Class+25-April+16



__**Agenda**__ 1. Questions? 2. Student Evaluations 3. Work on Digital Story __** Podcast due Wednesday! **__

Also, don't forget to complete your readings for Podcasting and Digital Storytelling

The creator of the digital presentation is in the story in a key way — as the narrator and sometimes also as the protagonist. While many digital storytelling projects feature third parties, the narrator is encouraged to personalize the tale, making it clear how the people or events in the story impacted his or her life.
 * Remember---Good digital stories:**
 * Are personal:**

In workshops by CDS, DigiTales, and others, participants are expected to narrow in on their story, writing and even recording their script before they ever begin digitizing images, importing sound effects, or using video editing tools. Jason Ohler, in an introduction to his soon-to-be-released book, Telling Your Story, points out that having students "create and tell stories before they [get] to use all the empowering and distracting technology at their disposal" is an important way to avoid "enabling the technophile at the expense of the story teller in...students."
 * Begin with the story/script:**

Typically, a digital story will run from two to five minutes in length. This means tight editing and a very specific focus. In Scott County, Kentucky, Leslie Flanders and Jeanne Biddle explain to students that the goal is to narrow the story down to a single "nugget" — one central idea or message.
 * Are concise:**

Although camcorders might be used in the creation of a digital story, they are not essential. In fact, some consider them a distraction from the end product. Instead, many digital stories rely heavily on photographs, hand-drawn illustrations, and other scanned-in images, along with transition effects, to accompany the recorded narrative. The staff at CDS refer to the medium they teach as being like "PowerPoint on steroids." They have embraced this approach because it "puts the participant in the editing chair, with a minimal amount of preparation."
 * Use readily-available source materials:**

Although proponents of digital storytelling describe and label these terms in a number of different ways, good stories — digital or not — include essential elements such as conflict, transformation, and closure. Furthermore, they are told in a way that allows the audience to, as Ohler puts it, "identify with them, remember them, and be changed by them."
 * Include universal story elements:**

"Story circles," in which participants give and receive feedback on their stories and scripts, are an important part of many digital storytelling workshops. As Joe Lambert puts it, "Storytelling is meant to be a collaborative art. It is much more realistic this way, and much more fun."
 * Involve collaboration:**

3. Photo Story 3

RUBRIC for Digital Storytelling Assignment.docx
 * __RUBRIC Digital Storytelling __**

__**Digital Storytelling Software**__ Photo Story 3

__**Examples**__ Narrative Informative Historical

__**Links for tutorials on Digital Storytelling/Photostory 3**__
 * Importing Images**

**Adding Text** **Adding Narration/Motion** **Adding Music** **How to import music into Audacity**
 * Saving as movie and project**


 * Digital Story Materials**

__**Course Objective addressed in Digital Storytelling Project**__
 * 2. Students will design relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity ||
 * 4. Students will demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. ||
 * 5. Students will communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. ||
 * 6. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. ||
 * 7. Students will advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. ||
 * 8. Students will address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. ||
 * 9. Students will evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning. ||