There’s plenty
of information available online that recommends how to create learning
activities that allow students to create digital stories. The digital
storytelling process begins with the selection of an idea or concept, gathering
information, and developing an outline for the story using storyboards. The
rest of the process involves using technological resources to turn the
storyboards into digital media and to consolidate all of the pieces into a final
product. The last step involves presenting the digital story online for others
to review and provide feedback.
As a developer of training materials for adult learners, I would like to
see digital storytelling activities routinely incorporated into many adult
courses. Here are several suggestions that I think would make the activities
successful. Teachers can spend a lot of time developing the steps of the
process but they may overlook other key aspects of the learning activity. I
think that its important to develop learning objectives for the development
process rather than simply grading the final product. For example, to ensure that
students are achieving the established learning objectives, teachers should
grade the outlines, storyboards, and other products in addition to the final
product. Another consideration is whether students should work individually or
in groups. There are advantages for using either approach. Although it’s easier
to grade each student’s work if they work separately, I believe the level of learning
increases when students work together and communicate their ideas. Having multiple
perspectives within a group also enhances the learning experience. To maximize
learning for all students in a group, each member should perform each step of
the development process separately and share it with the rest of the group.
Then, the group can work together on the group’s digital story. Teachers can
grade each student’s individual work to monitor and evaluate their level of
learning.
Another key aspect for a successful learning activity is select a topic
that directly relates to the students which creates a degree of authenticity. If
one of the goals of the learning activity is for students to learn about a
topic, the teacher should have students complete essay papers as part of their
research. It’s important
that students do not overlook the purpose of the learning activity and inadvertently
focus too much on the use of the technology. Teachers should regularly check
the progress of students to ensure that they remain focused on the problem
rather than trying to create media. Teachers should have examples of the
products developed during each step of the process so that students can have a
visual example of what’s required. Also, teachers should provide demonstrations
on how to use online educational resources. In some cases, the resources do not
provide enough information for learners to use the tools without becoming
frustrated. As a final point, teachers should incorporate multiple learning
activities into the curriculum so that the students can build on their previous
experiences.
Reference:
Rawlins, P. and Kehrwald, B. (2014). Integrating Educational Technologies into Teacher Education: A Case Study. Innovations in Education and Teaching International. vol 51(2) pg 207-217
