qsite conf workshop digital storytelling

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

?

Shallow or Deep Questions

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

Digital Storytelling - process

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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