Teaching/Implementing the Digital Story Project
The following is a suggested sequence for implementing the digital story project for EED 433, per the tech-infused syllabus. The "sessions" match those listed on the calendar in the syllabus. Weeks are listed in parenthesis, in case you follow a different session schedule. These are very basic plans and instructors are encouraged to use them as a guide, but can tweak and enhance, as appropriate. If you have any questions about the process, please contact Kate Weber or LeeAnn Lindsey.
Session 4 (wk 1)
Summary: Introduce the digital story to students. Assign homework to read and watch a webinar about digital storytelling.
Goals: Students will understand the concept of digital storytelling. Students will understand the assignment guidelines and deadlines. Students will be enthusiastic about creating a digital story.
In class: approx. 40 minutes
1. Instructor begins by asking students what they know about digital stories.
(This will give you information about who in the class knows a lot/a little, who is scared of this project, who has prior experience - and can be tagged to help others, etc.)
2. Students watch "Digital Storytelling in Plain English" video (4:06) http://www.youtube.com/watch?v=zP6CeGLPuOY
3. Instructor will lead a discussion about the "literacy" of digital stories.
• It is a writing project, not a technology project. (even more accurate is "communication" project)
• 21st century genre for communicating ideas, thoughts, stories, knowledge, etc. Examples?
• Multimedia should ENHANCE the intended message, not distract from it. This is a skill and requires planning and critical thinking.
4. Instructor shows 3 examples of digital stories created by ASU students (Narrative, Creative, Poetry)
You may show any of the samples from the "DS" examples link (or others if you found some good ones!)
5. Instructor explains that they will be choosing a piece of writing to showcase in a digital story format (will publish 4 pieces of writing from writer's notebook, and one of these four will be the digital story.)
6. Instructor reviews requirements, rubric, timeline
• Assignment requirements: https://docs.google.com/a/asu.edu/document/d/1dMbpfD6dlTcmi_hiIoBvDOYeFPlJ-f08c-1a0d-ID3o/edit
• Assignment rubric: https://docs.google.com/a/asu.edu/document/d/1HL27zPesdZwv7fmd2auWfkVmZ6ZrFXeaKEZX0lfkYM8/edit
• Timeline: https://docs.google.com/document/d/1PFRvk5IF0I9HFbhyhjwVh8oHUAfCfBczl168xUx4678/edit
Assign homework:
• Read Porter "Beyond Words" (found on resources link)
• Watch Digital Story Webinar (approx. 1 hour) https://iste.adobeconnect.com/_a729309453/p14265119/?launcher=false&fcsContent=true&pbMode=normal
• (recommended) Have students do some sort of notetaking (3 main ideas, 2 questions, 1 a-ha, for example)
• Write story (or choose piece of writing for the digital story) - assign a due date for this! I recommend 2 weeks.
Goals: Students will understand the concept of digital storytelling. Students will understand the assignment guidelines and deadlines. Students will be enthusiastic about creating a digital story.
In class: approx. 40 minutes
1. Instructor begins by asking students what they know about digital stories.
(This will give you information about who in the class knows a lot/a little, who is scared of this project, who has prior experience - and can be tagged to help others, etc.)
2. Students watch "Digital Storytelling in Plain English" video (4:06) http://www.youtube.com/watch?v=zP6CeGLPuOY
3. Instructor will lead a discussion about the "literacy" of digital stories.
• It is a writing project, not a technology project. (even more accurate is "communication" project)
• 21st century genre for communicating ideas, thoughts, stories, knowledge, etc. Examples?
• Multimedia should ENHANCE the intended message, not distract from it. This is a skill and requires planning and critical thinking.
4. Instructor shows 3 examples of digital stories created by ASU students (Narrative, Creative, Poetry)
You may show any of the samples from the "DS" examples link (or others if you found some good ones!)
5. Instructor explains that they will be choosing a piece of writing to showcase in a digital story format (will publish 4 pieces of writing from writer's notebook, and one of these four will be the digital story.)
6. Instructor reviews requirements, rubric, timeline
• Assignment requirements: https://docs.google.com/a/asu.edu/document/d/1dMbpfD6dlTcmi_hiIoBvDOYeFPlJ-f08c-1a0d-ID3o/edit
• Assignment rubric: https://docs.google.com/a/asu.edu/document/d/1HL27zPesdZwv7fmd2auWfkVmZ6ZrFXeaKEZX0lfkYM8/edit
• Timeline: https://docs.google.com/document/d/1PFRvk5IF0I9HFbhyhjwVh8oHUAfCfBczl168xUx4678/edit
Assign homework:
• Read Porter "Beyond Words" (found on resources link)
• Watch Digital Story Webinar (approx. 1 hour) https://iste.adobeconnect.com/_a729309453/p14265119/?launcher=false&fcsContent=true&pbMode=normal
• (recommended) Have students do some sort of notetaking (3 main ideas, 2 questions, 1 a-ha, for example)
• Write story (or choose piece of writing for the digital story) - assign a due date for this! I recommend 2 weeks.
