Digital Storytelling Final Project - EDUC
5333
Project Plan
“The
Rise” is a personal narrative about overcoming a shattered dream that can be
used to educate people about being resilient amid a tragedy and the impact
sporting activities have on individual mental health.
The Story Elements
v Point
of view: 1st-person & 3rd-person
v Emotional
Content: The emotional content will resonate with the general audience's
personal life, evoke memories, and build empathy.
v Dramatic
Question: The introduction and images used.
v Tone:
enthusiasm, melancholy, despair, optimistic
v Pacing: A well-timed progression of the narrative to
create that rhythmic flow.
v Soundtrack:
soundtrack will be used throughout the story to create an emotional atmosphere
and to enhance the theme or concept of the story.
v Economy/Story
Length: The story is estimated to be navigated within ten minutes.
The
story development tool used to craft “The Rise” digital narrative comprised of
the story core, the Dillingham visual portrait graphic story map organizer, the
script and a story table to organize the ideas and enable the creator to follow
a sequence to develop and effective story.
Educational Use
The
digital narrative will be used at the 5th-grade level to inspire
students to persevere amidst challenging situations, embrace change, and be
open-minded. Use their talents and skills to impact on the lives of others.
Narrative writing, Identifying Themes, Social Emotional Learning lessons of Empathy,
Coping Skills, and Perseverance are instructional opportunities that can be
derived from this story.
Content Standards Addresses- New Jersey Student
Learning Standards fifth grade ELA
RL.CI.5.2. Determine the
theme of a literary text (e.g., stories, plays or poetry) and explain how it is
supported by key details; summarize the text.
W.NW.5.3. Write
narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
- Orient the reader by establishing a
situation and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally.
- Use narrative techniques, such as dialogue,
description, and pacing, to develop experiences and events or show the
responses of characters to situations.
- Use a variety of transitional words,
phrases, and clauses to manage the sequence of events.
- Use concrete words and phrases and
sensory details to convey experiences and events precisely.
- Provide a conclusion that follows
from the narrated experiences or events.
The International Society for Technology
in Education (ISTE) Student Standards Addressed-
Empowered Learner: 1.1d Technology
Fundamentals
Students
understand fundamental concepts of how technology works, demonstrate the
ability to choose and use current technologies effectively, and are adept at
thoughtfully exploring emerging technologies.
Knowledge Constructor: 1.3.c
Curate Information
Students curate information
from digital resources using a variety of tools and methods
to create collections of artifacts that demonstrate meaningful
connections or conclusions.
Creative Communicator:
1.6.a Choose Platforms or
Tools
Students choose the
appropriate platforms and digital tools for meeting the
desired objectives of their creation or communication.
1.6.d Customize the
Message
Students publish or
present content that customizes the message and medium for their intended
audiences.
Global Collaborator
1.7.b Multiple Viewpoints
Students
use collaborative technologies to work with others, including peers,
experts and community members, to examine issues and problems from multiple
viewpoints.
1.7.c Project Teams
Students contribute
constructively to project teams, assuming various roles and
responsibilities to work effectively toward a common goal.
Tools to use
Hooksounds will be used
to incorporate background music and sound effects to match the concept of each
scene; Unity and or Screencastify to create the video, and images from Canva
and Unsplash for uploads.
DST Rubric
Purpose: This rubric will assess the final
projects for EDUC 5333. This template is collaboratively developed within
a peer feedback group and will be personalized by each student to focus
evaluation to address the specific goal(s) of each student.
Personal DST Goal: To motivate others to
view challenges as opportunities for growth and to discover strength through
various art forms, such as sports, to elevate them to their next level of
achievement.
