2017 STARTALK Fall Conference

CULTURE AND CULTURALLY AUTHENTIC RESOURCES

STUDENT EXPERIENCES AS CULTURAL TEACHING

TOOLS THROUGH DIGITAL STORYTELLING

Preparation for the Business Trip to Russia, University of Central Florida

Alla Kourova and Irina Pidberejna

WORKSHOP OUTCOMES

• I can explain what digital storytelling is and learn the steps of digital story production.

• I can explain how to integrate instructional goals with learning activities to create engaging learning environments.

• I can explain how to create digital stories based on the model.

• I can identify how to use the example and modify content and proficiency goal for use in my program.

• Facilitating a Learner-Centered Classroom

• Using the Target Language and Providing Comprehensible Input for Instruction

• Integrating Culture, Content, and Language in a World Language Classroom

• Adapting and Using Age-Appropriate Authentic Materials"

WHY THIS WORKSHOP?

PROBLEM OF PRACTICE

• The major goal of the program "Preparation for a Business Trip to Russia“ is to give students necessary skills for a successful business trip to Russia by providing learner-centered language instruction using topics and situations students will be able to relate to real life. Students became competent in Russian Language (novice-high) and gain understanding of Russian Culture necessary for a business trip to Russia.

• Short-range goal: Novice high

• Long-range goal: Set UCF students on the path to advanced level proficiency:

– Study-abroad

– Business trip

– Linking to professions

PROBLEM OF PRACTICE

• The Russian language version of the digital photo story is used to promote Russian language and culture program, and the University of Central Florida (UCF) Study Abroad in Russia.

• This project is created as an interactive language teaching tool for STATALK “Preparation for the business trip to Russia”.

• The content consists of storytelling by UCF students about their original study-abroad experiences in Moscow, told in Russian.

• The story is incorporative of significant cultural and historical information through first-hand descriptive style. The narration is supplemented by a video presentation of UCF students’ original photographs of their trip.

• This digital story is used to present American students with programs that incorporate natural and authentic Russian language speech with content that is useful to their lives, as it is contextualized vocabulary expressive of Russian urban conditions.

YOUR SOLUTION/TOOL/STRATEGY

These digital stories in Russian class highlights their potential to

1) bring in project-based learning;

2) evolve this learning around students’ lives, experiences, and interests;

3) facilitate classroom practices through various forms of multimodal activities;

4) encourage the development of multi-literacy comprehension;

5) expose students to multimodal meaning making; and

6) encourage students to engage in meaningful communication in and outside of classroom.

YOUR SOLUTION/TOOL/STRATEGY 2Uses of Digital Images:•Word Processing•Desktop Publishing•Spreadsheets•Photo Stories (Concepts)•Video•Websites•Digital Storytelling

Internet4Classrooms.com Rubrics -http://www.internet4classrooms.com/lesson.htm#rubric

There are many Websites available that will assist you with strategies for using digital images in the school. Check out these sites for ideas:

Smile! Digital Cameras Can Make Your Dayhttp://www.education-world.com/a_tech/tech147.shtmlQuick! Get the (Digital) Camera!http://www.educationworld.com/a_tech/tech/tech148.shtml

Airport Digital Storyhttps://youtu.be/sAuWE5nXm5YMoscow State University Digital Storyhttps://drive.google.com/file/d/0B8mHrKXDrpC3MFk0YkRMX3MzR0U/viewDining Digital Storyhttps://youtu.be/sAuWE5nXm5YПРОСТО ТАКhttps://youtu.be/R880tCDkfkkSTARTALK Student at the 19th Festival of Youth and Studentshttps://youtu.be/7pW-l57vhgk

STEPS FOR APPLICATIONSteps of digital story production:

(1) exchanging ideas with fellow participants in a story circle;

(2) writing a script;

(3) collecting visual images;

(4) finding music to accompany the verbal and visual narrative elements;

(5) storyboarding;

(6) recording the audio;

(7) producing a digital story using editing software; and will include

(8) presentation in classes;

(9) presentation at the students research showcase; and

(10) presentation at national and international conferences.

TIPS

• In digital storytelling, it is story first, digital second.

• We don't boot up movie editing software until we have gone through the story development process. Otherwise we tend to get lost in the software.

• The story development process happens in steps: Story core, Story map, Story script, Story Table. Within these are other considerations we will address, including the stages of transformation and story movement.

• Each step in the story development process uses a story development tool.