Session 5 (wk 2)
Summary: Debrief the reading and webinar they completed for homework. Introduce storyboarding. Written story due next week.
Goals: Students will conceptualize their digital story. Students will write their story (or select a piece of writing). Students will give thought to the multimedia aspects of the digital story.
In class: approx. 20 minutes
1. Provide some sort of assessment for the reading and webinar - could be informal/non-graded (optional). I recommend having them do a notetaking chart for homework (see notes above), use that for discussion points, and have them turn it in for accountability.
2. Lead a discussion - (can use the students' homework notes to do this)
3. Encourage students to share their digital story ideas with one another, with the class, etc.
4. Introduce "storyboarding" as a concept. Tell students that as they are writing their stories, they can take notes on the storyboard to begin thinking about the images, music and other elements they will include. (However, students should not be collecting images just yet. Need to go over copyright and permissions before they start collecting media.) Storyboard templates can be found on the resources page.
Assign homework:
• Finish story (I recommend making the story due session 6 (wk 3) - have them actually turn it in to you. This will prevent students from falling behind.)
• Begin to look at storyboard and THINK about media you will use in your digital story - take notes.
Goals: Students will conceptualize their digital story. Students will write their story (or select a piece of writing). Students will give thought to the multimedia aspects of the digital story.
In class: approx. 20 minutes
1. Provide some sort of assessment for the reading and webinar - could be informal/non-graded (optional). I recommend having them do a notetaking chart for homework (see notes above), use that for discussion points, and have them turn it in for accountability.
2. Lead a discussion - (can use the students' homework notes to do this)
3. Encourage students to share their digital story ideas with one another, with the class, etc.
4. Introduce "storyboarding" as a concept. Tell students that as they are writing their stories, they can take notes on the storyboard to begin thinking about the images, music and other elements they will include. (However, students should not be collecting images just yet. Need to go over copyright and permissions before they start collecting media.) Storyboard templates can be found on the resources page.
Assign homework:
• Finish story (I recommend making the story due session 6 (wk 3) - have them actually turn it in to you. This will prevent students from falling behind.)
• Begin to look at storyboard and THINK about media you will use in your digital story - take notes.
Session 6 (wk 3)
Summary: Stories Due. Students use in-class or out-of-class time to share ideas and get their creative juices flowing! Mental gear up for project.
Goals: Students will be excited about their digital story project. With a confirmed/completed piece of writing, students will collaborate and share ideas with one another.
This is a jam-packed week, according to the syllabus. If it wasn't as jam-packed, I'd recommend doing the session 7 plan during session 6. But it is fine to wait a week. If you have time, you may consider moving things up.
In class: approx. 20 minutes (optional)
1. Have students share their stories with each other - partners or groups of 3 recommended. Students may be able to share creative ideas for digital stories with one another.
Homework:
You may choose to assign homework that is talking to other people and soliciting ideas. This will keep the project on their mind, and talking about it will likely generate some great ideas.
Goals: Students will be excited about their digital story project. With a confirmed/completed piece of writing, students will collaborate and share ideas with one another.
This is a jam-packed week, according to the syllabus. If it wasn't as jam-packed, I'd recommend doing the session 7 plan during session 6. But it is fine to wait a week. If you have time, you may consider moving things up.
In class: approx. 20 minutes (optional)
1. Have students share their stories with each other - partners or groups of 3 recommended. Students may be able to share creative ideas for digital stories with one another.
Homework:
You may choose to assign homework that is talking to other people and soliciting ideas. This will keep the project on their mind, and talking about it will likely generate some great ideas.
Session 7 (wk 4)
Summary: Go over components of planning and collecting media. This includes storyboarding, copyright/permission forms, collecting and organizing media, citing sources, creative commons. Assign storyboard and media collection with due date.
Goals: Students will plan their project using a storyboard. Students will collect and organize media. Students will collect permission forms and keep a list of sources for media they collect.
In class: approx. 30-40 minutes
1. Instructors explains to students that they now get to start collecting all the images, music, etc. that they will use for their digital story... this is where the fun really starts!!
