Digital Storytelling.

Prior to engaging with the courseware on Moodle, I had heard of the term digital storytelling (Central Queensland University, 2009), however, I had never really thought about what it meant. However, I now know that “digital storytelling is the combining of the ancient art of oral storytelling and the modern multimedia tools to deliver tales using images, sound, music, and voice” (Digital Storytelling Association, 2009).

In regard to my current prac class, I would not get the students to make their own individual digital story as I feel that the task would be to complex for them to complete. Therefore, if I was to incorporate digital storytelling into their learning experiences I would get the students to make a collaborated digital story as a whole class. For example, the students recently went on an excursion to Cooberrie Park, and a lot of photos were taken of the students interacting with the animals. Therefore, a digital story could be created by the students which allow them to reflect upon what they learnt from going on the excursion. When implementing learning experiences that require the students to create a digital story, I would follow the steps to making a good digital story which states that the story needs to be; “personal, begin with a story/script, concise, use readily-available source materials, include universal story elements and involve collaboration” (Digital Storytelling Association, 2009).

I feel that digital storytelling is closely linked to the Learning Engagement Theory as students are able to create digital stories that allow them to work in a collaborative context on a task that has an outside authentic focus and allows project-orientated learning to occur (Kearsley & Shneiderman, 1999). For example, if I was to get the year ones to make a digital story they would be working in a collaborative context, as they would be required to work as part of a team with their peers in order to make decisions that are related to the making process of the digital story about their excursion. It also allows for students needs in relation to their multiple intelligences to be catered for, as they would all be involved in making the digital story. Students whose multiple intelligences consists of one of the following intelligences would find digital storytelling most engaging as they are able to use their preferred intelligence skills and interests whilst developing the digital story; linguistic, spatial, intrapersonal, interpersonal and musical (Birmingham City Council, 2009).

The learning design framework for ICT learning environments could be used in order to develop high quality learning experiences for students. I think that the three aspects of the framework; learning tasks, learning supports and learning resources, could successfully be used in relation to the design and implementation of digital storytelling learning experiences within a classroom learning environment, as it would help to ensure that the learning is effective and students achieve intended learning outcomes of the learning experience (Oliver, 1999).

In the next few weeks my prac class is going to the Dreamtime Centre as part of learning about Aboriginals. Therefore, I feel that it would be appropriate to embed indigenous perspectives into digital storytelling, as the class could create a digital story based upon the journey which Aboriginal elders have taken. Therefore, I hope to incorporate this technology, digital storytelling, into future learning experiences with the students whilst embedding indigenous perspectives. As the students are in year one and would be creating the digital story as a class with guidance from myself, I will still discuss with them issues in relation to internet safety as they will be using the internet at times during the creation process of the digital story, as it is quite easy for students to engage in dangerous practices online unintentionally (Central Queensland University, 2009).

Reference List:
Birmingham City Council. (2009). Multiple intelligences. Retrieved July 16, 2009, from
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/what.cfm

Central Queensland University (CQU). (2009). FAHE11001- Managing E-Learning: Moodle site. Rockhampton, QLD, Australia: Scot Aldred.
Digital Storytelling Association. (2009). Digital storytelling. Retrieved 19 August, 2009, from
http://www.lubbockisd.org/sfirenza/storytelling/

Kearsley, G., & Shneiderman, B. (1999). Engagement theory: a framework for technology-based teaching and learning. Retrieved July 16, 2009, from
http://home.sprynet.com/~gkearsley/engage.htm

Oliver, R. (1999). ICT learning design. Retrieved July 23, 2009, from
http://www.learningdesigns.uow.edu.au/project/learn_design.htm