Digital storytelling how to#
Digital storytelling full#
Digital storytelling code#

Digital storytelling how to#

As such, she recommends spending some time training students on how to use the chosen tools and/or hiring a teaching assistant with experience in this area.ĭr. The only challenge was students’ prior knowledge of video-editing tools (in this case, iMovie and Final Cut), which was weaker than Dr. This project is mutually beneficial: students learn more about aging and communicating across generations through meaningful connections with seniors in their community and the seniors feel as if they are being listened to and their stories are important. Madjaroff allowed students to choose their own platform for creating the stories (though she recommended iMovie and Final Cut), and initially wanted students to keep them between 2 and 3 minutes, but quickly found that this was far too short and has in recent semesters allowed students to create longer stories, some as long as 25 to 30 minutes. To emphasize the importance of good narrative construction, she used the Stor圜enter model, which encourages collaboration and peer feedback through story circles. Madjaroff, a faculty member in UMBC’s School of Aging Studies, had students in her First-Year Seminar partner with seniors to create digital stories that focus on important insights about growth and aging. Galina Madjaroff, University of Maryland, Baltimore Countyĭr. Visit the Data & Visualization page for more information.

Digital storytelling full#

Note that the Richter library has a full license for this tool, and they provide support for instructors using it in their courses. StoryMaps is relatively easy to get started with users are first asked to choose from a range of templates and then guided step-by-step through the creation process using the story-builder feature. This tool is particularly relevant for instructors and students who aim to create narratives around data sets. ĪrcGIS StoryMaps is a web-based platform which allows users to build rich, data-driven stories using maps, text, images, and other multimedia content. To get started, have a look at the Twine documentation.

Digital storytelling code#

While knowledge of code (HTML, CSS, JavaScript) is not necessarily required, it is helpful if you would like to leverage some of the more advanced features. However, these very features which make the platform interesting and novel may be an obstacle for instructors and students who aren’t tech savvy. The non-linear structure of these stories allows readers to exercise some agency, often times resulting in a game-like experience. Twine, available in both web-based and desktop versions, is a tool for creating non-linear stories using hypertext. For more detailed information about Adobe Express’s features, including an introduction video tutorial, visit Adobe’s tutorial page. All faculty, staff, and students have access to this platform through the University’s Adobe Create Cloud license. Adobe Express is relatively easy to use and includes a number of templates and stock graphics to get up and running quickly. Note that the University of Miami has a full license for this platform, and it is fully integrated with Blackboard.Īdobe Create Cloud Express (formerly Adobe Spark) is a web-based platform for creating visual stories with graphics and videos. In addition, users can leave text and audio comments on presentations, which could be the basis for collaborative and peer-feedback activities. VoiceThread is a web-based platform which allows users to build multimedia presentations by weaving together images, video, documents, and audio. Here are a few that can be used for digital storytelling:

There are a number of technologies your students can use, and, as always, the choice depends on a number of factors including relevance, usability, and price.