DS: Week 3 Blog

DIGITAL STORYTELLING PROJECT PLAN

What story would you like to explore?
My digital story will highlight the transformative influence of experiential learning through student travel. My story will describe how a trip to Italy helped students connect with history, get a larger cultural perspective, and increase their self-confidence. 

What type/kind of story will you tell?
What is the purpose or impact? The purpose is to demonstrate the value of learning outside of traditional classrooms, encouraging educators to include travel or other hands-on experiences, like project based learning, into their teaching to encourage student curiosity and growth.

What are the story elements? (Ohler) Following Ohler’s structure (Ohler, 2013):
1. Beginning (Hook/Context): Introduction to the trip to Italy, setting the scene with excitement and goals for the journey.
2. Middle (Key Experiences): The narrative will cover key moments—visiting landmarks, overcoming challenges, and growing through experience.
3. End (Reflection and Impact): Reflection on the students' transformation and the long-term impact on their lives, emphasizing the role of experiential learning. 

What approach will you take to mapping or developing your story? (Ohler)
I plan to structure my story in three distinct phases (beginning, middle, and end), using Ohler’s guidance on creating narrative tension and resolution to keep the audience engaged. Through Lambert’s approach, I plan to reflect on the emotional journey, showing both the students’ and my personal growth. This approach will bring an authentic voice to the story, connecting with viewers on a deeper level (Ohler, 2013). 

How might you use this story in an educational environment?
This story could be shared as part of a professional development in-service, encouraging other teachers to integrate experiential learning opportunities, whether through travel, project-based learning, or digital storytelling. By showcasing the impact of real-world experiences, it would be great to inspire educators to explore ways to make learning more dynamic and meaningful.

Also, my digital story could be shared with students and their parents or guardians as a way to show the many benefits of educational travel. By highlighting real experiences and moments of growth from previous trips, it could be a way to encourage more families to consider joining our annual EF Tour Travel Groups. My digital story could demonstrate how travel fosters independence, cultural awareness, and hands-on learning that complements classroom education, offering a case for the transformative impact of these experiences. It also can be used as a resource during parent meetings or informational sessions about the trips to build excitement and trust in the value of the trip.

What content and technology standards are addressed?

Technology Standards (ISTE, n.d.)

1.1 Empowered Learner 

1.1.d Technology Fundamentals
I leverage various digital tools to communicate and reflect on the experience. By using video editing software, graphic design platforms, and storytelling apps, I demonstrate an understanding of how these technologies work and select those that best convey the trip's educational impact.

1.3.c Curate Information
I would gather and organize digital resources—such as photos, videos, and relevant cultural insights—to create a cohesive narrative by using storytelling apps (i.e.). I put together a collection of resources that illustrate meaningful connections between Italy’s historical sites and the students' personal growth.

1.6 Creative Communicator

1.6.a Choose Platforms or Tools
During my digital storytelling project, I can select my preferred digital tools for creating and sharing reflections on the Italy trip. I might use video editing software, storytelling apps, or graphic design platforms based on what best conveys my experiences and learning. This choice encourages me to think critically about which tools align with my storytelling goals.

1.6.b Original and Remixed Works
I can create unique content, such as videos or photo montages, and responsibly incorporate or remix digital resources (i.e., videos, music, maps, and/or landmarks). This process not only helps me understand copyright considerations but also fosters creativity as I build original multimedia narratives around my trip experiences.

1.6.c Communicate Complex Ideas
I can use digital tools to communicate complex ideas about history, culture, and personal growth in ways that relate to others. For example, I could create a video montage that combines historical information with personal insights, making connections between Italy’s cultural landmarks and their own learning journey. This approach helps me practice translating abstract or layered ideas into interesting, understandable visuals.

1.6.d Customize the Message
As I prepare to share my stories with various audiences—peers, students and their families, and teachers—I can customize my presentation’s format and tone to suit each group. For example, I might create a different video for students and their families focusing more on the student experience, a reflective blog post for parents, or a series of narrated images to share with teachers. This standard emphasizes the importance of audience awareness, guiding students in tailoring their messages for impact.

Content Standards 

Social Studies Standards (Kansas State Department of Education, 2020)

Standard 1: Choices have consequences
1.3 Connect choices and consequences
With contemporary issues, such as understanding how historical sites reflect past choices impacting present societies (e.g., the significance of the Colosseum, Vatican).

Standard 3: Societies are shaped by identities, beliefs, and practices
3.1 Evaluate how societies are shaped by identities and cultural practices, as seen in Italy’s art, religion, and historical architecture. 3.3 Investigate how diverse cultural practices connect to present-day issues, fostering students’ understanding of global perspectives and cultural appreciation.

3.3 Investigate how diverse cultural practices connect to present-day issues, fostering students’ understanding of global perspectives and cultural appreciation.

English Language Arts Standards (Kansas State Department of Education, 2023) 

Writing: Text Types and Purposes (Grades 9-12)
W.11-12.2 Write informative texts to convey complex ideas. Students could create reflective essays or digital stories about their experiences and cultural insights gained in Italy.

W.11-12.3 Develop narratives with well-structured sequences, allowing students to share their personal journey and observations during the trip.

Speaking and Listening: Presentation of Knowledge and Ideas (Grades 9-12)
SL.11-12.4 Present findings, sequencing ideas logically and supporting claims with evidence. Students could present their Italy experience, incorporating multimedia elements. 

SL.11-12.5 Use digital media to enhance presentations, aligning well with a digital storytelling project that combines visuals, narration, and reflections from the Italy trip. 

What tools are you considering to capture, edit, and communicate your story?

Pictures and Videos: Pictures and video clips of students engaging with the Italian culture and historical landmarks.

Audio: Narration, testimonials from students that went on the Italy trip, and personal reflections.

Editing Software: Canva for integrating visual and audio elements smoothly. This will allow for a multimedia approach to storytelling that highlights both visual and emotional aspects of the trip.

How might you produce your story?
I plan to use collected video footage, pictures, and voiceovers, editing them to align with each phase of the story—introduction, key experiences, and reflection. The testimonials will add authenticity and allow viewers to connect emotionally, reinforcing the impact of experiential learning on students’ personal growth.

How might you assess digital stories produced by students in your own courses?
I could apply this in American History courses that I co-teach, aligning with state ELA standards on communication and presentation skills. Assessment criteria might include:

1. Content Knowledge: Did the student effectively convey an understanding of historical contexts and connections?

2. Narrative Structure: Did the story have a clear beginning, middle, and end? Was there a reflection on learning?

3. Creativity and Engagement: Did the student use digital tools effectively to create an engaging story?

4. Personal Connection: Was there evidence of personal reflection and connection to the subject matter? 

Resources: 

Kansas State Department of Education. (2020).  Kansas history, government, and social studies standards. https://www.ksde.org 

Kansas State Department of Education. (2023).  Kansas  standards for English language arts. https://www.ksde.org 

Lambert, J. (2010). Digital storytelling cookbook (Contributions by A. Hill, N. 

Mullen, C. Paull, E. Paulos, T. Soundararajan, & D. Weinshenker). Digital Diner Press. 

Ohler, J. (2013, November 18). Story concepts. Story Concepts. https://storyconcepts.blogspot.com/