Digital Storytelling Production · digital storytelling framework provides the necessary,...

Instructional Design Team:

Maimoona Al Abri

Hyle Daley

Carol Murphy

Angela Samosorn

Digital Storytelling Production

Instructional

Design

Document

DIGITAL STORYTELLING PRODUCTION PAGE 1

Table of Contents SUMMARY .................................................................................................................................... 2

PROBLEM DEFINITION .............................................................................................................. 3

LEARNER ANALYSIS ................................................................................................................. 4

CONTEXTUAL ANALYSIS ......................................................................................................... 5

TASK ANALYSIS ......................................................................................................................... 6

INSTRUCTIONAL OBJECTIVES ................................................................................................ 8

INSTRUCTIONAL APPROACH .................................................................................................. 9

EVALUATION PLAN ................................................................................................................. 13

REFERENCES ............................................................................................................................. 15


SUMMARY

Middle school teachers need assistance in taking large volumes of content and condensing it into

shorter segments for their students. Utilizing Joe Lambert’s digital storytelling framework

provides the necessary, easy-to-follow, steps in which teachers of varying subjects and

experience levels can engage students. Knowing the process, and having the fundamental ability

to create a digital story to enhance learning, is an invaluable item to add to the teacher’s tool kit.


PROBLEM DEFINITION

As state tests become increasingly ubiquitous across the United States, many middle school

teachers are finding it difficult to cover the necessary information required for student success by

test day. In order to fit everything in, teachers are often left scrambling as the test day

approaches, which results in low impact lessons and unengaged students. Many middle school

students are not motivated to learn when teachers are unable to make the learning experience

entertaining or engaging. Research indicates that the interactions with teachers and peers play a

vital role in supporting a student’s academic motivation, classroom engagement, and sense of

school belonging (Wentzel, 2012). In addition, students find school boring. According to Fallis

(2003), the typical learning environment of “one-way, top-down, unengaged relationship with a

teacher whose pedagogy feels disrespectful because it is not designed to tempt, engage or include

students” is not conducive with the student’s developmental needs. The lack of engagement can

result in boredom and decreased student achievement. However, if teachers were more cognizant

of the motivational techniques lacking in their own instruction and delivery, students would be

more engaged (Rathunde and Csikszentmihalyi, 2005).

It is evident that teachers face a dilemma: How do they cover all the test material and make

lessons engaging for the students? One method which helps condense information in an

entertaining and engaging way is Digital Storytelling; however, most teachers are unaware of

this technique or are not comfortable enough to implement it on their own without prior

instruction. A recent study shows that educators find the use of digital storytelling not only helps

promote students’ skills, but also helps unengaged students become active participants in the

learning environment (Figg & McCartney, 2010). Middle school teachers need assistance in

taking large volumes of content and condensing it into shorter segments for their students. The

digital storytelling framework provides the necessary, easy-to-follow, steps in which teachers of

varying subjects and experience levels can engage students. Knowing the process, and having the

fundamental ability to create a digital story to enhance learning, is an invaluable item to add to

the teacher’s tool kit.


LEARNER ANALYSIS

Learner Analysis

The instructional design team initially gathered information regarding the target audience and

learning environment by talking with middle school teachers.

Audience

Middle School Instructors at Highland School District

General Characteristics

Gender: male and female

Education level: Teaching Certification

Proficient in the English language

Specific Entry Characteristics

Participants will have a proficiency of computer skills and an adequate understanding of

the technology used within the classroom.

Participants will have proficiency using Microsoft PowerPoint 2013 or above.

Participants will have essential skills in the integration of technology into lesson plans

and learning activities.

Attitude and Social Characteristics

Participants are willing to participate in the training program.

Participants are willing to engage in working groups.

Participants are enthusiastic to gain more knowledge and skills in the production of

digital stories.

Participants will understand the positive impact of using digital storytelling in classroom.


CONTEXTUAL ANALYSIS

An online survey regarding the suitable period for the workshop to take place was created to

assist with collecting data from participants. An interview with the technology specialist of the

school took place to ensure the adequacy of the location where the workshop will be hosted.

Orienting Context

The challenge of covering a large volume of a subject’s content will be overcome by

incorporating the digital storytelling techniques into lesson plans.

Participants will recognize that by utilizing digital storytelling, content considered

“boring” becomes interesting, attractive, and easy to grasp for students.

Through participant demonstration of successful use of digital storytelling techniques,

student engagement and motivation will increase.

Participants will be trained within a short time, using easy steps, to learn and practice the

process and skills for embedding their content into digital storytelling.

Participants will have less pressure during lesson plan creation and for test preparation

and the covering of materials. Also, students will be well engaged and motivated in the

classroom.

Environmental context

The workshop will be conducted in a large group instruction room within a middle

school.

The instruction room is well equipped with tables, chairs, plugs, smartboards, speakers

and cameras.

The smartboard lights, sounds, and pens work well. The smartboard speakers, cameras

and accessories, such as cables and lenses, are available and serviceable.

