This document discusses constructivism and digital storytelling methods. It provides background on constructivist learning theories including Dewey's view that learning is student-centered and experience-based. It also discusses the neuroscience view that attention, generation, emotion and spacing are key to embedding new ideas. Project-based learning is described as integrating knowledge and skills to solve authentic problems. The document then presents examples of applying constructivist methods including a K-5 art lesson, an UNESCO digital storytelling case, and a college sociology human rights lesson. Resources and frameworks for constructivist instructional design are also referenced.

1. Theory, methods and samples.
Constructivism &
Digital Storytelling
The methods of the
Chrysalis Campaign, Inc.
www.richardclose.com

2. Constructivism in Instructional Design
Dewey View
"The teacher is not in the school to impose certain
ideas or to form certain habits in the child, but is
there as a member of the community to select the
influences which shall affect the child and to
assist him in properly responding to these.......I
believe, therefore, in the so-called expressive or
constructive activities as the centre of correlation."
John Dewey, Education and Experience,
1938/1997. New York. Touchstone.

3. Constructivism in Instructional Design
Neuroscience View
Rock (2014) suggests the research points to four must-haves to embed new
ideas:
1. Attention has to be very high; multitasking dramatically reduces recall. The
chemical processes to encode memories only activate when we’re very
focused,
2. People need to Generate their own mental maps around new ideas. They
can’t just watch or listen; effort is central,
3. Emotions need to be high; learners only remember things they feel strongly
about,
4. People grow their memories, so Spacing out learning is critical’.
These four elements, attention, generation, emotion and spacing, form the
Neuroscience Institute AGES model. Rock (2014), believes that high AGES are
necessary for people to recall ideas, but when AGES domains are low, idea recall
will be poor. Rock (2014), further advocates that designing learning programs
must begin with a focus on the brain, take each of the AGES points into account,
and then getting creative on how to execute the learning intervention.
UNESCO “I am Africa. This is my story… project

4. Constructivism in Instructional Design
PBL View
Thomas Markham (2011) describes project-based learning (PBL)
thus: "PBL integrates knowing and doing. Students learn
knowledge and elements of the core curriculum, but also apply
what they know to solve authentic problems and produce results
that matter. PBL students take advantage of digital tools to produce
high quality, collaborative products. PBL refocuses education on
the student, not the curriculum--a shift mandated by the global
world, which rewards intangible assets such as drive, passion,
creativity, empathy, and resiliency. These cannot be taught out of a
textbook, but must be activated through experience.”
Markham, T. (2011). Project Based Learning. Teacher Librarian,
39(2), 38-42.
Zambia Thunder Farm

5. Our Methods

6. Constructivism
Global Learning
Framework “Method”
Richard Close Copyright 2010-16
Published
• ISTE
• Global Education Magazine
• Global Education Conference
DiscoverProblem Adopt ShareCollaborate
Personal
Change
Global
Change

7. The Andragogy of Micro Learning Paths
Discover)Problem) Adopt) Share)Collaborate)
Knowles Andragogy Are
Internet Collaborative:
– Self-concept:
– Experience:
– Readiness to learn.
– Orientation to learning.
– Motivation to learn.
Be mindful for
what will either
motivate or de-
motivate the
learning process
based of the
student/group
values
Global Education Conference 2014

8. ID Constructivism Samples
Case 1: K-5 Art class

9. Case 1: UNESCO Digital Storytelling

10. Case 2: K-5 Art Lesson Plan
Discover)Problem) Adopt) Share)Collaborate)
What)is)
Balance)
in)art?)
Rela;onal)
searching)
art)images)
Poster=
board)
sheet)
Group)
Art)Project) Published)
Galleries)
(for)parents))
Photo)in)
Blog)
Social))Networking)(Mightybell))
Group)presents)to)class)
Agreement)Explore)
YouTube))
Cartoon)
))))

11. Set up the problem for the group
!
What!is!balance!!
in!art!with!!
shapes!and!weight?!
DiscoverProblem Adopt ShareCollaborate
!!!!

12. Group explore the style they like
• What%is%balance%%
in%art%with%
shape%and%weight?%
• “Search(with(your(
team(and(show(three(
favorites(and(why(you(
like(them.”(
DiscoverProblem Adopt ShareCollaborate
%%%%

13. Class enjoy and discuss cartoon- twice
• Class%discussion%and%
laughter%
“Do$cartoons$use$
ar-sts?”$
• “Tell$me$when$you$see$
balance$and$how$the$
cartoonist$does$it”$
• “How$do$you$see$
weight?”$
DiscoverProblem Adopt ShareCollaborate
%%%%

14. Try it
Collabora've*Class*Video*(not*passive)*
h5p://www.youtube.com/watch?v=MOiyD26cJ2A*

15. Groups break to do pencil design
• Make%a%balanced%
design%with%shapes%to%
represent%something%
you%love.%Like%the%
water,%woods%or%
home.%
“First'do'shapes'in'
pencil.'
• “Very'light'so'you'can'
change'it”'
DiscoverProblem Adopt ShareCollaborate
%%%%

16. Groups help/share in making collages
DiscoverProblem Adopt ShareCollaborate
• Cut$color$paper$as$group$and$
glue$to$your$sheet.$
• Discuss$and$vote$of$which$
piece$your$group$wants$to$
explain$to$the$class$about$
balance.”!

