teaching technique 01 digital story...storyboard 6 points the storyboard illustrates the video...

INSTRUCTOR’S GUIDE

ACTIVITY TYPE

• Presentation

• Project Learning

• Reflecting

TEACHING PROBLEM ADDRESSED

• Cheating

• Low Motivation/Engagement

• Surface Learning

LEARNING TAXONOMIC LEVEL

• Application: Creative Thinking

• Caring

• Human Dimension

• Integration & Synthesis

Teaching Technique 01

Digital Story

Clarify your teaching purpose and learning goals for the Digital Story

Create a prompt that establishes the content or topic area of the story

Set assignment parameters (media, length, etc.)

Develop a plan for learning assessment or grading

Communicate assignment instructions to students

Allow students time to create their Digital Story

Reflect upon the activity and evaluate its effectiveness

Digital Story

Students use computer-based tools, such as video, audio, graphics,

and Web publishing, to tell personal or academic stories about life

experiences relevant to course themes.

3Digital Story

Step-By-Step Instructions

In this section we provide you with guidance on each of the seven

steps involved as you consider this technique.

STEP 1: CLARIFY YOUR TEACHING PURPOSE AND LEARNING GOALS

Digital Story is a project and reflection-based technique that can address multiple teaching problems, so think through exactly what you hope to get from this exercise in your class. Because students typically tell their own stories, they find the assignment engaging and are motivated to invest considerable effort. The project also challenges students to move beyond surface learning, and its individualized, personal focus reduces both the inclination to cheat and the feasibility of cheating. This technique also provides teachers with rich data through multimedia from which to assess student learning and development.

Digital Story may be used to support a variety of learning goals, depending upon your prompt. For example, use Digital Story when you want to provide students with a creative outlet for self-authorship and for curating their lived experiences. Or you can use this technique to help students learn about the lives and experiences of others. As students situate themselves within the context of the course subject area, they can use the digital stories to make connections between course content and other realms of life. Because Digital Story often taps into a student’s emotions, you can also use this assignment to help improve students’ caring about a given topic.

STEP 2: IDENTIFY THE LEARNING TASK’S UNDERLYING PROBLEM AND PROMPT

Create an assignment prompt that establishes the content or topic area of the story.

For example:

• “Create a Digital Story that documents your connection with an environmental pollution issue.”

• “Create a Digital Story that documents your journey as a student in higher education.”

STEP 3: SET ASSIGNMENT PARAMETERS

As you set parameters, consider aspects such as:

• Media (video or audio), length, timeframe for completion

• Where students can go for technical support

• Whether students will post their digital stories online or present them in class

4Digital Story

Many students already know how to use technical tools such as iMovie, and your institution’s media center may also be able to support students working on the project. Alternatively, you can either provide that support yourself or allow students to do a “spoken word” real time presentation of their stories without technology.

STEP 4: DEVELOP A PLAN FOR LEARNING ASSESSMENT OR GRADING

Digital Story is a time-intensive project for students, and they will most likely want it to count toward their course grade. Therefore, you will likely want to assess it, and hence will need to determine who will be involved in the assessment and why. For example, in addition to your own assessment, you may also want to incorporate self-assessment or peer assessment. Sanders (2009, p. 18) identifies three main approaches for assessing digital stories that may be useful for rubric creation: I. The Storytelling Approach, which focuses on elements such as Story Finding,

Story Telling, Story Expanding, Story Processing, and Story Reconstructing.

II. The “Levels of Reflection” Approach, which draws upon Moon’s Model of Reflective Learning (Moon, 1999) and focuses on aspects such as Noticing, Making Sense, Meaning Making, Working with Meaning, and Transformative Learning.

III. The Use of Multimedia in Reflective Learning Approach, which focuses on student facility with technological tools for story telling, such as Continuity Editing, Audio Editing, Lighting, Graphics, Animation.

We have included additional assessment approaches as well as sample rubrics in the Support Materials section of this document.

STEP 5: COMMUNICATE ASSIGNMENT PARAMETERS TO STUDENTS

Digital Story is a complex project for which it is best to develop an assignment handout. In your handout, include not only standard elements such as instructions and assessment criteria, but you also may want to include guidance about how students should proceed, such as the following suggestions adapted from Lambert (2010):

• Own your insights. Storytellers should find and clarify what their stories are about. We start with the question: “What’s the story you want to tell?” and then as a follow-up, “What do you think your story means?”

