Post on 10-Jan-2016
description
“Stories are the large and small instruments of meaning, of explanation, that we store in our memories.”
Joe Lambert / Roger Schank
“Tell me a factand I’ll learn.Tell me a truth and I’ll believe.Tell me a story and I’ll remember forever.”
Saying
Storytelling in the Age of the Internet
NERCOMP 2007
Gail Matthews-DeNataleAssociate Director
Lesley WeimanTechnical Training Consultant
Jamie TraynorProduction Specialist
Academic Technology, Simmons College
Storytelling in the Age of the Internet
AdditionalPerspectives
Rachel FranchiSophomore
Vaughn RogersSophomore
Ellen GoodmanSSW Field Education Faculty
Presentation Overview
1. What are digital stories?
2. Writing and digital storytelling
3. Value for higher education
4. Designing assignments
5. Tips and recommendations for support
Part I
What are digital stories?
A Tale of Two Types of Digital Stories• Story Maps (a mash-up)
http://at.simmons.edu/boston_story_map/2005.html (first year, first semester, short first assignment)
http://at.simmons.edu/mcc101/worldmap.html(culminating experience, end of semester)
• Digital Stories (short iMovie productions)
Faculty-Produced Story(faculty institute)
Storytelling + Digital Media + Internet
Faculty-Produced Digital Story
Reflection on an Unresolved Life ExperienceVIEW ELLEN GOODMAN VIDEO
Part II
What’s the similarity and difference between writing and digital storytelling?
Storytelling in the Age of the Internet
“Digital stories” are manifestations (evidence) of student thought
But the same can be said of writing. What’s so special about digital storytelling?
Digital Storytelling and Writing
Flow, Senses, Represent Internal/ExternalVIEW VIDEO CLIP #1
Story-Making • Experience, Reflect
(personal)
• Early Tellings (for family/friends)
• Interim Tellings (for wider circle)
• Personal Repertoire (for community-at-large)
• Collective Repertoire (enters collective wisdom)
Writing/Publishing• Experience, Free Writing
(personal)
• Topic Idea (run by teacher/peers)
• Drafts One, Two, etc., (feedback from teacher, peers)
• Publication (range of venues)
• Enters Knowledge Base (cited)
Parallels in the “Composition” Process
Part III
What’s the value of (digital) storytelling for higher education?
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 …VIEW VIDEO CLIP #2
•Combines visual, aural, and kinesthetic learning
•Iterative production process encourages revisiting, reflecting on meaning
•Increases literacy/fluency across media
•Connects prior life experiences, course, and other co-curricular learning
•Can be shared beyond academia
The Value of Digital Story-Making
Story-Making Learning Cycle
Reflection& Analysis
Share withOthers
Experience
Deeper PersonalUnderstanding
FutureStories
Part IV
What's involved in designing digital storytelling assignments?
Story-Making vs. Digital Story-Making
Story-Making
• Experience, reflect
• Early Tellings
• Interim Tellings
• Personal Repertoire
• Collective Repertoire
Digital Story-Making
• Experience, reflect
• Select, share idea, preliminary feedback
• Collect images/sounds, develop script/storyboard
• Create, screen for peers, reflect on experience
• DVD / Internet
• View and Analyze Others’ Stories(move from passive consumer to thoughtful critic)
• Select/Reflect on the Experience to “Tell” (peer feedback)
• Collect Materials to Tell the Story (photos, video, audio)
• Develop Script and Storyboard (reflect, pare down, “sneakernet” feedback)
• Software Training
• Produce Story
• Screen and Reflect on the Experience
Design Assignment to Scaffold Process
A Word on the Value of Rubrics
Storyboard/Script FeedbackCriteria
Outstanding Satisfactory Poor Why?
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
Part V
What are the “lessons learned,” our tips and recommendations for support?
Digital Story-making Entails
•2/4 planning
•1/4 software training
•1/4 hands-on production
The Importance of Planning
• Value/interest may need to be proven
• Long-term commitment to awareness-building through faculty lunches, workshops, institutes, conversations
• Faculty don’t usually understand the time commitment (for themselves and for students) until they’ve had the experience
Awareness and Capacity-Building
• Policies and guidelines
• Road-tested handouts, workshops, and resource modules
• External drives and digital cameras
• Staffed “project lab” sessions
• Be prepared for “one offs”
• Strategies - teams, optional assignment
Infrastructure and Support
Final Thoughts
Using ALL of Our BrainsVIEW VIDEO CLIP #3
“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