17. Groups present and explain balance
DiscoverProblem Adopt ShareCollaborate
• Share&with&class,&home&
and&the&world&your&art.&
• Each%student%publishes%
picture%on%a%
Mightybell.com%square.%%
• The%team%presents%one%to%
the%class%on%the%
SmartBoard.%If%=me,%the%
group%presents%each%one%
of%theirs.%
School&Class&and&group&
&&&&

18. ID Constructivism Samples
Case 3: College Sociology Class

19. Higher Ed: Global Human Rights Lesson Plan
DiscoverProblem Adopt ShareCollaborate
Problem: What are historical human rights violations that are till going on today?
DiscoverProblem Adopt ShareCollaborate
!!!!
DiscoverProblem Adopt ShareCollaborate
!!!!
DiscoverProblem Adopt ShareCollaborate
DiscoverProblem Adopt ShareCollaborate
!!!!
Discover: Watch Youth for Human Right UN YouTubes. Research HR YouTubes
Adopt: Choose as group a HR violation and re-discover other video/articles on it
Collaborate: Divide responsibilities of your team and build a 28 second
commercial proving your point.
Share: Post your commercial on Google Docs for class comments and present to
class.

20. Lesson Rubric for Students
DiscoverProblem Adopt ShareCollaborate
DiscoverProblem Adopt ShareCollaborate
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DiscoverProblem Adopt ShareCollaborate
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DiscoverProblem Adopt ShareCollaborate
DiscoverProblem Adopt ShareCollaborate
!!!!
Rubric Stating
❖ Objectives for each module
❖ Tasks for each module
❖ Links, resources and deliverable environments
❖ Clear definitions of expectation
(How many words - length of video)
❖ Parameter for grade (point system for each module
❖ Calendar when each module is due

21. 01
Module 1
Problem Discussion
What needs to Change?
http://www.bbc.com/news/technology-29063614
✤ Ethical Governance
✤ Freedom to communicate
✤ Global Internet Commerce
✤ Access and training of
global knowledge
✤ Development resources
✤ Human rights

22. 01
Module 2
Discovery
✤ Watch 6 Youth for Human Right clips.
✤ Pic one Human Right that interest you.
✤ Research the YouTube/Vimeo that
relate to it.
✤ Post both in your blog. Max 300 words
on why you like it.
✤ Comment on three classmates choices
using RISE method

23. 01
Discovery
Sample
Research
http://www.bbc.com/news/technology-29063614
https://youtu.be/mXS6ChOO868
http://www.youthforhumanrights.org/
what-are-human-rights/videos/no-
slavery.html
UN Human Right - No Slavery What is happening today

24. Module 3
Adopt a
Human Right
1. We Are All Born Free and Equal
2. Don’t Discriminate
3. The Right to Life
4. No Slavery
5. No Torture
6. You Have Rights No Matter Where You Go
7. We’re All Equal Before the Law
8. Your Human Rights Are Protected by Law
9. No Unfair Detainment
10. The Right to Trial
11. We’re Always Innocent Till Proven Guilty
12. The Right to Privacy
13. Freedom to Move
14. The Right to Seek a Safe Place to Live
15. Right to a Nationality
16. Marriage and Family
17. The Right to Your Own Things
18. Freedom of Thought
19. Freedom of Expression
20. The Right to Public Assembly
21. The Right to Democracy
22. Social Security
23. Workers’ Rights
24. The Right to Play
25. Food and Shelter for All
26. The Right to Education
27. Copyright
28. A Fair and Free World
29. Responsibility
30. No One Can Take Away Your Human Rights

25. Module 4: Create your promo
❖ Assemble team and delicate roles
❖ Build a 28 second to one Minute
promo in a Human Right your
team agreed on.
❖ Re-research current violations of
that right
❖ Storyboard your promo
❖ Write a Script
❖ Record (video or PowerPoint)
❖ Post it with all team member
names in Google docs classroom.

26. Module 4: Resources
❖ Watch tutorials
❖ Download iMovie or
MovieMaker (both are free)
❖ Use Cell phone or Tablet to
record.
❖ Only yours or Creative
Commons material

27. Share 5: Posts and Comments
❖ Place the groups promo video
in your blog.
❖ Comment using RISE on three
other promo videos. 300 words
each.
❖ Comment on what you word
do different on your video after
reviewing the rest of the class.

28. Share with the world.
Post your video and profile on http://i-am-the-story.ning.com

29. By
Richard
C.
Close
The
Chrysalis
Campaign,
Inc.
New
Milford,
CT
06776
richardcclose@gmail.com
TwiGer:
richardcclose
www.richardclose.com
Global
Learning
Framework
Community
Chrysalis
Campaign.
Inc.
Site:
hGp://globallearningframework.ning.com
Micro
Learning
Paths™,
Global
Learning
Framework™,
Personal
Learning
Framework™.
TransformaPve
Learning
Framework
™
are
Trademarks
2011
-­‐
2014
Richard
C.
Close
Africa
and
Brooklyn,
NY
photography
copyright
2007-­‐11
Richard
C.
Close
More
informaPon
at
richardclose.blogspot.com
Chrysalis
Campaign,
Inc.
In
a
US
non-­‐stock
holding
company.
UNESCO
Seed
storytelling
portal
at:
hGp://this-­‐is-­‐my-­‐story.ning.com
Questions