DST Chapters 4, 5, & 6

Chapter 4: Assessing Digital Stories

      When assessing digital stories the criteria need to be clear. Having a rubric to assess the digital story is important for the students and parents to know. A rubric will show how it will be graded and the quality of work that needs to be produced. Developing the rubric needs to include the planning process and development, social interactions, and final presentation. The descriptions need to be clear so that the students can set personal goals.
       Allowing the students to do a self-evaluation will help the students critically think about their work. They will be able to assess their final presentation, team work, and overall project. This will self-interpret their role within the team and project.
     The "Digital Story Assessment Traits" is a good start to building a rubric. Each project is unique and the traits will need to be modified accordingly. The initial list will help the teachers develop a rubric that is focused.

Chapter 5: Thinking About Story

     The story core has a significant part within DST.  It has multiple pieces that develop the story core. (1) There needs to be a challenge or question that the main character is struggling with. The challenge throughout the story will build and create tension. (2) The challenge causes the main character to internally struggle and eventually transforms. (3)  The closure of the DST occurs after the struggle. At this point their is a resolution to the struggle.
     The teacher will need to introduce the story core to the students. The development of it is important to the DST and reading and writing literacy. By having multiple examples the students will be able to develop their own story core to their DST. Using the  following "Story planning" strategies will assist in the development of the DST: (1) have an idea, (2) story core, (3) story map, (4) script, and (5) storyboard. The strategies will help the students build and plan as one unit instead of jumping and skipping important steps. When thinking of an idea, think of something that can be relatable.
     A story map allows the teacher to see into the mind of the student. Story maps build the entire story and show the events that happen. The teacher can question the creators and character choices and actions. They will be able to dissect and  build the characters and story prior to creating it.

Chapter 6: Applying Story Maps
     Story maps sequences the events within the story and how each event play a part in the development of the story's plot. It can show where the story needs to be stronger and in need of more detail. It can show where the conflicts and struggles need to be more intense. Story maps is the basis of where the digital story builds.
       Conflict and struggle builds the story and keeps the audience intrigued. I enjoy conflict and drama within my stories or media. They keep me interested in the story because I want to know what happens next. I become invested in the story and the characters. If the audience is not interested, you will lose them. Keep the audience intrigued with conflict and struggle. Keep them at the edge of the seats wanting more.
       The resolution leads to closure. The closure of the story needs to wrap  the story up.  The closure is the last piece of the story and the last thing the audience sees. They are able to interpret the ending and can tell whether if it was appropriate the to the story's plot. For me, the ending is one of the most controversial parts of a movie or story and most memorable.
       
    
Video 2: How to Make a Lanyard

     

Digital Story Telling Ch 2 & 3

Chapter 2

     Digital story telling is teachers an opportunity to gauge student learning through multimedia. Digital storytelling allows the students and teacher to be their own director and producer of their work. They have creative control and can tell any story using various types of tools. The discussion topics developed by Ohler are great ways to view digital storytelling.

      Viewing the story by its type, purpose and impact allows the watchers to decipher the work and have more insight on the creator’s message. Being able to identify the purpose of the story will help the viewer understand the story’s depiction.  The story can be told in a certain way to bring out the most creative or haunting perspectives.

      Digital storytelling has a way of emotionally getting to the viewers.  The music, creative scenes,  and tone work together to enhance the viewer’s emotions.  By building an emotional connection between the story and viewer, there is more interest in the characters and wanting to know what will happen next.

     The production of digital storytelling is up to the creator. Many tools will be needed to create a digital story: equipment and editing programs. The role of the teacher is to be the guide by support the students.  There are many different creative genres of digital storytelling to fit the story tellers point of view.

Chapter 3

     Digital storytelling, DST, needs to be integrated into the classroom with content standards and technology standards. By integrating it in the classroom, the student’s will use DST as a way to express themselves and provide evidence of mastery of the standards.  Teachers need to be aware of the types of the technology and digital storytelling that the students are exposed to. Also, it is important that teachers come up with the content and technology rich tasks.

     From the developed tasks, the students will need to transform their thoughts and convey them in to the DST. They will need to show that they understand the information and can clearly convey the information to others.

      The formation of the “DAOW” literacy shows the importance and how it intertwines with DST (Ohler, 2007). The D in “DAOW” represents digital.  Technology is needed to produce a DST. It is necessary to have the recording tools, editing programs,  and other digital tools to create a DST. The A in “DAOW” represents art.  Having an artistic touch in the DST gives the creator a way to express a thought, moment, or feeling uniquely. The  O in “DAOW” represents the understanding of words. Student’s can develop their own way of incorporating words into the DST. The W in “DAOW” represents writing in a DST. Writing can be used to script in a DST. When creating a DST, being able to use the written and oral language conventions is important in its production.

      It will be interesting to see student created digital stories and see their creativeness in them.