Engage and Ignite Content Learning with Storytelling Done Digitally

Outline

Estimated TimeFrame for 90 min Creation Lab
10 min - Welcome/Introduction of presenters and review of the standards being addressed in this presentation.
Review the concept of StoryTelling done Digitally compared to a Bed to Bed Story or a report format. StoryTelling has purpose and intention and is memorable....sticking power. Review types of StoryTelling products and share one or more short student examples. Share resources and resource page that will be used throughout the session and invite participants to join in and create their own mini storytelling project.

10 min - Introduce the Digital StoryTelling process and management tools to facilitate students movement through the process including checkmarks and deadlines.
Introduce Step One - Writing the narrative. Participants will be shown several ways to help students start story. Participants will be invited to start their own story with assistance of an image or story starter or topic of interest. Introduce Talk to Text to expedite the writing process...telling story into device which will write story for them.

10 min - Introduce Storyboard, breaking their story into scenes and deciding the essence they want to convey to their viewers. This thinking process moves students from author to director and raises thinking to the highest levels of Blooms as students decide just what type of imagery, video shots, music, voice and sounds are needed to bring their essence to life. This is another management tool that holds students accountable when working on the product.

10 min Introduce the Creative Elements of StoryTelling and participants will review options based on technology available to their students.

15 min - Finding resources - participants will be introduced to several copyright free to use and share resources they can use and use with their students. Review of imagery over images to create the essence of their final product. Using their storyboard as a guide, this time will be used to search for images, music and sounds that could work with their mini story to create the essence they desire.

25 min - putting it all together in a format - participants will use any format they have available - on their device, online, in cloud or app on device to create as much of final product as they can get through.....voice over text of text and and insert images, music and sounds.

5 min - share product ideas and share cross-curricular ideas.

5 min - wrap up, questions and remind of resources available.

Supporting research

Bernajean Porter: The Art of Digital StoryTelling www.digitales.us "Digital Storytelling Across the Curriculum | Creative Educator." 2008. 27 Sep. 2015
The Power of Digital Storytelling to Support Teaching and Learning, Bernard R. Robin, University of Houston, USA, Digital Education Review - Number 30, December 2016- http://greav.ub.edu/der/ https://files.eric.ed.gov/fulltext/EJ1125504.pdf
Educational Uses of Digital StoryTelling, Bernard Robin, Ph.D.. University of Houston, College of Education https://digitalstorytelling.coe.uh.edu/page.cfm?id=27&cid=27&sublinkid=30
The Power of Storytelling and How it Affects Your Brain, by Micheal Heffernen, Feb 23, 2017, https://talesfortadpoles.ie/blogs/news/the-power-of-storytelling-and-how-it-affects-your-brain
Ohler, Jason B. Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Corwin Press, 2013 Sessoms, Diallo, “Stories keep memories alive. Your life stories as well as your family’s stories about he most memorable life experiences are worth preserving.”
Paige Baggett: Educational Uses of Digital StoryTelling http://digitalstorytelling.coe.uh.edu/view_story.cfm?vid=318&otherid=featured&d_title=Featured%20Digital%20Stories When students are engaged in the process of creating a digital story, they must synthesize a variety of literacy skills for hte authentic product: researching, writing, organizing, presenting, interviewing, problem-solvin, assessing, as well as employ8ing interpersonal and technology skills.
Merilee Sprenger: How to Teach so Students Remember Brain research shows us that learning needs connections, memories, something to stick to. Stories create memories and connections that influence memory. ....understanding of the brain structures that influence memory, and learn how teachers can promote better recall for daily classroom learning, high-stakes tests, and beyond.
Top three levels of Benjamin Blooms Taxonomy revised (Anderson, Krathwohl 2001) look at elevated thinking as analyzing, evaluating and creating which are essential parts of the decision making StoryBoard Phase of the Digital StoryTelling process. Use of verbs instead of nouns puts Blooms into action which is exactly what the Storyboard is...the action and planning behind the product.
Anderson/Krathwohl The Second Principal http://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/ Krathwohl
A Revision of Blooms http://www.unco.edu/cetl/sir/stating_outcome/documents/krathwohl.pdf. (Zak, Why Your Brain Loves a Good Story 2014)
Digital StoryTelling requires intention and meaning making. Understanding the essence of story and its ability to make meaning happen for all is at the heart of Digital StoryTelling. The media is not what is important...the story is!! “If you can harness imagination and the principles of a well-told story, then you get people rising to their feet amid thunderous applause instead of yawning and ignoring you.” (Harvard Business Review, Storytelling That Moves People, Fryer, 2003