• Own your emotions. Consider the emotions in the story and determine how to convey these to an audience.

Step-By-Step Instructions (CON’T)

5Digital Story

• Find the moment in the story. Identify a single moment that can illustrate your insight. What was the moment things changed? When were you aware of the change?

• See the story. How do visuals and sound bring things to life for the audience? How can you use them as part of the story?

• Hear your story. The recorded voice of the storyteller is what makes a project a “digital story,” but you can add music or other sounds. Both those other sounds are an excellent way to convey tone. Consider whether the story would be enhanced by additional layers of sound.

• Assemble the story. What structure will you use? Chronological? Most important to least important? Vice versa? Consider what the necessary parts of the story are and how to order those pieces to engage the audience.

• Share the story. Ask: “Who is your audience? What was your purpose in creating the story? Has the purpose shifted during the process of creating the piece? In what presentation format will the story be viewed? Will the story continue to have life after its presentation?”

We provide further guidance on assessment in the Support Materials section of this document.

STEP 6: IMPLEMENT THE TECHNIQUE

• Announce the activity, distributing your handout and allowing time for questions.

• Provide students with time to work.

• Have students present their digital stories either in class or posted online.

• Collect and assess the digital stories.

STEP 7: REFLECT UPON THE ACTIVITY AND EVALUATE ITS EFFECTIVENESS

If you are interested in determining course level learning outcomes, use your rubric and add up the total for each rubric trait and enter it in a table or chart. For example, using our adaptation of the AAC&U VALUE rubric provided in the Support Materials section below, we created the following “Sample Display Chart of Assessment Results.” It shows the total number of students who were assessed at the different standards (excellent, very good, good, acceptable) for the various criteria (organization, language, delivery, central message, reflection & self-assessment). You can also add up the individual scores on each trait and determine a class average. These results can then be displayed in a variety of formats, such as the “Sample Graph of Assessment Results” on the following page.


6Digital Story

RUBRIC RESULTS FOR DIGITAL STORY PROJECTS(Number of Students at Each Level for Each Trait)

EXCELLENT VERY GOOD GOOD ACCEPTABLE

ORGANIZATION 6 4 7 3

LANGUAGE 4 5 8 3

DELIVERY 5 5 8 2

CENTRAL MESSAGE

7 3 7 3

REFLECTION & SELF-ASSESSMENT

9 4 5 2

1. SAMPLE DISPLAY CHART OF ASSESSMENT RESULTS

ORGANIZATION

LANGUAGE

DELIVERY

CENTRAL MESSAGE

REFLECTION & SELF-ASSESSMENT

40

30

20

10

0

EXCELLENT VERY GOOD GOOD ACCEPTABLE

2. SAMPLE GRAPH OF ASSESSMENT RESULTS

Consider what worked. Consider what could have been better and why and how. Consider whether the activity is something you would like to use in the future. Record your responses so that you can revisit them, when you consider implementing the activity in the future.


7Digital Story

The materials in this section are intended to help you with the process

of implementing this technique. Because Digital Story yields rich data

about student learning, for this technique, we provide additional

guidance on assessment.

ASSESSMENT GUIDANCE

The Learning Artifact for the technique—the means by which the student’s learning becomes visible and hence assessable—is the Digital Story students create. These stories can be a rich source of assessment data. They can provide evidence of a student’s knowledge of course content, ability to reflect upon their learning, multimedia literacy, and engagement. Moreover, through sharing their own stories with an audience, this technique provides strong evidence of student learning in the Human Dimension of the Significant Learning Taxonomy. Rubrics can be a useful assessment tool, and graphs and charts can be effective for displaying results.

SAMPLE ASSESSMENT RUBRICS

The University of Wisconsin Stout (nd) provides a great example of a rubric for assessing student video projects. We also include one that is a hybrid of two of the VALUE rubrics (rubrics developed by the Association of American Colleges and Universities as part of their Valid Assessment of Learning in Undergraduate Education initiative.

Support Materials

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____

/18

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on

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____

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ack

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he fi

nal v

ideo

.__

__ /1

2

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ance

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erin

g.

____

/12

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htin

g3

po

ints

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diti

onal

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use

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ate

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and

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res.

