1. Documenting food systems through digital stories

2. BACKGROUND O Diverse student background: personalities, socio-economic status, place of residence and learning styles. O 9 students in module. O UWC several computer labs O The Department of Human Ecology and Dietetics has own computer lab which is fully functional with Internet facilities. O All students have laptops and phones with a camera. 3. ESTABLISHED PRACTICE O Topic called community food assessment. O Students conduct research about the various food systems in a 5km radius in their community. O This information described in a narrative format and captured on an asset map. O 2014 assignment structured differently to improve student engagement. 4. CHALLENGE O Lack of student engagement in classroom. O I do most of the talking. O Use of activity sheets with powerpoint presentations to encourage conversation in the classroom. O Therefor changed assessment task to improve student engagement. 5. OUTCOMES The technological intervention must: 1. Improve student engagement with the content of the module. 2. Allow student to share their information with each other which will give students the opportunity to engage with each persons interpretation of the content. 3. Encourage students to use Google drive to upload stories. 6. AFFORDANCES 1. Context sensitivity 2. Representation tool 3. Capture tool 4. Exploration tool 5. Reflection tool 6. Writing / planning tool 7. LEARNING INTERVENTION O Replace current paper-based assessment & asset map to digital storytelling (DS). O Outline & rubric developed to create clarity i.t.o requirements for DS. O 1 hour digital story training held by UWCs e- learning unit. O 4 weeks to complete task that entailed walkabout in community to take photos and music and narratives to them. 8. O Present story to class. O Given feedback by lecturer about how to improve quality of story. O Uploaded DS onto Google drive. O Completed survey about DS experiences on Google form. 9. Outline for assessment task 10. COMMUNITY FOOD ASSESSMENT DIGITAL STORY RESEARCH PROJECT You are required to conduct a community food assessment in your own community or a community of your choice. In this food assessment you are required to conduct research into certain aspects of your community. The aspects include the following: Conduct a local food audit of the types of food resources or food assets in your community in a radius of 5km. After obtaining the food resources or assets in your community, classify them into the various components of a food system which includes food production, food processing, food distribution, consumption of food and recycling of food waste. This audit can be conducted by walking or driving in your community and observing the food systems in the chosen community and consulting community profile data. Determine the accessibility to the food resources or assets to community members. The following questions will guide your data collection. Are food resources located near low-income neighbourhoods? Is public and/or private transportation available between the resources and low-income neighbourhoods? What barriers influence peoples use of community food resources? What type of transport options are available for community members to use, hours of operation and days of service could be associated the mode of transport. Plan and create an original digital story using the data you collected in points 1 3. Design a digital story of 2 4 minutes. Take photos during the walkabout or drive through your chosen community to obtain evidence of the various types of food resources. Plot the access routes to these food resources in your community. Plan digital stories using the storyboard template with written comments and voice-over scripts. Develop digital story from the storyboard exercise using photos, music, written comments and voice-over. Follow stages of creating a digital story on p2. Present digital story to the class. 11. Rubric for assessment task 12. TECHNOLOGICAL ASPECTS OF DIGITAL STORY Images (10 marks) Images create a distinct atmosphere or tone that matches different parts of the story. (8-10) Images create an atmosphere or tone that matches some parts of the story. (5 - 7) Little or no attempt to use images to create an appropriate atmosphere or tone. (0 - 4) Voice clarity (10 marks) Voice quality clear and consistently audible throughout presentation. (8-10) Voice quality clear and consistently audible through some (70-90%) of presentation. (5 - 7) Voice quality is poor and inaudible throughout presentation. (0 - 4) Pacing of narrative (10 marks) Pace (rhythm and voice punctuation) fits the story line. (8-10) Occasionally speaks too fast or too slow for story line. (5 - 7) An attempt to use pacing but does not fit story line. No attempt to use pacing. (0 - 4) Soundtrack/Sound (10 marks) Music matches storyline. Images match music. Music well-co-ordinated with video. Speakers are easy to understand. (8-10) Music occasionally matches storyline. Images match music. Speakers mostly clear but difficult to understand in some instances. (5 - 7) No music or music occasionally matches storyline. Images dont match music. Speakers difficult to understand because of low volume or competing sounds. (0 - 4) Economy of story detail (10 marks) The story is told with exactly the right amount of detail throughout. It does not seem too short nor does it seem too long. (8-10) The story composition is typically good, though it is too drawn out. Requires slightly more detail in one or two sections. (5 - 7) The story needs extensive editing. It is too long or too short to be interesting. (0 - 4) 13. Example of a digital story 14. EFFECTIVE PRACTICE BENEFITS O Forces students to engage with information of the specific topic at hand. O Good technique to promote group work among all members because of the various facets of a digital story such as taking photos, developing the storyline and the narrative. O Expression of creativity through technology. O Google drive eliminates risk of the file being too large and unable to be sent as is the case of an e-mail. O Use of Google form provides immediate feedback through summary of results and tables. 15. EFFECTIVE PRACTICE RISKS O Poor quality stories if clear guidelines not provided. O Student spelling and language poor students think it is unimportant for a digital story. 16. REFLECTION OF DS EXPERIENCE DS Reflection Me Colleague s Students 17. Student reflection O Increased awareness of availability of food resources and the quality of their communitys food system. O Expressed excitement at doing a DS for the first time. O However, when they started creating stories - time consuming and could not be created on the last minute. O Despite this challenge found it exciting. Not all students found this. O Did enjoy experience above a paper-based assignment. 18. Student reflection O Enjoyed using Google drive and form facilitated ease of uploading story. O Enjoyed using form facilitated ease completing questionnaire better than a paper copy. 19. Colleague reflection O Gave students another dimension to their community. O Provide training or guidelines about how to select photos, how to select appropriate music and how to write and edit a narrative. O More challenging than a paper copy - appropriate photos must link to narrative. O Brings paper copy to life - requires more thought and engagement with the content of the topic than a paper copy. O Allows introvert student to deliver his/her work in a comfortable environment without facing an audience. 20. My reflection O Increased engagement with content of topic and their communities. O Students had to put careful thought into photo taking, selection, narratives and music applicable for their story. O Encourages creative thinking about the information and how they going to present it i.t.o. narratives, music and photos. O Warn students against fousing on music and forgetting to focus on actual content of story. O Music can overshadow content of story. 21. My reflection O Time consuming and labour intensive cannot be done at the last minute for student and lecturer. O Quality of equipment such as camera, mike system and quality of sound on PC used to showcase is important - produce a poor quality story if not considered. O Ensure installation of Photostory 3 on PC in venue. 22. My reflection O Many steps to a digital story develop a timeline and let students develop over a weekly period to avoid the time consuming task of creating DS. O Digital storytelling can be done in groups to reduce the time spent on it. O Encourage students to conduct the assignment in their own community where possible, makes researching food systems easier. 23. My reflection O Google drive easy tool for students to upload stories no problems of files being too big when sent via e-mail. O Google form easy for students to complete get immediate feedback and graphical representation. 24. RECOMMENDATIONS O To take assessment further, student to peer assess each other using rubric. O Provide additional training related to: - how to take and select photos, - how to select appropriate music - how to write and edit narratives. 25. CONCLUSION O It was a positive experience that had its challenges. O Interesting to view a visual format of a community and its food systems. Will keep DS as an assessment tool! 26. REFERENCES O Burden, K & Atkinson, S. 2008. Evaluating pedagogical affordances of media sharingWeb 2.0 technologies: A case study. Proceedings ascilite 2008, Melbourne. O Churchill D. & Churchill, N. 2008. 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