Creating, evaluating new media narrative
1. ePortfolio development
2. Online community
3. Professional library
1. Antho Tech Assignment
2. New Media
3. Individual learning project
1. Evaluation, grading
2. Syllabus, timeline
3. Rubrics and assessments
4. ISTE NET T Standards
Alysyn Thibault (Wikispaces) (2011-12)
Callie Wilder (Weebly) (2013-14)
Emily Buck (Google Sites) (2011-12)
Rebecca Hartwell (Google Sites) (2011-12)
Spencer Beckman (Weebly) (2014-15)
Model digital stories
The Matanuska Colony
The Vital Marine Highway System
Confessions of a Runner
Double Replacement Reaction
The Moose Hunt
Time frame: A fixed assignment (vs. one that is semester long). It is the first assignment of the semester.
New Media Narrative Activity Overview
How can teachers and students use new media to advance teaching and learning? How can the story form be used as a guide to develop new media narrative? What specific tools can teachers use to help students plan and evaluate the quality of new media projects?
Students will create a digital story, documentary or piece of other kind of new media narrative observing the process described in the text. They will post the following artifacts on or through their ePortfolios: a story map, script, story table, the actual video, a reflection on your video and a media rubric that they developed.
Students learn the process of planning for and creating a piece of new media using specific story and media development provided by the instructor and through the text. This activity happens in stages, with faculty interaction at each step. At the end of the project students create a reflection on the process and develop their own new media rubric to use with their own students.
ISTE NETS Standards addressed
This activity reflects the following standards:
Your text for this assignment is my book "Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning and Creativity, 2nd ed." (Corwin, 2013).
For this assignment, create a digital story, documentary or other kind of new media narrative observing the parameters discussed below. You will post the following artifacts for this on or through your ePortfolio: a story map, script, story table, the actual video, a reflection on your video and a media rubric. These are explained below.
What kind of story?
The word "story" can often be misleading. Please don't assume that you are required to write something fictional. You are free to, for example recall the story of a great unit of instruction you taught, or retell the true account of a student success story, or create a short documentary about an important figure or concept in your academic field. These are just three ideas off the top of my head. I recommend that you review the story examples from previous MAT years that I have posted some in the menu on the left.
You are also free to try your hand at a fictional story. That is perfectly fine.
However, I think this assignment becomes truly useful to you when you create something that you can then show to your students as a model of something you want them to do. So, a way to think of this assignment is: If you were going to have your students create a short piece of media for your class, what might it be about? Then take on that assignment yourself, and create a model of successfully completing that assignment.
Overview of the story development process
In a few sentences, here is how a piece of new media comes into being. First, you create a "story map" that maps the emotional flow of the story. Based upon this map you then you create a script. From this, you create a "two column story table," which aligns your script with your corresponding media you will use. You then find the media, put together your media piece, add citations at the end and post your piece on a video hosting site (YouTube, TeacherTube, etc.). If for some reason you don't want to post your media work, please let me know so we can discuss it and can make other arrangements. Email me if you have questions.
Each step is explained in more detail below:
1. Create a story map as a planning document. To help prepare for this, scan the first four chapters of your text included, “Digital Storytelling in the Classroom,” then read chapters 5, 6 and 7 in detail. Chapters 6 and 7 address story mapping in detail.
2. Write a script. This should be 1 page, double-spaced; absolutely no more than two pages. One page, double spaced, is just over two minutes of spoken narrative, generally speaking. This is plenty, but up to 2 pages (which is about 4 minutes) is the maximum.
3. Create a "two column story table." This takes the place of a storyboard. You can see how to do this at another site I maintain about this, called, oddly enough, Creating a Two-Column Story Table. This is covered in detail in your book in chapter 6.
4. Create your media piece. The guidelines for this are straightforward. It should:
5. Write a 2 page reflection.
6. A trait scoring guide and rubric for new media that your students might create. Finally, create a trait scoring guide (or other approach to evaluation) that you might use to evaluate your students' work in this area. This should be one-page, lots of white space. Decide on 3-5 traits that are important to you, and how you might assess them. If you want ideas for this, look at my website on digital story evaluation. I include examples from MAT teachers.
Here is a good introduction to rubrics, found on the Creative Educator's site: Get Started with Rubrics- Make assessment a classroom conversation By Melinda Kolk.
In summary, here is what you will post on your ePortfolio for your digital story:
As a teacher you are asked to assess everything. So, how do we assess student media work? This is relatively new area and there aren't many leaders in this are. But there are a number of ways. some of which you will find your text, Digital Storytelling in the Classroom (2nd ed.). Here are two other models to consider.
Big picture considerations
You will want to place what you do in some kind of theoretical framework. I recommend you go to the page on SAMR and Bloom for inspiration.