DIGITAL STORYTELLING:The Art of Learning How to Make History Come to Life!

Kyle DanielsonExperiential Learning Design ProjectEDLT 536 – Learning Sciences & Instructional DesignDr. Kozloski

Purpose

The purpose of my learning experience is to have students choose a historical event or figure that they want to learn more about and then use Digital Storytelling to present both an informative story as well as a visually appealing project.

The visual nature of the project will help the students remember the content better.

Learning Environment This project can apply to any age

students, but I have geared this toward a high school freshman history class.

Students will work independently on the topic of their choice.

In the beginning stages, they will be allowed to brainstorm together to get their project moving.

Learning Models Two Key Learning Models

Scaffolding▪ Students will first be shown an example of

digital storytelling.▪ They will then be provided with “prompts and

hints that help learners to figure it out on their own (Sawyer, 2006).”

Deep Learning▪ Students will mix their current knowledge

with new knowledge to create a more thorough project .▪ Project requires students to reflect on their

projects and the others completed by their classmates.

Learning Goals The project will provide

a deeper understanding of the subjects because they are more personal to the students.

Become familiar with new technologies to be able to take with them to later classes and teach other students.

The students will feel more independent after the project because they will have completed it on their own.

Students will be able to better recall information from the completed projects.

Key Learning Technologies Microsoft PowerPoint

Students will create their project in PowerPoint.

Each slide with contain 1-4 pictures relating to their story.

Camtasia Studio (http://www.techsmith.com/camtasia.asp) Student will use Camtasia Studio to bring

their PowerPoint's to life. They will record their script to flow with the

slides to keep the audience interested.

EvaluationCATEGORY 4 3 2 1 Percentage

Point of View – Purpose

Establishes a purpose early on and maintains a clear focus throughout.

Establishes a purpose early on and maintains focus for most of the presentation.

There are a few lapses in focus, but the purpose is fairly clear.

It is difficult to figure out the purpose of the presentation. 20%

Dramatic Question

Realization is dramatically different from expectation.

Realization differs noticeably from expectation.

Realization barely differs from the expectation.

Realization and expecation do not differ. 20%

Images Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors.

Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors.

An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical.

Little or no attempt to use images to create an appropriate atmosphere/tone.

20%

Evaluation (cont.)CATEGORY 4 3 2 1 Percentage

Economy The story is told with exactly the right amount of detail throughout. It does not seem too short nor does it seem too long.

The story composition is typically good, though it seems to drag somewhat OR need slightly more detail in one or two sections.

The story seems to need more editing. It is noticeably too long or too short in more than one section.

The story needs extensive editing. It is too long or too short to be interesting. 20%

Voice - Pacing The pace (rhythm and voice punctuation) fits the story line and helps the audience really "get into" the story.

Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience.

Tries to use pacing (rhythm and voice punctuation), but it is often noticeable that the pacing does not fit the story line. Audience is not consistently engaged.

No attempt to match the pace of the storytelling to the story line or the audience. 10%

Duration of Presentation

Length of presentation was 4 minutes.

Length of presentation was 3 minutes.

Length of presentation was 2 minutes.

Presentation was less than 2 minutes long OR more than 4 minutes.

10%

Rubric created by http://rubistar.4teachers.org/index.php

References

Sawyer, R.K. (2006).(Ed.). The Cambridge Handbook of The Learning Sciences. New York: Cambridge University Press.

Rubric created by http://rubistar.4teachers.org/index.php