Pratt, Nancy. (2009). Digital Storytelling: My Top 10 Lessons Learned. Retrieved July 3, 2009, from http://www.isteconnects.org/2009/06/07/digital-storytelling-my-top-10-lessons-learned/
This article is a blog post from an experienced technology specialist and digital storytelling enthusiast. She was moved deeply by the process of making her first digital story and wants to share the gift with everyone. She says student engagement is high and that they interact with their material with depth.
Briefly, her advice is (in reverse order):
1. Do another project soon after the first, to solidify the skills. The learning curve is high, so don’t lose momentum.
2. Collaborate with other teachers. It speeds up the process and enhances learning.
3. Use parent volunteers and pre-train them.
4. Keep a schedule chart to help students keep on track.
5. Discuss each story through the lens of the 7 elements of storytelling. (http://www.storycenter.org/memvoice/pages/tutorial_1.html) This is a fabulous link.
6. Get the writing in good shape before stating the media.
7. The voice over is difficult and can be time-consuming. Get it right, it’s important.
8. Make the soundtrack last. It’s so much fun, kids can get carried away.
9. Show samples.
10. The prompt is the most important. Rather than “Tell your immigration story…” ask, “How does your immigration story impact you today?”
1. What makes for a good writing prompt?
A good writing prompt introduces a topic, but also asks a question so the student can respond with a point of view and establish a personal context for the story’s action. Ideally, the prompt should address more than one curriculum standard and encourage higher level thinking. It’s best if the prompt contains clear directions.
2. Why stories and what makes them good?
We store memories in the form of stories. Hearing stories, we float through our own memories and derive further meaning for ourselves and our relationships. Good stories are transformational.
Friday, July 3, 2009
Journal 7
Warren, S.J., Dondlinger, M.J. & Barab, S.A. (2008). A MUVE Towards PBL Writing: Effects of a Digital Learning Environment Designed To Improve Elementary Student Writing, Journal of Research on Technology in Education, 41(1), 113-150. Retrieved from http://www.iste.org
This article described a study which tested a video game for improving student writing. Besides improving standardized achievement scores on writing tasks for fourth graders, teacher time spent answering procedural questions was reduced and students motivation to write voluntarily increased. Video games had already shown improved learning for mathematics, science, and battle applications, but the use of the game technology for writing curriculum hadn’t been studied extensively. The game or MUVE (Multi User Virtual Environment) had an over arching narrative context of cub reporters in Anytown. The students investigated a series of mysterious events and completed six writing tasks. The classroom teacher functioned as the editor of the newspaper and provided positive and negative feedback. The scenario also offered 22 possible non-required, free choice writing tasks: Reflection, Mystery, and Creative Writing Quests. Chat, e-mail, and telegram functions within the game afforded interaction amongst the students who shared solutions and tested their problem solving logic.
The researchers warned that the “cool” factor of using the video game might fade and that the beneficial results might not generalize over a larger population. Warren had previously documented how teachers could spend more time focusing on coaching writing when procedural questions are kept to a minimum.
The author’s called for further research to explore the role of peer teaching and support and the role game incentives contribute to student success. The carry over of skills learned from the games to real world tasks also needs to be further explored. Another topic is how the principles of game design can be leveraged to improve non-digital, face-to-face instruction.
1. What is it about the gaming environment that makes it easier for kids to “catch on to the rules”?
Sitting alone at a computer, I think the students feel comfortable guessing and testing assumptions without interrupting the teacher and other students. Besides exploring on their own, chat and e-mail functions allow kids to ask each other questions. I didn’t see the game in this instance, but I assume that there is some written instruction on the computer. Lastly, most kids are already experienced game players and have some confidence and feel free to “play and explore”.
2. What is the nature of the motivating power of games?
Some researches feel the narrative context is motivational. Others think that motivation is linked to goals and rewards within the game itself. Warren, et al., feel motivation is an interplay between desire and pleasure. How can we measure “cool”?
This article described a study which tested a video game for improving student writing. Besides improving standardized achievement scores on writing tasks for fourth graders, teacher time spent answering procedural questions was reduced and students motivation to write voluntarily increased. Video games had already shown improved learning for mathematics, science, and battle applications, but the use of the game technology for writing curriculum hadn’t been studied extensively. The game or MUVE (Multi User Virtual Environment) had an over arching narrative context of cub reporters in Anytown. The students investigated a series of mysterious events and completed six writing tasks. The classroom teacher functioned as the editor of the newspaper and provided positive and negative feedback. The scenario also offered 22 possible non-required, free choice writing tasks: Reflection, Mystery, and Creative Writing Quests. Chat, e-mail, and telegram functions within the game afforded interaction amongst the students who shared solutions and tested their problem solving logic.
The researchers warned that the “cool” factor of using the video game might fade and that the beneficial results might not generalize over a larger population. Warren had previously documented how teachers could spend more time focusing on coaching writing when procedural questions are kept to a minimum.
The author’s called for further research to explore the role of peer teaching and support and the role game incentives contribute to student success. The carry over of skills learned from the games to real world tasks also needs to be further explored. Another topic is how the principles of game design can be leveraged to improve non-digital, face-to-face instruction.
1. What is it about the gaming environment that makes it easier for kids to “catch on to the rules”?
Sitting alone at a computer, I think the students feel comfortable guessing and testing assumptions without interrupting the teacher and other students. Besides exploring on their own, chat and e-mail functions allow kids to ask each other questions. I didn’t see the game in this instance, but I assume that there is some written instruction on the computer. Lastly, most kids are already experienced game players and have some confidence and feel free to “play and explore”.
2. What is the nature of the motivating power of games?
Some researches feel the narrative context is motivational. Others think that motivation is linked to goals and rewards within the game itself. Warren, et al., feel motivation is an interplay between desire and pleasure. How can we measure “cool”?
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