digital storytelling production · digital storytelling framework provides the necessary,...
TRANSCRIPT
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
DIGITAL STORYTELLING PRODUCTION PAGE 2
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.
DIGITAL STORYTELLING PRODUCTION PAGE 3
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.
DIGITAL STORYTELLING PRODUCTION PAGE 4
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.
DIGITAL STORYTELLING PRODUCTION PAGE 5
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.
DIGITAL STORYTELLING PRODUCTION PAGE 6
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.
DIGITAL STORYTELLING PRODUCTION PAGE 7
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.
DIGITAL STORYTELLING PRODUCTION PAGE 8
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.
DIGITAL STORYTELLING PRODUCTION PAGE 9
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
DIGITAL STORYTELLING PRODUCTION PAGE 10
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
Application Time: 10 minutes
Presentation:
1) Discuss meaning behind personal story and
why it is important.
2) Discuss metaphorical meaning behind story
and what story teaches about life.
DIGITAL STORYTELLING PRODUCTION PAGE 11
Activity:
1) Learners will be able to discuss the meaning
and emotions behind their stories.
Digital
Storytelling
Step 3: Find
the Moment
Demonstration
/ Modeling
Application Time: 10 minutes
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
Application Time: 10 minutes
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
Application Time: 10 minutes
Presentation:
1) Demonstrate how to record voice using
PowerPoint.
2) Demonstrate the use of the headphones and
microphones.
DIGITAL STORYTELLING PRODUCTION PAGE 12
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
Application Time: 10 minutes
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
Application Time: 10 minutes
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.
DIGITAL STORYTELLING PRODUCTION PAGE 13
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.
DIGITAL STORYTELLING PRODUCTION PAGE 14
DIGITAL STORYTELLING PRODUCTION PAGE 15
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
Additional Comments:
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?
Additional Comments:
DIGITAL STORYTELLING PRODUCTION PAGE 16
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.