The software licenses will be supplied by the school and they will be installed on the

devices before the beginning of the workshop.

The high internet is accessible within the instruction room.

The technical staff is available within the school during the workshop.

The workshop will take place during a teacher in-service day and will last 85 minutes.

Transfer Context

The production of the training program will be shared on a website and it will be

available for all middle school teachers. Also, any new production from teachers will be

hosted on the website and the resources will increase over time.

A job aid depicting the digital story telling process will be uploaded on the website, and

handed out during live instruction, to facilitate the comprehension of steps and to be used

outside of the class instruction.


TASK ANALYSIS

Participants should arrive to the class with digital files containing any photos, movie clips or

music they would like to use to tell their story. We ask that the participant save these files to

either a thumb drive or a CD, they could also email the files to an account that is accessible

through the school’s browser and security settings.

On the morning of the course, instructors and technical support staff will power on all the

computers to be used for the class. They will also ensure each computer is loaded with the

correct software. For this course, each computer will need Microsoft Office and internet

browsing capability.

Own the Insight

Note: This step takes place prior to attending the class.

Select a great story that reflects an important or special event in your life.

Own the Emotion

Note: This step take place prior to attending the class.

Share why the story is important and the meaning it holds for the participant.

Find the Moment

Note: This step takes place prior to attending the class.

Create your digital story around the climax of the life event.

Connecting to the facility network

Open web browser.

Log-in with username and password provided by the IT staff.

Open digital items

Insert thumb drive or CD where stored photos, movie clips or music are located.

If the files were sent via email, log-in to the corresponding email account and open the

files using the step below.

Open needed documents by selecting/”clicking” the appropriate icon.

Once the files are open, print each photo (in black and white) but selecting “File” in the

upper left corner and then select “Print”.

They will minimize the files until they are needed.


See your story

Creating a storyboard

Note: According to Lambert (2010), storyboard are two dimensional; first dimension is time

(what happens first, next, last) and the second is the interaction between the audio and the

images. Using the storyboard will help the creator note where to place transitions and how to

organize the visuals on the screen, while assisting with removing items that are not needed.

Participants will lay out their photos in order of the story.

Using an index card, participants will write “Transition” on the card and place them

where needed.

Hear your story

Creating an initial script

Select the Windows icon on the lower left of the screen.

Open a Microsoft Word document.

Write the words you will use to convey your story.

Print the script.

Save the script.

Recording the script

Open Microsoft PowerPoint.

Record the script using PowerPoint.

Create the digital story

Note: PowerPoint is still open from using during the recording of the script.

Using the storyboard, assemble the PowerPoint slides.

Insert selected image you would like to use, adjust image on the slide by dragging the

photo to the correct location and re-sizing as needed.

Insert transitions as appropriate to enhance the telling of the story.

Participants will ensure their PowerPoint slides are consistent with the script.

Share the digital story

Save the PowerPoint file in such a way that will allow for a user to know the topic of the

story.

Save the file as an MPEG 4 video.

Email the file to the class instructor.


INSTRUCTIONAL OBJECTIVES

Utilizing the Grolund style, the objective domains for this project are cognitive, psychomotor

and affective.

Terminal Objective

Middle school instructors will be able to condense a large volume of instructional

material into a five minute digital segment.

Enabling Objectives

Instructors will learn the seven steps to digital storytelling.

Instructors will produce a five minute digital story.


INSTRUCTIONAL APPROACH

Overview

This program is designed to teach middle school teachers digital storytelling techniques for use

in their classrooms in order to condense instructional content.

Content Sequencing

The objectives for the program are conceptual and procedural, and will move sequentially

through the digital storytelling concepts, and then through demonstration and user-practice.

Estimated Completion Time

The instructional program will be completed in 85 minutes.

Technology Requirements

In order to complete the program, the user must be equipped with the following items they wish

to include in his/her personal digital storytelling video:

Digitized Photos in .jpeg, .gif, .tiff, or .bmp format

Memorable Home Videos in .avi, .mp4, .flv, .mov, .mpeg, or .wmv format

No more than :30 seconds in length

In addition, the user requires the following technology, which will be supplied by the Middle

School Technology Department:

PC Laptops

Internet Access

Pre-installed Microsoft Office to include Word and PowerPoint

Headphones with microphone attachments


Instructional Approach

Section Content Type Performance Instructional. Strategy

Digital

Storytelling

Introduction

Facts Recall Time: 15 minutes

Presentation:

1) Provide a summary to each Middle School

teacher an infographic of the 7 steps to

digital storytelling

2) Display the digital storytelling steps in an

info graphic

3) Introduce each of the 7 steps to digital

storytelling in sequence

Activity:

1) Learners will be able to identify the 7 steps

of digital storytelling through a sequencing

game.

Digital

Storytelling

Step 1: Own

the Insight

Demonstration

/ Modeling

Application Time: 10 minutes

Presentation:

1) Introduce instructor’s personal story and

map important elements on white board.

