the uses of digital storytelling in a second language classroom jessica williams the university of...
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The Uses of Digital Storytelling in a
Second Language Classroom
Jessica WilliamsThe University of Virginia’s College at
Wisehttp://spanishdst.wikispaces.com/
What is Digital Storytelling?
• Center for Digital Storytelling• http://digitalstorytelling.coe.uh.edu/• http://www.jasonohler.com/index.cfm• http://www.photobus.co.uk/• http://www.digitales.us/• http://techszewski.blogs.com/
The Seven Elements of Digital Storytelling
Point of ViewThe Power of the Soundtrack
The Gift of Your VoiceEmotional ContentDramatic Question
PacingEconomy
Lambert, Joe. "Digital Storytelling Cookbook and Travelling Companion." May 2003. Center for Digital Storytelling. 04/15/2009 <http://www.storycenter.org/cookbook.pdf>.
How to create a Digital Story
Step 1: The Story Idea
Joe Lambert Digital
Storytelling Cookbook
The story about someone important
The story about an event in my life
The story about a place in my life
The story about what I do
Recovery stories
Love stories
Discovery stories
Bernajean Porter Digitales: The Art of Telling Digital
Stories
An important moment in your life
Who you are, why you are here
How you met…
A “first” story
A pet
A family member
A Family Recipe
A “how-to” story
Tom Banaszewski “Digital
Storytelling Finds its Place in the
Classroom”
Asked his students “to write about
places where they felt comfortable,
safe, or happy places where they
could just be themselves.”
He continues “Each time I heard a
student ask, ‘What’s your place?’ it reinforced the
positive impact of the project on the
classroom community.”
Introductory Spanish classes
My (first) semester
What I did last weekend
My favorite hobby/activity
A special recipe
Something that my family and I do
together
Other Ideas for L2 learners
Informative story on a
cultural topic
Narrate a poem, short story, or excerpt from
published works
A vocabulary or grammar presentation
Step 2: The Images • Photos—scanned from originals or digital photos from your
digital or cell phone camera. • Documents and Scan-able objects—passports, birth
certificates, recipes, jewelry, cards, postcards, book covers, newspapers, magazines, etc. (Porter, 175)
• Images from the Internet—Use images that do not have copyrights. These are good links for finding public images:
• http://digitalstorytelling.coe.uh.edu/public_domain.html• http://www.flickr.com/• http://www.jakesonline.org/flickrsites.htm
Step 3: Write, Write, Write!
Borrador para el cuento digital.doc Digital Story--Span101--2009 Digital Story--Spanish 102--2009 mi_ejemplo--la_receta
Step 4: Import the Photos to the Storytelling Program
http://www.jakesonline.org/photostory3.pdf
Step 5: Record Your Voice
Integral Microphone
Headset Microphone
Step 6: Select the Music
Step 7:The Preview; Review your Project
Are the photos okay? (not blurry) Is your voice audible? Do you like how you have narrated the story; is
your pronunciation good; is there fluency/fluidity?
Does the story have good tempo? (not too fast or slow?)
Do you like the movements and transitions between photos?
Does the music work? Does it conflict with your voice?
Step 8: Save as a video file
What do you need?• A digital camera (or a cell phone
camera)• A scanner (optional but fun)• A computer• A microphone• A program(Movie Maker and Photo Story
3 are free downloads)• An idea for the story • Between 3 to 5 hours
The students should follow the same steps:1. The story idea2. The images3. Write4. Import the photos to the storytelling program5. Record your voice6. Select the music7. Review the project8. Save as a video file
How can you apply this to your class?
You can choose a theme that relates to the vocabulary/grammar/cultural content of your course.
Some of mine: An activity I share with my familyA special recipeMy favorite activityMy semesterWhat I did last weekend
It should be an open topic. Tom Banaszewski’s article:http://www.infotoday.com/MMSchools/jan02/banaszewski.htm
1. The story idea
2. The ImagesMost students have cell phone cameras—they
should add their email address to their contact list and they can email the photos from the camera without needing any cables.
For a two minute story students should have 12-36 photos.
12 photos = 10 seconds/photo = 120 seconds = 2 minutes
They do not have to speak about each and every photo, so more is better for a faster pace.
3. Write
Course Compass—Blackboard-like site affiliated with my text.
Wiki Spaces—Students can share their videos in an on-line community.
Story Board Template—I ask students to write their drafts using this template based on an example at Bernard Robin’s University of Houston web page.
Grading Codes—Instead of providing corrections I indicate where a mistake is located by inserting the code that applies to the error in footnotes.
Rubric—created at this site: http://rubistar.4teachers.org/index.php
Grade sheet—I can provide feedback and make comments and corrections using this form.
File Submission + Grading
Language Lab? Schedule Lab visit(s)? In-class demonstration? Provide your own examples. Students should save their projects using
several different methods: burn a cd, use a USB device, save in My Videos, etc.
The final Project will be a .wmv file.
Steps 4-8Import the photos; Record voice; Choose music; Review the project; Save as a video
Most students love to share their stories, even if it’s embarrassing at first. It also makes them work harder on the story because it will be viewed by their peers.
It takes up a day of class, but it’s worth it (I suggest the class before a vacation).
I watch the videos and grade them prior to the in class presentation and write a comprehension quiz:
Prueba 1 Prueba 2 Prueba 3
You could also create a wikispace where students can share and post their stories.
It’s not a community if we don’t share our stories
Research &
Reflections
Exit Survey—Spanish 101• Forty-five students took a survey on the advantages and disadvantages of
doing digital stories in Spanish 101 during Fall 2008. These are some of the optional comments they wrote at the end of the survey.
Advantages Disadvantages
Helps with pronunciation/speaking Spanish. (15)Helped with writing and speaking Spanish. (6)Learn about classmates. (6)Fun. (5)Chance to speak; saying things we want to.Got to use what you know in Spanish with your life.Use of technology & improve Spanish easily.
Technical difficulties: sound, images, computer access, etc. (12)Time Consuming. (7)None. (4)Embarrassing to let other people watch it. (3)Too much work involved that did not involve Spanish.They were fun for spare time. But, a hassle to deal with considering I had much more important homework to do.
Reflections“Story’s structure and rhythm, as well as the emotional involvement it encourages, can help us remember important information that might be forgotten if it’s delivered to us in the form of reports, lectures, or isolated bits of information.”
--Jason Ohler Digital Storytelling in the Classroom
“…learning is most effective when part of an activity the learner experiences as constructing a meaningful product.”
--Seymour PapertAbstract, National Science Foundation Grant Proposal
Some Examples my example
student1.wmv
All of the documents and links in this presentation
and more can be found at the following wiki:
http://spanishdst.wikispaces.com/
BibliographyBanaszewski, Tom. (2002). “Digital Storytelling finds its Place in the Classroom.”
Multimedia Schools. Retrieved on 04/14/2009 from http://www.infotoday.com/MMSchools/jan02/banaszewski.htm
Lambert, Joe. (2003). "Digital Storytelling Cookbook and Travelling Companion." Center for Digital Storytelling. Retrieved on 04/15/2009 from http://www.storycenter.org/cookbook.pdf.
Ohler, Jason. (2008). Digital storytelling in the Classroom. Thousand Oaks, CA: Corwin Press.
Porter, Bernajean. (2004) DigiTales: The art of telling digital stories. Sedalia, CO: Porter.
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