qsite conf workshop digital storytelling
Post on 22-Oct-2014
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This is the conference version of the digital storytelling slideshow as used in the QSITE 2009 Conference Workshop presented by Gayleen Jackson and Alex Delaforce. This contains some screen shots of other notable educator's work - names are given.TRANSCRIPT
Presented byGayleen Jackson (EQ & QSITE) & Alex Delaforce (Coomera Anglican College & QSITE
Blooms Taxomomy in NCLB
Engage Me – Michael Wesch
Creativity and Taking Chances – Ken Robinson
Granny Smiths – Verb activity
Digital Storytelling – Process - Bernajean Porter
Six Elements of telling a story – Bernajean Porter
Storyboard Template
Planning Activity – HOTs
Assessment Rubric 1 – Bernajean Porter
Assessment Rubric 2 – Video Production – Don Henderson and Marco Torres
Key Questions when designing a task
Digital StorytellingWhy digital storytelling
Alex Delaforce
?
Modern Approach
Future-proofing?
Introducing Ken Robinson
Creativity and Taking Chances
Purpose of Education
Blooms – HOT Skills
Digital Storytelling
Linking to HOT skills
Granny
Activity
Identifying the verbs you think describe a student’s journey in producing the Granny Smith digital story
Verb Cloud Blooms Taxonomy Verbs
Digital Storytelling
The process
Alex Delaforce
Possible diversions
Technology Enhanced Projects (TEPs) – Digitales
Planning Objectives
Digital Storytelling
Script and Storyboards
Six elements of telling a story
Script
Storyboard Template
Planning Activity
Term 1 2009 digital storytelling
Alex Delaforce
Planning a Digital Story Assignment
Use the A3 sheet for your planning
Aim on writing a good question, a good objective, incorporating HOT skills, consider assessment, consider resources and what help you may need.
Feedback time!!
Did you manage to write a ‘good’ objective and a good question?
How did you incorporate explicitly the use of Higher Order Thinking
Will you explicitly teach the HOT process?
How will you assess the digital story?
What help will you need?
What resources will you need?
Group Discussion – How will you assess the thinking skills your
students use? - the HOT aspect
Assessment Rubrics
Assessing - 1
9 traits for scoring
Assessment Rubric 2http://edtech.guhsd.net/video/Assess.htm
Assessing the task – high power / low power?
Design Decisions for Quality Assessment Tasks
Key Questions Is the task intellectually challenging? Is the task authentic? How trustworthy is the task for generating sound
evidence about student performances? Does the task support all students in the
production of best quality?
Tools
Types of tools
Hardware Movie cameras Still Cameras
Software (Audio / Video) School based Free – home and school
Web 2.0 tools Voicethread Slideshare Youtube, Teachertube,
Diigo
Resources Google Images http://commons.wikimedi
a.org/wiki/Main_Page Look for royalty free
sounds and pictures Look for creative
commons media
Critique and Feedback
But first …
References
Steps in making a digital story http://www.digitales.us/resources/seven_steps.php#
Evaluating projects http://www.digitales.us/evaluating/index.php
Michael Wesch’s education videos (click to play) http://mediatedcultures.net/mediatedculture.htm
Jamie McKenzie’s questioning.org website http://questioning.org/questionpress.html
Created by Michael Wesch in collaboration with 200 students at Kansas State University.
The End
Technology Enhanced Projects (TEPs) – Digitales
Digitale – TEP Plan Template
Digitale – TEP Assessment Template
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Planning for Success
One way of asking good questions
What is this?
“The student will demonstrate the
ability to make a choice.”
Is this a good example of an objective? Why?
“The student will demonstrate theability to make a
choice.”
What about this one? Why?
“The students will be able to describe the physical change
of a solid into a liquid (ice melting into water) and
identify real life examples of substances that melt and
solidify.”
An objective …
An objective is a statement in specific and measureable
terms that describes what the learner will know or be able to do as a result of engaging
in a learning activity.’Mager, R.F. (1984). Preparing instructional objectives. (2nd ed.). Belmont, CA: David
S. Lake.
Objectives need to be:
Consistent with the goals of the curriculumClearly statedClearly measurableRealistic and do-ableAppropriate for the level of the learnerWorthy (Important stuff)
Mager, R.F. (1984). Preparing instructional objectives. (2nd ed.). Belmont, CA: David S. Lake.
According to Mager, the ideal learning objective has 3 parts:
1. A measurable verb
2. The important condition (if any) under which the performance is to occur and
3. The criterion of acceptable performance
Mager, R.F. (1984). Preparing instructional objectives. (2nd ed.). Belmont, CA: David S. Lake.
Where are the 3 parts?
‘The students will be able to create and orally describe the three part patterns
using coloured blocks.’
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Be prepared to be surprised
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The importance of collaborative
media
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