Digital storytelling (cambridge)
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Presentation from the Food for Thought event at the Cambridge Uni English Faculty Library, June 27th 2011
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Digital storytelling (cambridge)
- 2. Creative Commons image by Protoflux
- 3. Digital storytelling to capture informal learning “Stories are about how we experience things and not about how things actually are.” Dr Chris McKillop (2004) © JISC Netskills 2011
- 4. Digital storytelling to capture informal learning “We remember stories with ease and struggle to make sense of abstractly presented facts and figures” Dr Chris McKillop (2004) © JISC Netskills 2011
- 5. Digital storytelling to capture informal learning Building a story • Opening • Trigger • Development • Climax • Resolution © JISC Netskills 2011
- 6. Digital storytelling to capture informal learning Or… This is the way things were… …and this is how they are now. © JISC Netskills 2011
- 7. Change Creative Commons image by Sailormoms
- 8. Digital storytelling to capture informal learning Uses for Storytelling Education Publicity and Marketing Public Engagement Personal Reflection Recreation © JISC Netskills 2011
- 9. Digital storytelling to capture informal learning Story writing tips • Focus on people or events • Your audience will relate to the story better • Use small things to explain big things • Nail the first and last sentences • You need high impact at the start • The last sentence should resonate with your audience • Create tension • Your audience will want to stick with the story to find out what happens • Provide resolution… • …or don’t provide resolution! • Leaving things hanging can spur someone on to do something © JISC Netskills 2011
- 10. Digital storytelling to capture informal learning Making stories digital • Show, don’t tell • Avoid phrases like “this is a picture of…” • Choose simple images • Don’t overload the screen • Images don’t have to literally match the words of the story • Abstract images can be powerful • Leave things to the imagination • Choose music carefully • Sometimes ambient sound effects work better than music © JISC Netskills 2011
- 11. Simple Creative Commons image by Nobara
- 12. Digital storytelling to capture informal learning Keeping it simple • Let learners play to their strengths • Use technologies with their grasp • Link small elements together • Provide a commentary © JISC Netskills 2011
- 13. Digital storytelling to capture informal learning MotionX Facebook iMovie Twitter Google Earth Vimeo Animoto Wordpress Posterous Tumblr Evernote Flickr Diigo Delicious Woices Instagram © JISC Netskills 2011 Audioboo
- 14. Digital storytelling to capture informal learning Animoto © JISC Netskills 2011
- 15. Digital storytelling to capture informal learning Assessment Project Planning Evidence of storyboard, critical evaluation, mapped to assessment framework Story Success of the story, evidence of reflection against assessment criteria Media Application Appropriate use of media, image selection Literacies Blend of different literacies Technical Delivery Length of story, sound, music Flow, organisation and pacing Is the story well organised? Creativity Evidence of originality (to student) Emotional impact Evidence of personal engagement with the story Citations, permissions Permissions obtained, correct citations Academic Understanding How well the story meets the academic goals from Gravestock P, and Jenkins, M (2009) Digital Storytelling and it’s pedagogical impact, York, HEA (after Ohler) © JISC Netskills 2011
- 16. Digital storytelling to capture informal learning Capturing the Process Planning – Scripts, storyboards, literature review, citations, media credit. Critical Commentary – Explanation for choices, cutting room floor, Reflections – Personal perspectives, blog posts Peer assessment © JISC Netskills 2011
- 17. Digital storytelling to capture informal learning In summary Stories describe change Keeping it simple Assess around the story © JISC Netskills 2011
- 18. Digital storytelling to capture informal learning Netskills workshop © JISC Netskills 2011
- 19. Digital storytelling to capture informal learning For more information • chris.thomson@ncl.ac.uk • @cbthomson • Find the slides, links and workshop details at: http://bit.ly/kxP5HK © JISC Netskills 2011
- 20. Digital storytelling to capture informal learning http://www.flickr.com/photos/protoflux/344230655/ http://www.flickr.com/photos/sailormoms/537626527/ http://www.flickr.com/photos/adstream/2629663956/ http://www.flickr.com/photos/viggum/2416648529/ http://www.flickr.com/photos/nobara/316084506/ © JISC Netskills 2011
Notas del editor
- What are stories? Why are they a powerful tool?We all recognise them. Grown up with them – it’s how we first encounter the workd and make sense of its complexity
- PlanningThere are lots of different aspects to planningInitial research – similar to research for a more traditional activities. Reading, brainstorming , surveys, data collection, experiments etcDescribing the audience – identifying the audience is a key element in DS as it determines much of the writing style and choice of media. You wouldn’t use academic language and images of real life injuries to explain how bones break to a 5 year old! Consider who is it aimed at, What will that audience respond best to.in what situation will the audience be viewing/listening to it, what level of interactivity will there be with the audienceWriting – the best results always come from the stories that have been written most thoroughly. It is reasonably easy to tell which haven’t had a lot of time spent on them. Writing could be in the form of a script, storyboard, wiki page etc. These can all be used as evidence when it comes to assessment.Choosing media– It should be apparent from the digital story itself why the particular media were chosen but making it explicit turns the activity into a conscious exercise. Some choices will be artistic (images that go with certain words, ideas etc. Music that compliments mood) or practical (taking video in a hospital may be impossible for a nurse documenting her placement)Display – If there is to a screening or public playing then the process of planning the event could also be recordedCitationsIf the activity has involved researching literature than it’s important to cite those as you would do with a written piece. If necessary link then to timings in the finished movie (wait until the final cut is produced to do this)If images or sounds have been used that were not created by the students then these should be properly attributed. To cite for academic articles but not for other intellectual property is inconsistent.Critical CommentaryDirector’s Commentary – a written or spoken commentary explaining the process and choices that went into making the piece makes the learning explicit.ReflectionsThink about having a personal reflection on how the process went. Particularly useful for collaborative storytelling. Blog post, audio, written piece?