A

ll sc

enes

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ent

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er to

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ily s

ee

actio

n.

2 p

oin

ts

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diti

onal

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g is

use

d.

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s or

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res

are

app

aren

t.

1 p

oin

ts

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e sc

enes

are

too

dar

k or

to

o lig

ht to

det

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ine

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t is

hap

pen

ing

.

0 p

oin

ts

Onl

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bie

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vaila

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ht is

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ed. M

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cene

s ar

e to

o d

ark

or to

o lig

ht to

det

erm

ine

wha

t is

hap

pen

ing

.

____

/3

Cam

era

Tech

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(Exp

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re/F

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s)

12 p

oin

ts

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shot

s ar

e cl

early

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ell f

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a is

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ld s

tead

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ith fe

w p

ans

and

zo

oms.

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se-u

ps

are

used

to

focu

s at

tent

ion.

8 p

oin

ts

Mos

t sho

ts a

re c

lear

ly fo

cuse

d

and

wel

l fra

med

.

4 p

oin

ts

Som

e sh

ots

are

unfo

cuse

d or

p

oorly

fram

ed.

0 p

oin

ts

Man

y sh

ots

are

unfo

cuse

d

and

poo

rly fr

amed

. Exc

essi

ve

pan

ning

and

zoo

min

g d

istr

acts

th

e vi

ewer

.

____

/12

Gra

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cs6

po

ints

The

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assi

st in

pre

sent

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an o

vera

ll th

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that

ap

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ls to

the

au

die

nce

and

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ith a

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essa

ge.

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phi

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in a

nd

rein

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oint

s d

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g th

e p

rese

ntat

ion.

4 p

oin

ts

The

gra

phi

cs o

r ani

mat

ion

visu

ally

dep

ict m

ater

ial

and

assi

st t

he a

udie

nce

in

und

erst

and

ing

the

flow

of

info

rmat

ion

or c

onte

nt.

2 p

oin

ts

Som

e of

the

gra

phi

cs a

nd/o

r an

imat

ions

see

m u

nrel

ated

to

the

top

ic/t

hem

e an

d d

o no

t en

hanc

e co

ncep

ts.

0 p

oin

ts

The

gra

phi

cs a

nd/o

r an

imat

ions

are

unr

elat

ed to

th

e co

nten

t. G

rap

hics

do

not

enha

nce

und

erst

and

ing

the

cont

ent,

or a

re d

istr

actin

g

dec

orat

ions

tha

t det

ract

from

th

e co

nten

t.

____

/6

Co

pyr

ight

6 p

oin

ts

Cop

yrig

hted

info

rmat

ion

for

pho

tos,

gra

phi

cs a

nd m

usic

is

cle

arly

iden

tified

by

sour

ce

and

natu

re o

f per

mis

sion

to

rep

rod

uce.

4 p

oin

ts

Ever

y p

hoto

, gra

phi

c or

mus

ic

is e

ither

orig

inal

or p

erm

issi

on

for i

ts u

se is

doc

umen

ted

.

2 p

oin

ts

Som

e so

urce

s of

pho

tos,

g

rap

hics

, and

mus

ic a

re

not c

lear

ly id

entifi

ed w

ith

refe

renc

es, a

nd p

erm

issi

on to

re

pro

duc

e is

mis

sing

.

0 p

oin

ts

Ther

e is

no

refe

renc

e to

co

pyr

ight

info

rmat

ion

for

pho

tos,

gra

phi

cs, a

nd m

usic

.__

__ /6

AC

TIV

ITY

EX

EM

PL

AR

YP

RO

FIC

IEN

TP

AR

TIA

LLY

P

RO

FIC

IEN

TU

NS

AT

ISF

AC

TO

RY

PO

INT

S

Mo

ving

Imag

es3

po

ints

Mot

ion

scen

es a

re p

lann

ed a

nd

pur

pos

eful

, ad

din

g im

pac

t to

the

stor

y lin

e. “

Talk

ing

head

s”

scen

es a

re u

sed

whe

n cr

ucia

l to

telli

ng t

he s

tory

.

2 p

oin

ts

The

vid

eo in

clud

es s

ome

“tal

king

hea

ds,

” an

d

bac

kgro

und

s an

d vi

deo

eff

ects

ad

d in

tere

st. M

ost m

otio

n sc

enes

mak

e th

e st

ory

clea

rer

or g

ive

it m

ore

imp

act.