|
Components |
Excellent 90%-100% |
Good 75%-85% |
Fair 60%-74% |
Needs Improvement 0-59% |
|
Evidence of Planning |
20
-18 points Complete and detailed evidence of planning throughout the entire storyboard, including sketches, rough draft sequencing, pacing, script, images, sources, music, and sound. |
17-16 points Evidence of planning through most of the storyboard, including sketches, rough draft sequencing, pacing, script, images, sources, music and sound. |
15-14 points Evidence of planning through some of the storyboard, including sketches, rough draft, sequencing, pacing, script, images, sources, music and sound. |
13-0 points Little to no evidence of planning, including minimally completed sketches, sequencing, pacing, script, images, sources, music and sound. |
|
Technical Quality (Sound, Visual Clarity, Editing) |
20 -18 points High-quality visuals and/or sound with
smooth, seamless editing; no distracting technical flaws. |
17-16
points Good technical quality with minor flaws
that do not disrupt the storytelling. |
15-14 points Mixed technical quality with noticeable
issues in sound, visual clarity, or editing. |
13-0 points Poor technical quality with multiple
issues that distract from the story. |
|
Personal Narrative |
20
-18 points Story is clearly told, conveys why
events are important and how they affected the author, expresses the author’s thoughts and feelings throughout, and includes many relevant sensory details. |
17-16 points Story is mostly clear, conveys why some events are important and how they affected the author, expresses the author’s thoughts and feelings, and includes some relevant sensory details. |
15-14 points Story is somewhat reason behind importance of events and how they affected the author is lacking, author’s thoughts and feelings are not well expressed, includes few relevant sensory details. |
13-0 points Story is not clear, importance of events and how they affected the author is missing, author’s thoughts, feelings and/or relevant sensory details are not included. |
|
Media application |
10-9 points Media is used thoughtfully and
effectively to enhance the story's mood, setting, and themes. |
8
points Media elements are generally well-chosen
and support the story, with minor issues in quality or relevance. |
7 points Media usage is inconsistent and does not
consistently add value to the story. |
6-0 points Media is poorly chosen or irrelevant,
detracting from the storytelling experience. |
|
Citation |
10-9
points All sources are cited completely and accurately in the credits. All copyrighted material, if used, is identified individually. |
8 points Most sources are cited completely and accurately in the credits. |
7 points Some sources are cited completely and/or accurately in the credits. |
6-0 points No sources are cited in the credits. or, Google images have been cited as the source. |
|
Impact on Audience-PG |
10-9
points Strongly engages and inspires the audience to take
action or shift perspectives toward growth and achievement. |
8 points Engages the audience, fostering some level of
inspiration or new perspectives. |
7 points Limited audience engagement; impact is moderate. |
6-0 points Fails to engage or inspire the audience; little to
no impact. |
|
ISTE Educator Standard 2.6.d - Model and
Nurture Creativity |
10-9 points Demonstrates exceptional originality and innovation;
the story is highly creative and engages the audience with fresh ideas. |
8
points Shows originality and creativity; the story includes
some unique ideas but may rely on familiar themes. |
7 points Displays limited originality; the story relies
heavily on common or predictable ideas. |
6-0 points Lacks originality; the story is overly simplistic or
copied from existing works without adaptation. |
Self-assessment Rational:
|
Criteria |
Rational |
|
Evidence
of Planning-20 |
The
planning was thorough, and the elements were evident. |
|
Technical
Quality (Sound, Visual Clarity, Editing)- 17
|
Technical
features are good; however, a few images could be more visible. |
|
Personal
Narrative-20 |
The
concept and message of the story were conveyed. |
|
Media
application-8 |
The
media elements used support the story. However, more Sprite characters could
have been incorporated. |
|
Citation-
10 points |
All sources are
cited accurately,
and copyrighted materials are given credit |
|
Impact on
Audience-PG 9 points
|
Engages
the audience to persevere amidst challenges. |
|
ISTE
Educator Standard 2.6.d - Model and Nurture Creativity- 8 points |
Slows
originality and creativity; however, it’s a familiar theme. |
Story Planning
The Story Core
Problem: A
shattered dream due to an unfortunate accident that impacted the athletic team.
Transformation: Volunteering
and participating in athletic meets to assist in nurturing young talents.
Solution: Persevere
amid disappointment by making a positive impact in young people's lives that
will transform their lives in years to come.
Visual Portrait of the Story Map
The Script
It
was late December in 1991, and I felt ecstatic after leaving a track meet.
There was a buzz of excitement and laughter in the bus as my friends and I
conversed about the competition, but little did I know that my dream of
becoming an athlete would be shattered when the vehicle that I was traveling in
crashed and one of my teammates, Dezerine jumped through the window in fright.
The resulting impact of the incident caused the dissolution of the school’s
promising track club, on which my hopes of becoming a professional athlete were
built.
For
several years after, despite not having achieved the athletic career I had
hoped for, I would frequently attend track meets and athletic championships
during college, many of which I participated as an official marshal,
volunteering in roles to ensure the success of these meets and the fulfillment
of the dreams for the young athletes participating and building future careers
for themselves. It has always been my joy to see young talents being nurtured
and built and progressing through the various levels of creating future
careers, many of whom would later excel on the national level, and a select few
even progressing onto the global stage to build international careers.