2. Instructor recommends that they keep all of their images and music files in one folder on their computer.
3. Instructor explains and assigns storyboard - students will plan out exactly (as exact as they can) their digital story. This is to include what they will say, what the audience will see, what the audience will hear, etc. The better the storyboard, the easier the project is. This is what ALL my TEL 313 students concluded! "Oh, I am SO GLAD you made us do a detailed storyboard - the next steps are EASY!"
4. Explain permission forms and copyright/fair use - this information is described in more detail on the copyright & permissions page.
• Permission forms must be signed by all of the "real people" that are in the photos they use (the ones they take). If the face is recognizable, they must have a permission form signed by them. If they can't get a person to sign the form (i.e., don't know how to get a hold of them), they can blur out the face so it is unrecognizable.
• Copyright, images - Long story short, most images they find online are fine because of "fair use" guidelines (because this is for a school project). However, there may be some images online that they can't use (e.g., maybe the images are from a professional photographer's website and they don't want their pictures used.) Also, websites where the pictures originate should be cited at the end of the digital story.
• Copyright, music - Long story short, if they use commercial music, limit to 30 seconds or less. They can find music they can use in entirety through Creative Commons, or they can produce and use original music (through Garage Band, through a friend's production, etc.)
• Creative Commons - They can use this to find media they can use without cause for concern. (Authors allow use of their music, images, etc.)
• Make sure students understand that without permission forms or proper citation of sources, their digital story will not be accepted, thus resulting in a 0 for the assignment.
5. Watch screencast - approx. 3 mins. (this should also be linked in course shell so they can refer back to it.)
http://www.screencast.com/users/SunDevilLeeAnn/folders/Digital%20Story/media/f5c3d645-9540-4bb0-b2a0-9986263b28b5
Assign homework:
Final storyboard due by session 9 (wk 6). Media collected by session 9 (wk 6). (Session 9 will be the introduction to video editing so they should bring their laptops AND their media because time will be given in class to work.)
Goals: Students will plan their project using a storyboard. Students will collect and organize media. Students will collect permission forms and keep a list of sources for media they collect.
In class: approx. 30-40 minutes
1. Instructors explains to students that they now get to start collecting all the images, music, etc. that they will use for their digital story... this is where the fun really starts!!
2. Instructor recommends that they keep all of their images and music files in one folder on their computer.
3. Instructor explains and assigns storyboard - students will plan out exactly (as exact as they can) their digital story. This is to include what they will say, what the audience will see, what the audience will hear, etc. The better the storyboard, the easier the project is. This is what ALL my TEL 313 students concluded! "Oh, I am SO GLAD you made us do a detailed storyboard - the next steps are EASY!"
4. Explain permission forms and copyright/fair use - this information is described in more detail on the copyright & permissions page.
• Permission forms must be signed by all of the "real people" that are in the photos they use (the ones they take). If the face is recognizable, they must have a permission form signed by them. If they can't get a person to sign the form (i.e., don't know how to get a hold of them), they can blur out the face so it is unrecognizable.
• Copyright, images - Long story short, most images they find online are fine because of "fair use" guidelines (because this is for a school project). However, there may be some images online that they can't use (e.g., maybe the images are from a professional photographer's website and they don't want their pictures used.) Also, websites where the pictures originate should be cited at the end of the digital story.
• Copyright, music - Long story short, if they use commercial music, limit to 30 seconds or less. They can find music they can use in entirety through Creative Commons, or they can produce and use original music (through Garage Band, through a friend's production, etc.)
• Creative Commons - They can use this to find media they can use without cause for concern. (Authors allow use of their music, images, etc.)
• Make sure students understand that without permission forms or proper citation of sources, their digital story will not be accepted, thus resulting in a 0 for the assignment.
5. Watch screencast - approx. 3 mins. (this should also be linked in course shell so they can refer back to it.)
http://www.screencast.com/users/SunDevilLeeAnn/folders/Digital%20Story/media/f5c3d645-9540-4bb0-b2a0-9986263b28b5
Assign homework:
Final storyboard due by session 9 (wk 6). Media collected by session 9 (wk 6). (Session 9 will be the introduction to video editing so they should bring their laptops AND their media because time will be given in class to work.)
Session 8 (wk 5)
Summary: Check in with students to make sure they are on track to complete their storyboard and collect media. Remind them to bring storyboard, media and laptops for session 9 (working session). Remind students to get permission forms signed and cite media sources.
Goals: Students will continue working on storyboards and collection of media. Students will adhere to copyright/fair use/permission forms guidelines. Students will remember to bring materials with them next session for a working period.
In class: 10 minutes
Just make sure they are on track to have their story board and media by session 9. Answer questions they may have.