1 p

oin

ts

The

vid

eo in

clud

es “

talk

ing

he

ads”

and

a fe

w m

otio

n sc

enes

are

ad

ded

but

do

not

imp

rove

und

erst

and

ing

of t

he

stor

y lin

e.

0 p

oin

ts

The

vid

eo fe

atur

es “

talk

ing

he

ads”

with

litt

le o

r no

actio

n to

ad

d in

tere

st o

r the

vid

eo

uses

act

ion

exce

ssiv

ely.

____

/3

Tim

ing

3 p

oin

ts

Vid

eo c

lips

show

no

slac

k tim

e.

“Thr

ee b

eat”

tim

ing

(thr

ee

actio

ns p

er c

lip o

r thr

ee c

lips

per

eve

nt) i

s ev

iden

t.

2 p

oin

ts

Mos

t vid

eo c

lips

are

edite

d

to re

mov

e sl

ack

time

and

to

emp

hasi

ze a

ctio

n.

1 p

oin

ts

Som

e vi

deo

clip

s ne

ed to

be

edite

d to

rem

ove

slac

k tim

e an

d in

crea

se a

ctio

n.

0 p

oin

ts

Vid

eo c

lips

beg

in a

nd e

nd w

ith

slac

k tim

e or

no

actio

n.__

__ /3

TO

TAL

PO

INT

S__

__ /9

9

A—

EX

EM

PL

AR

Y:

86–9

9 p

oint

s

B—

PR

OF

ICIE

NT

: 76

–85

poi

nts

C—

PA

RT

IALL

Y P

RO

FIC

IEN

T O

R U

NS

AT

ISF

AC

TO

RY

: N

eed

s to

be

resu

bm

itte

d–f

ewer

tha

n 75

poi

nts

DIG

ITA

L S

TO

RY

AS

SE

SS

ME

NT

RU

BR

ICA

dapt

ed F

rom

The

AA

C&

U O

ral C

omm

unic

atio

n VA

LUE

Rub

rics

This

rub

ric

com

bin

es e

lem

ents

of

the

Ora

l Co

mm

unic

atio

n an

d t

he S

kills

fo

r Li

felo

ng L

earn

ing

VA

LUE

Rub

rics

cre

ated

by

facu

lty

wo

rkin

g w

ith

AA

C&

U.

Ora

l com

mun

icat

ion

is d

efine

d as

“p

rep

ared

, pur

pos

eful

pre

sent

atio

n d

esig

ned

to in

crea

se k

now

led

ge,

to fo

ster

und

erst

and

ing,

or t

o p

rom

ote

chan

ge

in th

e lis

tene

rs’

attit

udes

, val

ues,

bel

iefs

, or b

ehav

iors

.” L

ifelo

ng le

arni

ng is

defi

ned

as a

ny “

pur

pos

eful

act

ivity

und

erta

ken

on a

n on

goi

ng b

asis

with

the

aim

of i

mp

rovi

ng k

now

led

ge,

skill

s an

d co

mp

eten

ce.”

Eva

luat

ors

will

ass

ign

a ze

ro to

any

ass

ignm

ent t

hat d

oes

not m

eet b

ench

mar

k/ac

cept

able

(cel

l one

) lev

el p

erfo

rman

ce.

EX

CE

LL

EN

T 6

1–

80

VE

RY

GO

OD

4

1–

60

GO

OD

2

1–

40

AC

CE

PT

AB

LE

1

–20

PO

INT

S

OR

GA

NIZ

AT

ION

Org

aniz

atio

nal p

atte

rn (s

pec

ific

intr

od

uctio

n an

d co

nclu

sion

, se

que

nced

mat

eria

l with

in t

he s

tory

, an

d tr

ansi

tions

) is

clea

rly a

nd

cons

iste

ntly

ob

serv

able

and

is s

killf

ul

and

mak

es t

he c

onte

nt o

f the

dig

ital

stor

y co

hesi

ve.

Org

aniz

atio

nal p

atte

rn (s

pec

ific

intr

od

uctio

n an

d co

nclu

sion

, se

que

nced

mat

eria

l with

in t

he

stor

y, a

nd tr

ansi

tions

) is

clea

rly

and

cons

iste

ntly

ob

serv

able

w

ithin

the

dig

ital s

tory

.