In
a reflective mode, however, I often suffer the bittersweet mood of reflecting
on how my own career came to a sudden end as a result of that terrible accident
that ended not just my career but so many others of my fellow schoolmates, some
of whom suffered lasting injuries which end their aspirations, and for myself
despite not having any serious injuries continue to suffer the recurring mental
effects of considering what could have been, had this accident not occurred.
But
in the depth of my despair in the stillness of the morning, I have come to
realize success in sports can be achieved on many different levels, not just
through a professional career but through active participation on a personal
level in some of the ways I continue to participate, ensuring young careers are
continued to being built, and facilitating ways in which sports can serve to
build healthy and therapeutic lifestyles for those who do not participate on a
professional level.
I
have come to realize, in particular, during the COVID-19 pandemic, the effects
of sports on a healthy lifestyle on the mental health of young children and
also adults in warding off illnesses such as depression, and its effects of
maintaining active bodies and minds that are major contributors to healthy
living.
The power of moving on
and not letting the disappointments of the past keep you down was a defining
moment along my journey, you too, can find ways of recovering, transforming
oneself, and overcoming the tragedies of life, how best to conquer such challenges
than to make a positive impact on the lives of young minds of the scholars
whose lives I continue to transform year after year.
Story Board
Digital/Visual Storytelling in your Community
The
International Society for Technology in Education (ISTE) standards
framework is one of the components of curriculum instruction that enable
educators to transform and enhance the teaching experience of students as they
engage with technology to delve deeper into content. In creating the digital
story, ISTE student standard 1.1 Empowered Learner proficiencies 1.1a Learning
Goals, 1.1c Feedback to Improve Practice, and 1.1d Technology Fundamentals were
addressed.
Sharing
different aspects of the digital story development via my blog page, discussion
board, and assignments submission in Canva for peers and lecturers to provide
feedback is evidence that supports meeting the proficiency of the ISTE standard
Empowering learners: 1.1c Feedback to Improve Practice.
Proficiency
1.1d Technology Fundamentals was also addressed using different application
software, such as Canva to create the storyboard, Audacity to record voice,
Hooksounds for sound effects, transitions, and Unity for compilation. Resources
were also used to peruse other technology tools that were tried out for
potential use within the classroom when teaching digital stories was also part
of this proficiency.
Setting
a personal goal for the digital story enables me to evaluate the progress made
weekly, reflect, and make necessary adjustments to improve the overall outcome
of the story, which correlates with proficiency 1.1a Learning Goals.
Digital
storytelling has the impact of supporting community members to become empowered
learners in many ways, as highlighted below. Families of different cultural
backgrounds can share stories portraying different concepts and themes, thus
creating a diverse platform to inspire their audiences. This can also build
global connections utilizing different modes of digital tools and applications
to share these stories.
Social
Emotional Learning is embodied through the use of digital storytelling by
community members in that they can hone in on developing empathy through the
character, express emotions, and foster self-awareness through their
narratives. Community members can use different software and digital tools to
convey these emotions.
Staff
and faculty can collaborate to share digital stories created by themselves or
students that can be used as resource materials in curriculum instruction.
These digital stories can also be vetted by their colleagues, and feedback can
be provided. Also, ideas can be shared to enhance digital storytelling.
Educators
embody digital storytelling as an instructional activity to facilitate
students' learning opportunities and develop their expressive abilities.
Digital storytelling promotes authentic learning as students express their
personal stories to targeted audiences, which lends itself to self-reflection.
A
student-centered pedagogy in digital storytelling can be used to develop
multimodal literacies, especially with lower-grade students, multilanguage
learners, and students who are encountering reading challenges.
Students'
writing skills are improved as they are engaged in the writing process to
revise and edit the scripts of their digital stories before publishing. Using
digital storytelling in curriculum instruction will promote student engagement
as they create their stories, their critical thinking is enhanced as they go
through the process of putting their designs together to be in sync with the
story concepts.
New
skills are garnered through utilizing different technology modalities to
produce digital stories. There is also access to a broader audience to connect
with, as digital stories can be published on various media platforms.
Digital
storytelling plays a significant role in our daily lives as it is used through
different media to convey information, whether it is historical information,
personal narratives, expository or biographies. It is accessible to be used by
a global audience and incorporating it into curriculum instructions to empower
the diverse student population to tell their stories will enhance their
learning opportunities.
