Pomona digital story

Introduce myself.How can it be, in a world where half the things a man knows at 20 are no longer true at 40 – and half the things he knows at 40 hadn't been discovered when he was 20?Arthur C. Clarke
These are our kids today.The experts call these kids Generation Z or V for virtual or C for click, connected, community, content. They don’t know a world without cell phones and the internet.It is our job to reach these kids. As language educators we know the best way to communicate with people is To speak their language and learn what we can about their culture! Traditional storytelling is oral and the stories are passed down through the generations by being told over and over again. The audience is anyone who is willing to sit near the teller and listen.All these kids have a story to tell and as language teachers we have the unique opportunity of giving them lots of time to talk about themselves and to relate the content they are learning to themselves something that rarely happens in most disciplines. Lets take advantage of that and the opportunity to let them tell their stories using the technology tools they are already comfortable with using. Hand participants a card to write one interesting/unique personal fact, no names on cards.
Read/paraphrase cards and have anyone in the room that has the experience mentioned stand up.Stories that we have in common/stories that are different.What reading these cards does is conjure up the image of a story in your mind. The story of when you experienced it. It also caused you to look around the room and identify the people in the room that had that experience.So what makes a good story. 1) an emotional connection to the content so that when you tell it you have the excitement that makes people want to listen. 2) an audience to listen. A really well told story gets told again by the audience who made some sort of personal connection to the story so that when it was appropriate they repeat the story to their audience.
We’ll start out with the components of a story, what it takes to make a good story that someone wants to listen to or read. We’ll look at assessment and think about what it is that we want our students to be able to do when they are telling their story. What does this performance task show us about what they know. Then we will address the design process. How might we have students organize and prepare their story for this final performance task. Finally you will walk away with a number of choices for tools your students can choose to create and share their stories in a variety of ways. The tool you choose will depend not only on the ease of use but also the type of story students will need to tell. In your packet you have a Tools Analysis Chart. Keep this handy to take notes as we work through several tools. You’ll want to refer back to these notes later today & after the workshop. The blank space at the bottom is for any other tool you learn about from participants in here or one that you know that you want to share with others during group work. All the handouts that you will be using in here are available for download off of the workshop wiki site so please, write on your handout as you can always get a clean copy online.
What are the major components of a story? (draw ideas from audience) characters/people, start, middle, end. Emotional/dramatic connection to narrator(s).Length may vary based on language level/activity desired.
When we think about digital stories we can also include a variety of media to help us tell stories. In languages where perhaps students can speak sooner than they can write, we can still have them telling stories orally. For those who can write we can do oral and written to accompany photos or video captured by our students.
We start w/ assessment b/c we need our students to know up front what we expect them to be able to do. A rubric gives them clear performance goals to work towards based on what we as teachers are looking for in the stories we are asking them to tell.What types of criteria might we use to assess student stories? Digital or otherwise?Ask what do they notice about the way this is designed? Only4 possible grading levels (Ask participants why 4 instead of 3 or 5? Answer: it forces you to choose whether a student is towards the better end or the weaker end of the scale. Also, change the numbers to words that are descriptive. This allows you to assign a number range to each group so that the students who really exceed expectations can be rewarded with higher points beyond those received by the student who meets expectations.)RubiStar info online at wiki if anyone is interested.
There are a number of tools that you can choose from to develop the digital version of a story. The tool may depend on the type of story you have to tell and how you would like to tell it. It may be just images, images with audio, or video in format. It may be a single poster that tells a story or it may be a series of pictures strung together, or it may be a combination of text and pictures or video.We will be introducing you to a variety of tools.Remember a story needs an audience to have meaning and its the reaction of that audience that helps the storyteller know how well he/she reached their audience in the way they had intended.We want to show you a few different story telling tools first so you have an idea of the options.