Org

aniz

atio

nal p

atte

rn (s

pec

ific

intr

od

uctio

n an

d co

nclu

sion

, se

que

nced

mat

eria

l with

in t

he s

tory

, an

d tr

ansi

tions

) is

inte

rmit

tent

ly

obse

rvab

le w

ithin

the

dig

ital s

tory

.

Org

aniz

atio

nal p

atte

rn (s

pec

ific

intr

od

uctio

n an

d co

nclu

sion

, se

que

nced

mat

eria

l with

in t

he s

tory

, an

d tr

ansi

tions

) is

not o

bse

rvab

le.

____

/ 80

LA

NG

UA

GE

Lang

uag

e ch

oice

s fo

r the

sto

ry

are

imag

inat

ive,

mem

orab

le, a

nd

com

pel

ling,

and

enh

ance

the

ef

fect

iven

ess

of t

he s

tory

. Lan

gua

ge

is

ap

pro

pria

te to

the

aud

ienc

e.

Lang

uag

e ch

oice

s fo

r the

sto

ry a

re

thou

ght

ful a

nd g

ener

ally

sup

por

t the

ef

fect

iven

ess

of t

he s

tory

. Lan

gua

ge

is

ap

pro

pria

te to

the

aud

ienc

e.

Lang

uag

e ch

oice

s fo

r the

sto

ry a

re

com

mon

pla

ce a

nd p

artia

lly s

upp

ort

the

effe

ctiv

enes

s of

the

sto

ry.

Lang

uag

e is

ap

pro

pria

te to

the

au

die

nce.

Lang

uag

e ch

oice

s fo

r the

sto

ry a

re

uncl

ear a

nd m

inim

ally

sup

por

t the

ef

fect

iven

ess

of t

he s

tory

. Lan

gua

ge

is

not a

pp

rop

riate

to t

he a

udie

nce.

___

_ / 8

0

DE

LIV

ER

Y

Del

iver

y te

chni

que

s (v

isua

ls, v

ocal

ex

pre

ssiv

enes

s) m

ake

the

pre

sent

atio

n co

mp

ellin

g, a

nd t

he s

pea

ker a

pp

ears

p

olis

hed

and

confi

den

t.

Del

iver

y te

chni

que

s (v

isua

ls, v

ocal

ex

pre

ssiv

enes

s) m

ake

the

pre

sent

atio

n in

tere

stin

g, a

nd t

he s

pea

ker a

pp

ears

co

mfo

rtab

le.

Del

iver

y te

chni

que

s (v

isua

ls, v

ocal

ex

pre

ssiv

enes

s) m

ake

the

pre

sent

atio

n un

der

stan

dab

le, a

nd t

he s

pea

ker

app

ears

tent

ativ

e.

Del

iver

y te

chni

que

s (v

isua

ls, v

oca

l ex

pre

ssiv

enes

s) d

etra

ct fr

om

the

un

der

stan

dab

ility

of t

he p

rese

ntat

ion,

an

d th

e sp

eake

r app

ears

unc

omfo

rtab

le.

____

/ 80

CE

NT

RA

L

ME

SS

AG

E

The

cent

ral m

essa

ge

is c

omp

ellin

g

(pre

cise

ly s

tate

d, a

pp

rop

riate

ly

rep

eate

d, m

emor

able

, and

str

ong

ly

sup

por

ted

).

The

cent

ral m

essa

ge

of t

he s

tory

is

cle

ar a

nd c

onsi

sten

t.

The

cent

ral m

essa

ge

of t

he s

tory

is

bas

ical

ly u

nder

stan

dab

le, b

ut is

not

p

artic

ular

ly m

emor

able

.

The

cent

ral m

essa

ge

can

be

ded

uced

, b

ut is

not

exp

licitl

y co

nvey

ed in

the

p

rese

ntat

ion.

____

/ 80

RE

FL

EC

TIO

N &

S

EL

F-A

SS

ES

SM

EN

T

In P

re- a

nd P

ost-

Proj

ect R

eflec

tions

, d

emon

stra

tes

a d

eep

sens

e of

sel

f as

a le

arne

r, b

uild

ing

on p

rior e

xper

ienc

e.

In P

re- a

nd P

ost-

Proj

ect R

eflec

tions

, d

emon

stra

tes

very

goo

d se

nse

of

self

as a

lear

ner.

