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IF YOU ARE ACCESSING THIS PRESENTATION THROUGH DOWNLOAD TIP: This PowerPoint file includes extensive speaker notes – you may want to read it in “notes” view. Copyright Simmons College, Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.
“Stories are the large and small instruments of meaning, of explanation, that we store in our memories.” Joe Lambert / Roger Schank “Tell me a fact and I’ll learn. Tell me a truth and I’ll believe. Tell me a story and I’ll remember forever.” Saying
Digital Story-Making: Understanding the Learner's Perspective Gail Matthews-DeNatale, Ph.D. Associate Director, Academic Technology Simmons College Boston, MA Copyright Simmons College, 2008
Story-Maker Perspectives Rachel Franchi Sophomore Vaughn Rogers Sophomore Ellen Goodman SSW Field Education Faculty
Presentation Overview 1.How are we using digital stories at Simmons? 2.What can story-makers tell us about what it feels like to make a story? What do we learn from listening to learners? 3.Exercise: Put yourself in the learner’s shoes 4.Based on faculty/learner feedback, what’s the educational value of digital stories?
Part I How are we using digital stories at Simmons College?
Storytelling 2.0 at Simmons Introductory Assignment: Boston Story Map
Storytelling 2.0 at Simmons Culminating Assignment: Family Map
“Digital Stories” in the CDS Sense of the Term Faculty Institute on Digital Storytelling Digital Stories of Service Learning Digital Cases SOM, Corporate Social Responsibility Digital Storytelling at Simmons
Faculty-Produced Digital Story Reflection on an Unresolved Life Experience
“Never before have I been so into doing a final project – I found myself putting other things aside so I could work on it.” “The feeling of accomplishment is much greater than just writing a paper and it was such a different kind of assignment, it was fun to work on.” Feedback from Students – SOM Grads
Take two minutes to reflect on a time when you really got into something (in school or on your own). Jot down a few sentences about the experience – you’ll use this during an activity later in the session. What About You?
Powerful Learning Experience Deeply engaging Deepened your understanding Memorable Must be a specific experience What About You?
What can story-makers tell us about what it feels like to make a story? What do we learn from listening to learners? Part II
“[Students] cannot learn in a deep way if they have no opportunities to practice what they are learning … they cannot learn deeply only by being told things outside the context of embodied action.” James Paul Gee Embodied Learning
Digital Storytelling and Writing Flow, Senses, Represent Internal/External
Doing and reflecting 36 Learning Principles – James Gee Appreciating good design Seeing interrelationships Mastering new skills at each level Being encouraged to practice Tasks neither too easy nor too hard Thinking and strategizing Watching your own behavior Getting more out than what you put in
Play (experiment and problem-solve) New Media Literacies – Henry Jenkins Judgment (assess credibility & reliability) Distributed Cognition Performance (improvisation & discovery) Simulate (model real- world processes) Multitask (shift focus as needed) Appropriate (sample & remix) Collective Intelligence (pool & compare) Network (search, synthesize, disseminate) Negotiate (discern & respect perspectives) Transmedia Navigate (flow of ideas across media)
If life is like a box of chocolates Digital Storytelling is like three dimensional tic-tac-toe Digital Storytelling as 3D Tic Tac Toe time sound image
Turn to your neighbor, swap stories, pick one to work with Using the blank storyboard, consider how you could use sounds (words in particular), images, and timing to begin to tell a story of “powerful learning.” Experiment with 3D Authorship
Storyboard (multimodal timeline) Insert or Sketch Image Accompanying Audio/Words ______________________ Accompanying Audio/Words ______________________ Accompanying Audio/Words ______________________ Other (e.g. Duration, Transitions, Music) Other (e.g. Duration, Transitions, Music) Other (e.g. Duration, Transitions, Music)
Thoughts? Experiences? Challenges? Insights? Anybody care to share? From the teacher’s perspective, how the heck do you design, implement, and assess it? Debrief
A Word on the Value of Rubrics Storyboard/Script Feedback Criteria OutstandingSatisfactoryPoorWhy? Has A Point (of View) - purpose - stance Engaging - interesting - surprising - thought-provoking Quality Script/Voice - well spoken - good pacing - music, if any, furthers message Use of Images/Video - w. voice, adds new dimension - visual flow Wise Economy/Detail - pacing - pare away AND - dig deeper
Based on faculty/learner feedback, What’s the value of (digital) storytelling for higher education? Part IV
Challenging Questions for Educators How can we help students increase the amount of time they devote to reflection and critical thinking? How can we help students articulate what they are learning? How can we help students remember and care about learning?
The Value of Digital Storytelling Memorable, Reflective, Transformative …
Story-Making Learning Cycle Reflection & Analysis Deeper Personal Understanding Share with Others Experience Future Stories
Embodied: Combines visual, aural, and kinesthetic processes Iterative: Production process encourages revisiting, reflecting on meaning Multimodal: Enhances fluency across a range of media Integrative: Connects prior experience, course, and other co-curricular learning Authentic: Keep/share with others The Value of Digital Story-Making
“Those who do not have power over the story that dominates their lives, the power to retell it, rethink it, deconstruct it, joke about it, and change it as times change, truly are powerless, because they cannot think new thoughts. ” Salman Rushdie Final Words