Also, you may want to confirm what tool most of them will be using. Tell them that you will be doing a short demonstration on X tool. The skills should transfer over. You may also plan to have a student expert ready to go for the "other" tool. (i.e., if you are going to demo iMovie, you may have someone who is willing to demo Movie Maker.) I recommend giving extra credit points to this student expert. In session 9, he/she will miss the in-class work time and also you may consider having his/her email available for other students who need help.
Assign homework:
Final stoyboard due by session 9. Media collected by session 9. (Session 9 will be the introduction to video editing so they should bring their laptops AND their media because time will be given in class to work.)
Goals: Students will continue working on storyboards and collection of media. Students will adhere to copyright/fair use/permission forms guidelines. Students will remember to bring materials with them next session for a working period.
In class: 10 minutes
Just make sure they are on track to have their story board and media by session 9. Answer questions they may have.
Also, you may want to confirm what tool most of them will be using. Tell them that you will be doing a short demonstration on X tool. The skills should transfer over. You may also plan to have a student expert ready to go for the "other" tool. (i.e., if you are going to demo iMovie, you may have someone who is willing to demo Movie Maker.) I recommend giving extra credit points to this student expert. In session 9, he/she will miss the in-class work time and also you may consider having his/her email available for other students who need help.
Assign homework:
Final stoyboard due by session 9. Media collected by session 9. (Session 9 will be the introduction to video editing so they should bring their laptops AND their media because time will be given in class to work.)
Session 9 (wk 6)
Summary: VIDEO EDITING DAY! :) Do a short demonstration of video editing (or assign a student expert to do this). Give time in class for video editing - this will get students started and alleviate many questions later on.
Goals: Students will edit their videos. (They will learn a little by watching, a lot by doing, and know how to find out how to do other things, as needed.)
"You learn to walk by walking" ~LeeAnn Lindsey
In class: 20 minutes or more
How you conduct this will somewhat depend on what tool(s) will be demonstrated. Here's one configuration that would work in most cases.
1. Inform students that you will do a short demonstration on (iMovie) but that this should be useful for all students (even those using Movie Maker) because it the concepts are the same, it just looks a little different.
2. Do your 10-15 minute demo - include how to import pictures, how to narrate, how to edit timing of pictures, how to add music, how to add transitions, how to add slides.
3. Perhaps have students divide up - one side of the room if they are using Movie Maker, another side if they are using iMovie. Then the (Movie Maker) student expert can do a little demo for those students, while iMovie people are working. You can circulate the iMovie side. Let the Movie Maker expert circulate and answer questions on the Movie Maker side. Give them a good chunk of time if you are going to do this - it takes 10 minutes to get set up and everyone working, so make it worth the time.
4. Ask students what they can do as they continue to edit videos and they have questions. (ask classmates, look for YouTube videos, look at other tutorials)
This is very important. There are MANY short videos out there that will walk students through this. They should also learn to lean on each other for help. Collaboration is key! You, the instructor, should not have to answer many (if any at all) technical questions about software.
Assign homework:
Produce video - due session 13 (week 10).
Remember to collect permission forms and cite sources. Sources should be listed at the end of the digital story. Digital story will not be graded without these components.
Goals: Students will edit their videos. (They will learn a little by watching, a lot by doing, and know how to find out how to do other things, as needed.)
"You learn to walk by walking" ~LeeAnn Lindsey
In class: 20 minutes or more
How you conduct this will somewhat depend on what tool(s) will be demonstrated. Here's one configuration that would work in most cases.
1. Inform students that you will do a short demonstration on (iMovie) but that this should be useful for all students (even those using Movie Maker) because it the concepts are the same, it just looks a little different.
2. Do your 10-15 minute demo - include how to import pictures, how to narrate, how to edit timing of pictures, how to add music, how to add transitions, how to add slides.
3. Perhaps have students divide up - one side of the room if they are using Movie Maker, another side if they are using iMovie. Then the (Movie Maker) student expert can do a little demo for those students, while iMovie people are working. You can circulate the iMovie side. Let the Movie Maker expert circulate and answer questions on the Movie Maker side. Give them a good chunk of time if you are going to do this - it takes 10 minutes to get set up and everyone working, so make it worth the time.
4. Ask students what they can do as they continue to edit videos and they have questions. (ask classmates, look for YouTube videos, look at other tutorials)
This is very important. There are MANY short videos out there that will walk students through this. They should also learn to lean on each other for help. Collaboration is key! You, the instructor, should not have to answer many (if any at all) technical questions about software.
Assign homework:
Produce video - due session 13 (week 10).
Remember to collect permission forms and cite sources. Sources should be listed at the end of the digital story. Digital story will not be graded without these components.