In P

re- a

nd P

ost-

Proj

ect R

eflec

tions

, d

emon

stra

tes

goo

d se

nse

of s

elf a

s a

lear

ner.

In P

re- a

nd P

ost-

Proj

ect R

eflec

tions

, d

emon

stra

tes

dev

elop

ing

sens

e of

se

lf as

a le

arne

r.__

__ /

80

Ad

apte

d fr

om

Ass

oci

atio

n of

Am

eric

an C

olle

ges

and

Uni

vers

ities

. (20

09).

Ora

l Co

mm

unic

atio

n A

nd F

oun

dat

ions

And

Ski

lls F

or L

ifelo

ng L

earn

ing

Valu

e Ru

bri

cs.

Retr

ieve

d fr

om

htt

ps:

//w

ww

.aac

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rics

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n an

d ht

tps:

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rics

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e ––

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tal P

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ts –

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/ 4

00 (P

oten

tial)

13Digital Story

This section is intended to help you with the process of implementing

Digital Story in your online class.

HOW TO START

• Choose the course topic you want to focus on and decide whether students will tell their own story or interview others and tell their story.

• Stories can be personal or academic, so long as they link back to the topic.

• Establish assignment parameters such as video length and timeframe to complete the project, as well as evaluation criteria. Support materials, including sample assessment rubrics, are included in this download (see pages 7–12).

• Finally, determine the manner in which students will submit their videos.

• If students will be sharing personal stories, consider having them submit the link as an assignment with a reflection essay.

• If stories explore topics that students would likely feel comfortable sharing with peers, have them post the link to their video in a discussion forum along with explanatory comments.

• Consider also implementing a discussion framework that encourages students to view and comment on each other’s videos.

Online Adaptation

14Digital Story

Technique Template

Following are two templates to assist you as you think through how

you might implement this technique in your own class. The first is a

completed template, providing an example of how Elizabeth Barkley

adapted Digital Story in her course, Music of Multicultural America.

The second is a blank template for you to fill out to tailor this

technique for your course.

15Digital Story

Technique Template

Sample Digital Story Completed Technique Template:

Content from Elizabeth Barkley

Course Name

COURSE CHARACTERISTICS

What are the situational factors that impact this course? For example, is it on campus or online? How many students? Is it lower division or graduate? Are there student attributes such as attitudes, prior knowledge, reasons for enrolling, and so forth that should be taken into account as you consider this technique?


Why are you choosing this technique? What do you hope to accomplish?

My course is an on campus, Honors Institute section of a lower division General Education course. The course meets my institution’s United States Cultures & Communities requirement and also the Humanities requirement. It enrolls about 25-30 students. A significant number are international students and we are trying to recruit more first generation students. As Honors students, they typically have good academic skills and are highly motivated.

I am looking for an activity that will increase student engagement as well as help students move beyond a surface understanding of the challenges faced by immigrants in the United States. I am also looking for a way to increase students’ self-reflection skills, both in terms of their connections to course content and their insights and understanding of how they learn.

Music of Multicultural America

16Digital Story


What is the question you want learners to address, or problem you want them to solve?


What are the assignment logistics? For example, will this be assigned individually or is it group work? How long will the assignment take? Will students be submitting a product? What materials, resources, or additional information do you anticipate needing?

Create a digital story that documents the experience of becoming “American.” The story can be that of your own (if you are an immigrant), of someone else’s such as a friend’s, family member’s, co-worker’s, neighbor’s, and so forth.

This will be an individual project. I will give students 6 weeks to create a video with a maximum of 5 minutes. They will upload them to a Drop Box folder I’ll create. I am also going to incorporate a short post-project reflection essay and ask students to describe what they learned about themselves in the process. I also need to create an assessment rubric and the assignment handout.

17Digital Story


If you decide to assess learning, how will you determine that learning has occurred? For example, will you use a simple +/check/- grading system? If you use a rubric, will you use an existing one or create one? What will be your criteria and standards?


How will you communicate assignment parameters to students? For example, through a handout? A prompt on a presentation slide? Assignment instructions in your online course?

I will adapt the AAC&U VALUE rubrics for Oral Communication and also The Skills for Lifelong Learning, and use the criteria of organization, language, delivery, central message, and reflection/self-assessment. My standards will include Excellent, Very Good, Good, Acceptable, and the potential of a “0” if the Digital Story does not meet the acceptable benchmark.