Creating Your Digital Story: The Story Board

• Task: You will be presented with visual images to organize and create into a story board

• Utilize your critical language and the proficiency/teaching setting you work in.

• Frame your story according to the story core which is made up of three parts.

– What can be the central conflict or problem?

– What transformation can you have in your story? Do the characters change? Does the audience change because of the story?

– What is the solution to your problem or conflict?

Writing a Script and Story Boarding• Consider a logical sequence for your story

• It can be chronological, focusing on bigger themes then into specifics, or revolve around a central conflict

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Introduction

Specific restuants/f

ast food

Specific Foods in the

resturant Supermarket

Specific Supermarket

Food

Cafe Pushkin (Group Setting)

Coffee and Dessert

Closing/ Appeal

Create Your Script

• Script length. 1 page, double spaced, 16 font, read continuously at a nice pace takes between 2-3 minutes. That's just about right for most digital stories.

• Now in groups based on your images create a short mock script of what your story can be.

EXAMPLE SCRIPT:

• Speaker 1 Anna: In Russia there are a lot of different restaurants and cafes but the main cuisine kitchen is Russia. This is Teremok the name comes from a Russian Fairytale.

• Speaker 2 David: The Russian Resturant Zili bili, very popular for people of all ages, the start this phrase is what almost all fairytales start with in this resturant you can try culets, zapikanka, crepes or tongue.

• Speaker 3 Elena: Bread is a very important food. There is a Russian saying that goes Говорят хлеб всему голова (Govorayt hleb vcemy golova). Bread is at the head of everything. Many people make their own homemade or buy it in the supermarket or local bakery store. One type of bakery-café is Хлеб насушний

• Speaker 4 Mark: Here is an example of one small and convenient restaurant were you can have a quick meal. Salad with tomatoes and cheese.

Story Board Outline: Example Slide Number/Frame # Audio Video Image/Image Credit Spoken Text Written Text Other notes:

1 Anna Photo 1: Teremok Image from

Anna’s personal photographs.

In Russia there are a lot

of different restaurants

and cafes but the main

cuisine kitchen is Russia.

This is Teremok the name

comes from a Russian

Fairytale.

No written text. Transition choice:

Object appears

2 David Photo 2: Zili Bili Photo Image

from David’s personal

photographs.

The Russian ResturantZili bili, very popular for people of all ages, the start this phrase is what almost all fairytales start with in this restaurant you can try:

No written text. Quick Transition

following this slide

5 seconds per

images that follow.

3 David Photo 3: Cutlets Photo Image

from David’s personal

photographs.

Cutlets with zapekanka No written text. Narration over

image when

narration is

finished switch to

next slide.

4 David Photo 4: Crepes Photo Image

Image from David’s personal

photographs.

Crepes No written text. Narration over

image when

narration is

finished switch to

next slide.

NOW YOU TRY!

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References

Belmonte, Isabel A. and Dolores R. Verdugo. "Using Digital Stories to Improve Listening Comprehension with Spanish Young Learners of English." Language Learning & Technology 11.1 (2007): 87-101. Webpage article. <llt.msu.edu/vol11num1/ramirez/>.

Macleroy, Vicky and Jim Anderson. Multilingual Digital Storytelling: Engaging creatively and critically with literacy. Routledge Research in Education, 2016.

Reinders, Hayo. "Digital Storytelling in the Foreign Language Classroom." English Language Teaching World Online: Voices from the Classroom (2011): 9. Webpage article. <http://blog.nus.edu.sg/eltwo/2011/04/12/digital-storytelling-in-the-foreign-language-classroom-2/>.

Smeda, Najat, Eva Dakich and Nalin Sharda. "The Effectiveness of Digital Storytelling in the Classrooms: A Comprehensive Study." Smart Learning Environments 1.6 (2014). Webpage article. <https://slejournal.springeropen.com/articles/10.1186/s40561-014-0006-3>.

Torres, Agustín R., Eva P. Ponce and Maria D. García. "Digital Storytelling as a Pedagogical Tool within a Didactic Sequence in Foreign Language Teaching." Digital Education Review (2012): 18. Webpage Article. <http://revistes.ub.edu/index.php/der/article/view/11292>.

Vinogradova, Polina, et al. "Digital Stories in a Language Classroom: Engaging Students through a Meaningful Multimodal Task." The FLT Mag (2014). Webpage article. <http://fltmag.com/digital-stories/>.

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