Activity:

1) Learners will be able to discuss the story

they want to tell in his or her digital story.

Digital

Storytelling

Step 2: Own

the Emotions

Demonstration

/ Modeling


Presentation:

1) Discuss meaning behind personal story and

why it is important.

2) Discuss metaphorical meaning behind story

and what story teaches about life.


Activity:

1) Learners will be able to discuss the meaning

and emotions behind their stories.

Digital

Storytelling

Step 3: Find

the Moment

Demonstration

/ Modeling


Presentation:

1) Demonstrate how to map climax of the story

by using details from personal story.

2) Map out inciting incidents from the story

that drive the plot of the story forward.

Activity:

1) Learners will be able to identify the moment

(climax or turning point).

2) Learner will be able to identify the key

details that are purposeful to the story and

details that are nonessential.

Digital

Storytelling

Step 4: See

your Story

Demonstration

/ Modeling


Presentation:

1) Hand out storyboard of instructor’s story.

2) Demonstrate how storyboard translates into

10 PowerPoint slides.

Activity:

1) Learners will be able to storyboard their

story.

Digital

Storytelling

Step 5: Hear

your Story

Demonstration

/ Modeling


Presentation:

1) Demonstrate how to record voice using

PowerPoint.

2) Demonstrate the use of the headphones and

microphones.


Activity:

1) Learners will be able to record his or her

own voice narration using the supplied

headphones and microphones.

Digital

Storytelling

Step 6:

Assemble

your story

Demonstration

/ Modeling


Presentation:

1) Demonstrate how to construct slides using

the previously created storyboard.

2) Demonstrate timing slideshow to transition

along with previously recorded narration.

Activity:

1) Learners will be able to assemble his or her

video, pictures, and audio narration in

PowerPoint 2013.

Digital

Storytelling

Step 7: Share

your story

Demonstration

/ Modeling


Presentation:

1) Demonstrate how to save as a Standalone

PowerPoint show.

2) Demonstrate how to create an MPEG-4

video.

Activity:

1) Learners will be able to share his or her

completed video online.

2) Learner will share video link with instructor

via email for assessment.


EVALUATION PLAN

Formative evaluation will be done throughout the development of the course. Initially, we will

have a subject matter expert with experience using the Seven Steps of Digital Storytelling to

condense large amounts of information. The expert should have experience creating digital

stories that are between 30 seconds and five minutes in length. Upon their completion, using this

design document, the expert will review the planned instruction and offer feedback. Next, we

will conduct a field test with a second subject matter expert and the Middle School department

chairs; these participants will be given the same instruction that our intended audience will

receive. The goal is to complete the instruction and create a presentation, ensuring they

understand and perform the steps as described during the instruction. We will distribute a

questionnaire to both the subject matter expert and the Middle School department chairs to

receive immediate feedback on the following:

Organization and flow

Accuracy of content

Readability

Representation of current best practices

Overall effectiveness

Summative evaluation will be done based on the projects created by the Middle School teachers

present in class. We will use a rubric to assess the digital stories. The rubric will help the design

team determine how well the teachers learned and understood the instruction. In addition, there

will be a course evaluation survey completed by the students at the end of the session.


Student Evaluation

Item Strongly Disagree

Disagree

Neither Agree

nor Disagree

Agree Strongly

Agree

Instruction given met the stated objectives

1 2 3 4 5

Course pace was just right.

1 2 3 4 5

Additional Comments:

Information provided was useful in helping me condense information into small instructional segments

1 2 3 4 5


I would recommend this course to others

1 2 3 4 5

What did you like best/least about the course?

How could this course be improved?



REFERENCES

Fallis, R. K. (2003). Are Students Failing School or Are Schools Failing

Students? Class Cutting in High School. Journal of Social Issues, 59(1), 103-119.

Figg, C., McCartney, R. & Gonsoulin, W. (2010). Impacting Academic Achievement with

Student Learners Teaching Digital Storytelling to Others: The ATTTCSE Digital Video

Project. Contemporary Issues in Technology and Teacher Education, 10(1), 38-79. Association

for the Advancement of Computing in Education (AACE).

Lambert, J. (2010). Digital Storytelling Cookbook. Digital Diner Press.

Rathunde, K., & Mihaly, C. (2005). Middle School Students' Motivation and Quality of

Experience: A Comparison of Montessori and Traditional School Environments. American

Journal Of Education, 111(3), 341¬371.

Wentzel, K. R. (2012). Teacher-student relationships and adolescent competence at school. In

Wubbels, T, den Brock, P., van Tartwijk, J., & Levy, J. (eds.), Interpersonal relationships in

education: An overview of contemporary research (Vol. 3, pp. 19-35). Boston, MA: Sense

Publishers.

Digital Storytelling Production · digital storytelling framework provides the necessary,...

Documents

Transcript of Digital Storytelling Production · digital storytelling framework provides the necessary,...