8.2 Digital Storytelling - Reflect and Connect
Today's session will focus on active reflection and connection in the storytelling process. This will be the final step to the culmination of the digital story project. Sharing the nearly finished production with others can provide new insights into the process and product, shift thinking, and create an affinity space for the craft of digital storytelling.
Today's session will focus on active reflection and connection in the storytelling process. This will be the final step to the culmination of the digital story project. Sharing the nearly finished production with others can provide new insights into the process and product, shift thinking, and create an affinity space for the craft of digital storytelling.
Activating your Understanding - The Power and the Dangers of Storytelling
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Begin with PEER Review
Before you begin:
Let's talk about it. Remember some of the peer review elements we explored in Week 8 Fall term. Then, share your experiences, insights or concerns with the peer review process at your table group. Each person should take one minute to share while others apply 'active listening skills'. When each person has had a turn to speak, ask some open, honest questions to probe further. Before you conclude, provide guidelines or establish ground rules for your peer reviewers to follow when providing feedback to your digital story. This can be the format, content or suggestions you would like from your peers as a result of this process e.g. I'd like two stars and a wish OR I need help figuring out how to end it OR I have an issue with ..... and need your suggestions. The suggested response can take the form of two stars and a wish, stars and stairs OR strengths, weakness, next steps. |
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Connecting to others is the ultimate purpose of digital storytelling. Throughout the process, there is time to connect and share with others. In the end, when the project is finished, the author releases the final work to the audience. Before the audience views or reads, the author goes through a process of editing and improving the work. This too is part of the writing process.
Today, we will work as author and editor for each other. At each table one person will take on the role of author, showing and sharing their work. The others will provide critical and specific feedback for the author. It is then up to the author to decide and chose to act on the recommendations, implement suggestions or not. Authorship remains the domain of the author.
Today, we will work as author and editor for each other. At each table one person will take on the role of author, showing and sharing their work. The others will provide critical and specific feedback for the author. It is then up to the author to decide and chose to act on the recommendations, implement suggestions or not. Authorship remains the domain of the author.
- Share your digital story with your table group. They may need to view it more than once to give good feedback. The first viewing will provide an overall sense of story. The second viewing can focus on specific elements on which to provide feedback.
- Each person at the table should receive feedback from at least one other person.
- This process may take some time, but will inform and shape the final submission of your digital self portrait.
Leading to SELF Reflection
Access the ORID reflection template in Google Classroom or use this link.
The importance of digital storytelling in a community of learners is explored by Freidus and Hlubinka. Storytellers come to a shared experience with four guiding principles:
- articulation
- abstraction
- audience
- affinity
An article written by Peter Skillen, Multimedia - Blogs, digital storytelling, flash, podcasting: Enhancing the knowledge building provides some critical questions that lead to the final reflections for this project.
Skillen suggests three supports for creating a culture of mindfulness and intentionality in teaching and learning with multimedia technologies: journal writing, collaboration and scaffolding. How can you apply them in your practicum placement?
What alternatives can you use if technological tools and services are not available in your classroom?
How will you begin?
Skillen's blog The Construction Zone contains one post titled "Scaffolding for Deep Understanding". This outlines some characteristics of novice learners and expert learners. It provides some planning starters, reflection starters, comment starters and elaboration triggers that may be helpful in the next part of this section. They are also appropriate for use with students in the classroom, so well worth a look.
- What knowledge has been developed in the creation of the work?
- Is it more than a linear presentation reworded or acquired from web sources?
- Has knowledge been reworked to create new understandings?
- How do novice learners progress to becoming expert learners?
Skillen suggests three supports for creating a culture of mindfulness and intentionality in teaching and learning with multimedia technologies: journal writing, collaboration and scaffolding. How can you apply them in your practicum placement?
What alternatives can you use if technological tools and services are not available in your classroom?
How will you begin?
Skillen's blog The Construction Zone contains one post titled "Scaffolding for Deep Understanding". This outlines some characteristics of novice learners and expert learners. It provides some planning starters, reflection starters, comment starters and elaboration triggers that may be helpful in the next part of this section. They are also appropriate for use with students in the classroom, so well worth a look.
FINAL STEPS:
Sharing your Story:
The final submission of your digital story, done in the D2L drop box, should include
The final submission of your digital story, done in the D2L drop box, should include
- the link to the story if published to a web location, your own blog site, or the digital file if produced as a video file
- the finalized rubric that will be used to assess your digital story
- the story map and the storyboard for your story
- a reflection of the storytelling process - complete the ORID template attached to this page
Digital Human Library - connections to others
The Digital Human Library is a unique resource to connect students and teachers in the classroom with rich resources, people and places to support learning. It is created and managed by Ontario educator, Leigh Cassell and provides video conferencing connections to organizations and experts around the world in a variety of subject and curricular areas.
The Digital Human Library is a unique resource to connect students and teachers in the classroom with rich resources, people and places to support learning. It is created and managed by Ontario educator, Leigh Cassell and provides video conferencing connections to organizations and experts around the world in a variety of subject and curricular areas.
Resources/Links:
- Social Media and Reflection: Marriage or divorce? Blog post includes the TedTalk from Sherry Turkle
- Student Reflective Practice: Building deeper connections to concepts, Kathleen R. Murphy, ASCD Express 6.25