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Creating a digital story is not about the technology, but about how well the elements of the digital story are applied, and the quality of the written story (Robin and McNeil, 2012). Stories that inform or instruct are the most frequently used type of stories for the purposes of the HE education context (Robin, 2006). When creating a digital story, it is important to have a clear idea of its purpose. Make sure the assessment is constructively aligned with the learning outcomes of your module, and that rubrics assess disciplinary knowledge over other aspects of the final product (e.g. Use the natural variations of a regular speaking voice, but varied in tempo and tone. Great stories are often just 200 to 300 words. Not essential, but when done right, it can have a powerful impact. Reach out to the people through the sound of your voice. People like stories that are “real” and that make use of attractive language. A dramatic questionĬreates suspense and grabs the attention of the viewer or listener. The core message communicated in the story. To truly put digital storytelling into practice, consider Lambert’s (2013) seven elements framework for developing an engaging learning experience for students. At the end of the 12-week teaching period, students would be tasked with the submission of a final digital story, in which they make use of the resources and ideas shared during their ‘story circle’ session.

The benefits of ‘story circles’ include peer feedback and sharing and reflection on research and resources (e.g. For example, in a 12-week period of teaching, a formative task could be embedded half way through the module as a ‘story circle’, a type of group work to facilitate group discussion.

Incorporate music, titles, transitions, and effects.ĭigital storytelling can be implemented as a formative or summative assessment (Jenkins and Gravestock, 2013).

Decide on the purpose and point of view.

The following steps describe the process of digital story creation: Find, evaluate, and synthesize information. Understand, produce, and communicate through visual images. Use technology to improve learning, productivity, and performance. Read, interpret, respond, and contextualise messages from a global perspective. Discuss issues, gather information, and seek help with a community. Students gain skills in five different literacies (Robin, 2008, p.224):

Unlike traditional stories, digital stories are presented through a mix of modes: text, visuals, audio and video. In educational contexts, the storyteller engages more deeply with the subject (Salpeter, 2005).ĭigital storytelling is the practice of using digital technology to tell stories that have a purpose and present a particular point of view. Storytelling is a powerful tool for learning: humans are hardwired to make sense of their lives and their surroundings through stories (Gottschall, 2012).