Sessions 10-12 (wk 7-9)
Summary: Students should be working outside of class to complete their projects. If you have time to give them in-class time, do so. If not, just keep reminding them that it is due during session 13 and that they will be sharing their digital story during session 14. Remind them to get permission forms signed and to cite their sources. Ask them how it's going and basically keep it on their radar.
Goals: Students will produce meaningful and effective digital stories. Students will exhibit digital citizenship by collecting permission forms and citing all sources.
You may choose to do little tips during these sessions. Here's a video of one tip you can use - approx 2 mins. How to turn PPT slides into JPEGs to use in a digital story. This will come in handy, especially for References. http://www.screencast.com/users/SunDevilLeeAnn/folders/Digital%20Story/media/21a1ab64-a713-4d7d-a185-0b7fc558d04b
Assign homework:
Produce video - due session 13 (week 10).
Remember to collect permission forms and cite sources. Sources should be listed at the end of the digital story. Digital story will not be graded without these components.
Goals: Students will produce meaningful and effective digital stories. Students will exhibit digital citizenship by collecting permission forms and citing all sources.
You may choose to do little tips during these sessions. Here's a video of one tip you can use - approx 2 mins. How to turn PPT slides into JPEGs to use in a digital story. This will come in handy, especially for References. http://www.screencast.com/users/SunDevilLeeAnn/folders/Digital%20Story/media/21a1ab64-a713-4d7d-a185-0b7fc558d04b
Assign homework:
Produce video - due session 13 (week 10).
Remember to collect permission forms and cite sources. Sources should be listed at the end of the digital story. Digital story will not be graded without these components.
Session 13 (wk 10)
Summary: Digital stories are due today. Demonstrate how to upload to YouTube and inform what privacy settings should be used. Demonstrate how to link the YouTube url to the class page.
Goals: Students will upload their completed digital stories to YouTube with the correct privacy settings. Students will link the url to the class page.
In class: approx. 20 minutes
Digital stories are "due" today.
1. Show them how to upload their video to YouTube (private settings) and link it to the class page. This will allow for easier access for the show and tell during session 14.
Directions: http://support.google.com/youtube/bin/answer.py?hl=en&answer=57924#text_select
Video directions: http://www.youtube.com/watch?v=9w-gQAwS2uc&feature=player_embedded
Note: Remind students to select "private" or "unlisted," especially if they have pictures or video of students. Specific directions for this can be found at: http://support.google.com/youtube/bin/answer.py?hl=en&answer=157177. If set to "private," students will have to log in to YouTube to show their digital story during the showcase in session 14.
2. You can plan out the author's chair (I call it DS showcase) period, if you are planning something special. If they want to bring in food, or if you want to plan for voting "awards" or something like that. (optional)
Assign homework:
Upload video
Link to class page
Goals: Students will upload their completed digital stories to YouTube with the correct privacy settings. Students will link the url to the class page.
In class: approx. 20 minutes
Digital stories are "due" today.
1. Show them how to upload their video to YouTube (private settings) and link it to the class page. This will allow for easier access for the show and tell during session 14.
Directions: http://support.google.com/youtube/bin/answer.py?hl=en&answer=57924#text_select
Video directions: http://www.youtube.com/watch?v=9w-gQAwS2uc&feature=player_embedded
Note: Remind students to select "private" or "unlisted," especially if they have pictures or video of students. Specific directions for this can be found at: http://support.google.com/youtube/bin/answer.py?hl=en&answer=157177. If set to "private," students will have to log in to YouTube to show their digital story during the showcase in session 14.
2. You can plan out the author's chair (I call it DS showcase) period, if you are planning something special. If they want to bring in food, or if you want to plan for voting "awards" or something like that. (optional)
Assign homework:
Upload video
Link to class page
Session 14 (wk 11)
Summary: Students will celebrate their accomplishment by presenting their digital stories to the class today!
Goals: Students will feel proud to share their work. Students will understand how digital storytelling can give author's a unique voice.
In class: Will vary according to how many students are in the class.
1. Students introduce their project and play it for the class.
2. Instructor should spend a short time to debrief the value of digital storytelling and the applicability to K-12 - other subjects, writing, etc. (could be done for homework, as a reflection.)
Goals: Students will feel proud to share their work. Students will understand how digital storytelling can give author's a unique voice.
In class: Will vary according to how many students are in the class.
1. Students introduce their project and play it for the class.
2. Instructor should spend a short time to debrief the value of digital storytelling and the applicability to K-12 - other subjects, writing, etc. (could be done for homework, as a reflection.)