Kyle Danielson Experiential Learning Design Project EDLT 536 – Learning Sciences & Instructional Design Dr. Kozloski

 The purpose of my learning experience is to have students choose a historical event or figure that they want to learn more about and then use Digital Storytelling to present both an informative story as well as a visually appealing project.  The visual nature of the project will help the students remember the content better.

 This project can apply to any age students, but I have geared this toward a high school freshman history class.  Students will work independently on the topic of their choice.  In the beginning stages, they will be allowed to brainstorm together to get their project moving.

 Two Key Learning Models  Scaffolding ▪ Students will first be shown an example of digital storytelling. ▪ They will then be provided with “prompts and hints that help learners to figure it out on their own (Sawyer, 2006).”  Deep Learning ▪ Students will mix their current knowledge with new knowledge to create a more thorough project. ▪ Project requires students to reflect on their projects and the others completed by their classmates.

 The project will provide a deeper understanding of the subjects because they are more personal to the students.  Become familiar with new technologies to be able to take with them to later classes and teach other students.  The students will feel more independent after the project because they will have completed it on their own.  Students will be able to better recall information from the completed projects.

 Microsoft PowerPoint  Students will create their project in PowerPoint.  Each slide with contain 1-4 pictures relating to their story.  Camtasia Studio (  Student will use Camtasia Studio to bring their PowerPoint's to life.  They will record their script to flow with the slides to keep the audience interested.

CATEGORY4321Percentage Point of View – Purpose Establishes a purpose early on and maintains a clear focus throughout. Establishes a purpose early on and maintains focus for most of the presentation. There are a few lapses in focus, but the purpose is fairly clear. It is difficult to figure out the purpose of the presentation. 20% Dramatic Question Realization is dramatically different from expectation. Realization differs noticeably from expectation. Realization barely differs from the expectation. Realization and expecation do not differ. 20% ImagesImages create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. Little or no attempt to use images to create an appropriate atmosphere/tone. 20%

CATEGORY4321Percentage EconomyThe story is told with exactly the right amount of detail throughout. It does not seem too short nor does it seem too long. The story composition is typically good, though it seems to drag somewhat OR need slightly more detail in one or two sections. The story seems to need more editing. It is noticeably too long or too short in more than one section. The story needs extensive editing. It is too long or too short to be interesting. 20% Voice - PacingThe pace (rhythm and voice punctuation) fits the story line and helps the audience really "get into" the story. Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience. Tries to use pacing (rhythm and voice punctuation), but it is often noticeable that the pacing does not fit the story line. Audience is not consistently engaged. No attempt to match the pace of the storytelling to the story line or the audience.10% Duration of Presentation Length of presentation was 4 minutes. Length of presentation was 3 minutes. Length of presentation was 2 minutes. Presentation was less than 2 minutes long OR more than 4 minutes. 10% Rubric created by

 Sawyer, R.K. (2006).(Ed.). The Cambridge Handbook of The Learning Sciences. New York: Cambridge University Press.  Rubric created by