated – short • Personal WHAT IS GAINED? • Encourage active participation • Increase verbal and visual proficiency • Encourage use of imagination and creativity • Increase cooperation between students • Enhance listening skills and critique

• Class time? • Consider flipped classroom as an alternative • In-class sessions as labs WHAT IS LOST

• Microphone • Camera • Tablet • Smartphone HARDWARE Depends on outcome wanted but most campus citizens have one or more; all have access (eg. MEC) • Desktop Computer

• http: //www. schrockguide. net/digitalstorytelling. html#tools SOFTWARE

• Story types • Personal narratives • Fictional stories TYPES • Historical documentaries • Abstract concepts • Media types Even when a topic (e. g. American Civil War) has been recounted many times before, the decisions made by the storyteller are personal and impart a deeper feeling of involvement with the story being told. • Narrated slideshow • Audio Documentary • Video Documentary • Docudramas • Animation

8 STEPS 1. Start with an idea 2. Research/ explore/ learn 3. Write – script, outline 4. Storyboard/ plan 5. Gather and create images, audio and video 6. Put it all together 7. Share 8. Reflection and feedback

• Point of View What is the main point of the story and what is the perspective of the author? • A Dramatic Question A key question that keeps the viewer’s attention and will be answered by the end of the story. CONSIDER… • Emotional Content Serious issues that come alive in a personal and powerful way and connects the audience to the story. • The Gift of Your Voice A way to personalize the story to help the audience understand the context. • The Power of the Soundtrack Music or other sounds that support and embellish the story. • Economy Using just enough content to tell the story without overloading the viewer. • Pacing The rhythm of the story and how slowly or quickly it progresses.

• Living inside your story • Unfolding lessons learned • Developing creative tension • Economizing the story told 6 ELEMENTS TO GOOD DIGITAL STORYTELLING • Showing not telling • Developing craftmanship

• Week 1: 1 -2 hours learning technology • Show examples • Discuss parameters of assignment • Brainstorming • Scripting TIMELINE General Lesson Sequence • Storyboarding • Week 2: 1 -2 hours in Class Recording and editing • Can be done outside of class (drop-in at the MEC) • Give direct and immediate feedback • Address any tech issues that come up • Week 3: Fine tuning • Week 4: Sharing and disucssion • If wanted, give additional week to re-edit and address improvements

STORYBOARDING Using a comic strip format, students show the words in their scripts will synch up with the images they plan to use in their stories. Time permitting, this is another opportunity for feedback

ASSIGNMENTS • Myths, legends and tall tales • Docudramas • Describe and Conclude • Advertising or Public Service Announcements • Interviews

• Still I Rise by Maya Angelou: presented by Rianna Melnik • https: //www. youtube. com/watch? v=7 JT 1 6 g. W 1 Vuw VISUAL POETRY • http: //creativeeducator. tech 4 learning. co m/v 05/articles/Digital_Storytelling_Acros s_the_Curriculum

• Assignment: had students create a multimodal project describing how they learned something. Students had to: include a compelling narration of a story NARRATED MOVIE/ IMAGES Life starts at the end of my comfort zone! by Maretha Dellarosa https: //www. youtube. com/watch? v=3 EQkn Zo. KWx 0&spfreload=1 • provide a meaningful context for understanding the story being told • use images to capture and/or expand upon emotions found in the narrative • employ music and other sound effects to reinforce ideas • invite thoughtful reflection from their audience(s)

ASSIGNMENT: MATERIAL DESIGN • Research a design and describe it’s impact on your day to day experience • Walking by Joey Lane: • https: //www. youtube. com/watch? v=3 bii 8 V-XKTI

TEXT WITH IMAGES (VIA SLATE) • https: //slate. adobe. com/a/78 KQK/ • https: //slate. adobe. com/cp/xc 8 r 6/

INTERVIEWS • http: //tellingstories. org/mccomb/fullmovies/patsy_ruth_butler/index. html

Possibilities of how Voice could be used in your classroom situation… 1. teacher asks students to reflect on a reading passage using Voice and then share their Voice with a classmate, and then classmates come together to discuss what new perspectives they learned and what they thought about sharing. 2. teacher uses Voice in a science class to outline the steps of an experiment that students will participate in. Teacher can share the Voice with the class before the experiment (Flipped Classroom) and then ask students the next day to tell her what they will be doing in the experiment and to walk through the steps of the experiment. 3. in a history class, students use Voice to display their understanding of a reading by synthesizing the main events, outlining what happened, who was involved, when, what the context is, and then adding their own personal reflection. 4. in Math could the teacher create a short explainer video showing an actual students work as he/she completes a specific type of equation through a series of annotated photographs? Explaining where most students slip up and demonstrating how to work through the key steps.

EXAMPLES • A House is Not a Home: https: //www. youtube. com/watch? v=Ha. Arp. Jh. RMFg • http: //digitalstorytelling. coe. uh. edu/ds/dsembed. cfm? vid=313&w=640&h=480 • http: //streamwww. classroom. ohiostate. edu/flash/knowledgebank/digstory 11/Seiling_Sharon/ • https: //www. youtube. com/watch? v=Rw. R 3 bl. V_v. Zo • https: //www. youtube. com/watch? v=Ljb 1 G 83 pus 8 • http: //www. storycenter. org/story-gallery//a-struggle-within-reach-by-jacinta • https: //www. youtube. com/watch? v=79 GM-3 y 8 Uho • Interactive webpae: http: //pinepoint. nfb. ca/#/pinepoint • Visual poem: https: //www. youtube. com/watch? v=ilw. Nb. A-Vjc. Y

Images Flickr: The Commons – https: //secure. flickr. com/commons Flickr Creative Commons – https: //www. flickr. com/creativecommons/ deviant. ART Creative Commons – http: //creative-commons. deviantart. com/ Public Health Image Library (PHIL) – http: //phil. cdc. gov/phil/home. asp Getty Images (royalty-free collection) – http: //www. gettyimages. com/creative-images/royaltyfree Music Soundcloud Creative Commons – https: //soundcloud. com/groups/creative-commons Jamendo (no login required – click past it) – https: //www. jamendo. com/en Incompetech – http: //incompetech. com/ Freesound. org (sound effects) – https: //www. freesound. org/browse/tags/sound-effects/ Public Domain Music – http: //www. pdinfo. com/index. php Mixed Media (including video) Smithsonian Archives (rights free) – http: //siarchives. si. edu/press/photos-videos Columbia University list of Public Domain (and licensed) Resources – http: //copyright. columbia. edu/copyright-in-general/public-domain-resources/ Internet Archive – https: //archive. org/ Wikimedia Commons – http: //commons. wikimedia. org/wiki/Main_Page Vimeo Creative Commons – http: //vimeo. com/creativecommons

http: //www. schrockguide. net/digital-storytelling. html#tools