I will create a handout that I will distribute in class and also post in the course’s Learning Management System. I will also set aside some time in class to discuss the project with students and answer questions.

18Digital Story


How will you adapt steps/procedures for your students? Are there any additional logistical aspects to consider?


Note: This step will be completed after you have implemented the technique.Did this technique help you accomplish your goals? What worked well? What could have been improved? What might you change if you decide to implement the activity again?

I need to determine how much technical help students will be able to get from our Media Center should they need it. Or maybe I can choose to set up peer help, since most students now know video skills. I also need to figure out an alternative if students can’t upload to Drop Box, such as having them bring the file in on a flashdrive.

After I implemented this technique and evaluated student learning outcomes, I decided it was a very good addition to course activities. I also decided that some of the stories were quite powerful and other students would learn from them. I therefore decided to encourage students to share their stories and I reserved one class day for these presentations.

19Digital Story

Technique Template

This template is intended for use when planning to implement Digital Story

in your class. Fill in the blanks below, and use the information provided

elsewhere in the Instructor’s Guide to assist you in your thinking.

Course Name

COURSE CHARACTERISTICS

What are the situational factors that impact this course? For example, is it on campus or online? How many students? Is it lower division or graduate? Are there student attributes such as attitudes, prior knowledge, reasons for enrolling, and so forth that should be taken into account as you consider this technique?


Why are you choosing this technique? What do you hope to accomplish?

20Digital Story


What is the question you want learners to address, or problem you want them to solve?


What are the assignment logistics? For example, will this be assigned individually or is it group work? How long will the assignment take? Will students be submitting a product? What materials, resources, or additional information do you anticipate needing?

21Digital Story


If you decide to assess learning, how will you determine that learning has occurred? For example, will you use a simple +/check/- grading system? If you use a rubric, will you use an existing one or create one? What will be your criteria and standards?


How will you communicate assignment parameters to students? For example, through a handout? A prompt on a presentation slide? Assignment instructions in your online course?

22Digital Story


How will you adapt steps/procedures for your students? Are there any additional logistical aspects to consider?


Note: This step will be completed after you have implemented the technique.Did this technique help you accomplish your goals? What worked well? What could have been improved? What might you change if you decide to implement the activity again?

23Digital Story

PRIMARY SOURCE

Content for this download was drawn primarily from “Learning Assessment Technique 36: Digital Story” in Learning Assessment Techniques: A Handbook for College Faculty (Barkley & Major, 2016), pp. 303–311. It includes material that was adapted or reproduced with permission. For further information about this technique, including examples in both on campus and online courses, see the primary source:

Barkley, E. F., Major, C. H. (2016). Learning Assessment Techniques: A Handbook for College Faculty. San Francisco, CA: Jossey-Bass.

CITATIONS AND ADDITIONAL SUGGESTIONS FOR FURTHER READING

• Lambert, J. (2010). Digital storytelling cookbook. Center for digital storytelling.

• Sanders, J. (2009). Reflect 2.0: Using Digital Storytelling to develop reflective learning by the use of next generation technologies and practices. JISC.ac.uk. http://www.jisc.ac.uk/publications/documents/reflectfinalreport.aspx.

• University of Houston (2015). Assessment and evaluation. Educational uses of digital storytelling. http://digitalstorytelling.coe.uh.edu/page.cfm?id=24&cid=24&sublinkid=43

• University of Wisconsin Stout (nd) Video project rubric: https://www2.uwstout.edu/content/profdev/rubrics/videorubric.html

COPYRIGHT

These materials supplement the “Digital Story” teaching technique video on the K. Patricia Cross Academy Video Library (kpcrossacademy.org). Copyright © 2018 Barkley and Major. Includes material that is adapted and/or reproduced with permission from: Barkley and Major, Learning Assessment Techniques. Copyright © 2016 by John Wiley & Sons, Inc. Released for use under a creative commons attribution, non-commercial, no derivatives license (creativecommons.org/licenses/by-nc-nd/3.0/). You are free to use it, copy it, and share it, as long as you don’t sell it, don’t change it, and do give us credit for it.

References and Resources

teaching technique 01 digital story...storyboard 6 points the storyboard illustrates the video...

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