Multimedia Story
Link to the story: https://youtu.be/-95xM6W-6Z0
Reflection
The
“Digital Storytelling: A Method for Engaging Students and Increasing Cultural
Competency” article cited several implications based on the impact of digital
storytelling on students' cultural awareness and the development of technological
and research skills. Some of these are mentioned below.
It
is imperative that educators do an assessment of students’ level of competence
with the use of digital tools and software applications prior to commencing
digital storytelling projects as this will alleviate the time spent on compilation.
Another
implication of digital storytelling is investment in social issues and
motivation. Students become culturally aware of social issues and or motivated
to share these stories with a global audience as they work collaboratively with
other stakeholders. This enables students and their communities to make connections
with diverse cultures, share ideas, and make adjustments to their digital
stories, thus allowing students and their communities to be respectful of one’s
culture and be change agents of societal issues. Students can also demonstrate their
creativity by using various digital software applications to develop their
stories.
Communication
skill development of students is enhanced through presenting their story ideas,
progress made, and adjusting information as they work in groups with their
community members to produce a final product.
Digital
storytelling promotes continued learning opportunities to preserve and showcase
cultural awareness and history within targeted communities or a broader
audience. It also extends beyond educational institutions and provides working
opportunities for students as they collaborate with organizations to share
their stories.
As
an educator, the digital storytelling course has enabled me to improve Language
Arts and Social Studies curriculum instruction delivery by making the learning
experience of students authentic, engaging and extending learning beyond the
classroom. As I reflect on how I can share the knowledge that I have garnered
from this course, it gives me a sense of excitement to support educators and
students in my community to create digital stories that are personal, relevant,
and meaningful.
Conducting meetings within grade-level
planning with colleagues to inform them of the importance and benefits of
digital stories within instructions or for personal use, as well as the
elements and developmental process, are key components.
It
is also imperative to highlight that digital stories need to be relevant,
ensuring that they have themes and concepts that resonate and impact their
audiences. Providing that opportunity that will make connections, evoke
emotions, engage, and stimulate curiosity.
I will serve in the capacity of technical
support personnel to assist students and educators in becoming knowledgeable of
how to use various digital tools and software applications that will enhance
the quality of the video and integrate with the theme of the stories created.
Students
will be encouraged to work collaboratively and provide feedback to their peers
throughout the process of creating digital stories. Opportunities will be
provided for them to also select topics of interest or write personal narratives
that will engage them to think critically as they research ideas to incorporate
into their stories.
Incorporating
digital storytelling in instruction will provide a platform that students can
be exposed to from an early stage, which will develop their skills as they matriculate
in life to produce content that is of high quality. This will also modify their
perspectives and audiences of what types of stories to create and publish.
References
Grant, N. S. and
Bolin, B. L. (2016). Digital storytelling: A method for engaging
students
and increasing
cultural competency. The Journal of Effective Teaching, 16(3), 44-
61. https://drive.google.com/file/d/15AM25me5rrm9KEZnaEU-naxAZ7wCjOJ5/view
International Society for
Technology in Education. (2017). ISTE Standards For Students: A Practical Guide
for Learning with Technology. https://iste.org/standards
Long, B. (2013) Digital Story Evaluation
Rubric. Retrieved from: https://gjamissen.wordpress.com/wp-content/uploads/2009/07/digital-storytelling-assessment-rubric-2012-2013.pdf.
New Jersey Department of
Education. (2023). New Jersey student learning standards for English
language arts (NJSLS-ELA). https://www.nj.gov/education/standards/ela/2023/5.shtml
Ohler,
J. (2023). How to make a story. Retrieved from: https://storyconcepts.blogspot.com/Links
to an external site.
Ohler, J. (2013). Table 4.1 Digital Story
Assessment Traits.
Retrieved from: https://www.jasonohler.com/storytelling/assessmentWIX.cfm
Robin, B.
(2006). The educational uses of digital storytelling. In Society
for Information Technology & Teacher Education International Conference (pp.
709-716). Association for the Advancement of Computing in Education (AACE). (17
pages) https://digitalstorytelling.coe.uh.edu/articles/Educ-Uses-DS.pdfLinks
to an external site.
Images Retrieved
from: https://www.canva.com/search?q=sory%20boardLinks to an
external site.
University of Texas (Austin) (n.d.) What is a
rubric? Retrieved from: https://ctl.utexas.edu/sites/default/files/build-rubric.pdf