8:55-9:40CONTINUALLY REMIND THEM TO TAKE NOTES ON THE TOOLS ANALYSIS SHEET.Judi then LaurenVoicethread==story surrounding a single picture with multiple voices or multiple pictures with a single narration, multiple narrators vs. individual narrators, different ways to narrate/comment, picture prep before upload, embedding in class wiki site. (Judi do Chinese & ESL, Lauren do Rivera & La Follette.)Get a volunteer to voice record into a voicethread. Do this on Participant demos page.--LaurenJudi—Picnik (Picnik finished product in the la follettevoicethread)Depending on what tool you use you may want to do some picture ediiting. If you don't have a program that you like already on your computer for this, I want to recommend Picnik. This is what the HS students used to decorate their photos in the accident example. Demo Picnik, cropping, resizing, show the extras, saving… Resize pictures to 600ish. If you decide on something where you want to embed some audio that isn't built into the tool such as in an animoto video, a couple of good free tools you can use are audacity for Mac or PC which allows you extensive editing options, or Aviary Myna which is a similar online tool for audio. JudiYodio==another example of stringing together a series of pictures and doing a voice narrative.Animoto==series of photos with music or narration in the background but the narration must be general as it does not match pictures to words.LaurenGlogster==story in a posterJudiDipity==story based on a timelineLaurenWiki/Blog==embed any of the above items in a wiki and the audience can comment directly in the tool or in the wiki. Or use the wiki to post pictures, text, audio or video files in a series to tell a story. A blog can be used in a similar way. (Does everyone know the difference between a wiki & a blog? Take a minute to brainstorm the differences. In particular point on the difference in how commenting could be done and the fact that wiki is a collaborative editable document whereas a blog is more of a personal individual story that is organized by the most recent posting as opposed to wikis being organized by pages of content.)
Think-Pair-Share: ∫EXPLAIN CLEARLY. Stand up and go talk to someone not sitting at your table. Discuss the different storytelling options that you just saw. What do you like/dislike about the different options? Which one do you like for which type of story? Feel free to use your notes on the tool analysis sheet to help you remember which tool did what and how.
Design Rubric: Consider the story that you would have students create. Think of a theme or unit that lends itself well to student stories. It may be a real or invented story about a vacation or their daily routine or when they were visited by aliens. Choose something that fits with the themes your students will be learning and that you think they can relate to and get creative. Consider whether they will be working independently or in groups. Now, using the rubric form you have, begin thinking about the design of the assessment that you will create for your students stories. List the criteria, start trying to write the descriptors. Feel free to talk through it with a neighbor to help jump start the process. You won’t be able to finish this here but it’s a start to get you thinking and it will affect how you design your model story later in this workshop.Design a StoryboardNow that you have thought about the tool you want your students to use to tell your story, that best fits the type of story you plan to have them tell… your students next step is to storyboard the story they would tell. A very important aspect of teaching is providing your students with a model. Just as you don't want your students to have any missing parts, you shouldn't have any missing parts. You will also want to match up your storyboard with the rubric you created and make sure that your story includes all that you want it to have.
We mentioned earlier the importance of an audience to any story regardless of the tool you use to tell it. One of the wonderful things the Internet allows us to do with stories is to share them with a larger audience. More important perhaps than that is, while we may not be able to tell them face to face to get their reaction to the story, the web allows us to get feedback or comments on our stories. You have seen already some of the ways this can be done using voice, text and video that can be added directly into the story with tools such as voicethread or in the wiki or blog where the story is embedded. Regardless of where the commenting takes place it is important for us as educators to teach our students how to comment CONSTRUCTIVELY on another student’s work. You know when you give your students a project and they have a week to do it and you can tell when they turn it in that they actually did it the night before. You feel disappointed and there are perhaps lots you would like to say to the student because now takes you ten times longer to get through their work due to their lack of effort. But you refrain, you couch your words in a nicer more appropriate manner. Well, we need to teach our students to do that. It's called Constructive Commenting Just as we use it when we comment on student work before returning it, we need to teach our students to do the same.
10:55-11LaurenKeep in mind that the tools are much easier often for our students to use than they are for us. We are the content specialists and if we point today's students to the technology, they often know what to do with it without much help from us. THANK YOU!

Pomona digital story

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