K R I S T I N N O R R I SD I R E C T O R O F A S S E S S M E N T

I U P U I O F F I C E O F C O M M U N I T Y E N G A G E M E N T

CRITICALLY REFLECTIVE DIGITAL STORYTELLING: EXPANDING CONCEPTUALIZATIONS AND

PRACTICES

LEARNING OUTCOMES

• Understand what digital storytelling is (and is not) AND be able to explain this to your students

• Be able to explain how the process differs from other reflection strategies (e.g., storytelling and storyboarding)

• Recognize elements that make for a good digital story vs a critically reflective digital story

SOURCE OF OUR PASSION

• ePortfolio initiative• Consultations related to assessment – faculty

wanted better evidence and for students to dig deeper

• The importance of communication if we are to address issues in society

• Student voice• Capturing the essence of the student experience• Authentic (v. self reported, traditional methods of

reflection) learning evidence

POWER OF STORIES

• Rhetoric (rational) v. narrative (storytelling; aesthetic)

• Personal, impactful• Recent neurological studies suggest that when listening to

impactful stories, our brains develop thoughts, opinions, and ideas that either align with or challenge the person telling the story (Regeve, Honey, and Hasson, 2013).

• The Facing Project• http://facingproject.com/

STORYTELLING: A POWERFUL FORM OF COMMUNICATION

• The process inspires students to dig deeper…(Gregori-Signes, 2010; Schwartz, 2012; Schank, 1995).

• It is a vehicle for meaning-making. Stories by nature engage individual voice and agency; invite critical listening…Lambert (2013).

• Better prepares students to manage the challenges inherent in their personal and professional lives (McDrury & Alterio, 2003).

• Ideal learning tool for expressing cultural realities (Bishop, 1996).

• It is a way to knowing (epistimological)…(McDrury & Alterio, 2003).

• Stresses the importance of understanding self and bringing cognition, emotion and action together to give experience ‘cultural relevance’ (Bruner, 1986).

CRITICAL STORYTELLING

• A collaborative process … • We need to investigate the nooks and crannies of our

experiences, our memories, our histories of the status quo…

• It is participatory…• It is about turning the stories on their heads…

Bell (2010), Storytelling for Social Justice

METAPHOR: HARVESTING A TOMATO

• Metaphor of harvesting a tomato (Andrew Lamas, Professor of Urban Studies, University of Pennsylvania)

• Preparing and engaging in the craft of critical stories therefore can prepare students for thoughtful, collaborative engagement with each other and the world, in the pursuit for a dynamic, critical democracy (Giroux, 2009).

• By asking our students to create digital stories, we give them an opportunity to showcase their own (civic) growth while also giving them a medium through which they are empowered to challenge the way their audience thinks and even behaves toward normative narratives surrounding public ideas and issues.

RESEARCH ON DIGITAL STORYTELLING

• Students are motivated to pursue deeper learning because digital stories make content less abstract and relatable to their personal experiences (Poundsford, 2007).

• Accomplish 3 things:1. Facilitate critical reflection and promote the cultivation of

skills and attitudes essential for professional practice2. Stimulate empathy while assisting in the development of

compassion, accountability, and cultural sensitivity3. Foster transformative learning (Schwartz, 2012).

WHAT IT IS AND IS NOT

Critically Reflective Digital Storytelling (CRDS)

is…• Illustration of learning• Images that communicate

a specific message which aligns with the script

• A process that forces students to critically examine their thoughts and ideas and how they want to engage others in their meaning-making

• A meaning-making process• Starting point for dialogue

(possibly)

Digital Storytelling tends to be…

• Random images with a voice-over

• Video clips• Eportfolio• Slideshow of images

from an experience

TOP 6 ELEMENTS OF THE FINAL PRODUCT

1. Thesis/metaphor/quote2. Pace of the narrative3. Selection of images to communicate learning and

meaning4. Appropriate use of image or text5. Meaningful soundtrack6. Attention to transitions

• But Most Importantly, A GOOD process (reflection, script, story)!

PLANS/ACTIVITIES FOR TODAY

• Critiquing digital stories• Watch several examples and what makes for a good digital

story• Storyboarding

• Goal is to not only experience this process, but to learn how to do it yourself or teach your students how to do it.

• Key decision points • Examine a course syllabus and schedule to identify trade-

offs and decision points

EXAMPLES

Example Example Example

• Identify/highlight important concepts/ideas• Another means that helps with editing/proofing• Assists with timing & pace of the story• Provides direction in what images to gather• Aids in the recording process

MOST IMPORTANT STEP:STORYBOARDING

Step 1: highlight key words or concepts

Step 2: Identify when the transitions will occur. The “///” indicate the start of the next image.

PRACTICE STORYBOARDING

• Step 1 – Read the example & identify key words/phrases• Report out – were there differences and why? How might

the words/phrases selected make a difference or communicate a different message?

• If you opt to have students give each other feedback, what sort of guidance do you think you need to give them?

HOW WE USE DIGITAL STORYTELLING IN OUR WORK

• Curricular• Service-learning courses• Course reflections (not just essays anymore!)• Integrative assignment in Themed Learning/Living Communities• Artifacts for ePortfolios• Replacing stale class presentations

• Co-Curricular• Integrative assignment in Themed Living Communities• Service-based scholarship programs (end of year tool)• Alternative Break Trips (evidence, people!!!)• Evidence for Competency-based Credit• Presentation format for your event topic/research

• Professional Reflection Tool• CV/Resume/ePortfolio/Docié• SoTL

• Other• Alternative method for delivering content (e.g., Dissertation Acknowledgements)

DECISION POINTS RELATED TO GIVING FEEDBACK

• Key questions-• Do students need feedback on their script?

• If yes, when and how (instructor vs peer)?• Do students need feedback on their storyboard?

• If yes, when and how (instructor vs peer)?• At what point in the semester do they need to (if at all):

• Have a rough draft of their script done• Be given feedback on their script• Be given feedback on their storyboard

• How much time does all of this take?

Refer to pgs 3 & 4 of the Guide

CHOICE POINTS AND DECISIONS

• When is digital storytelling ideal or NOT ideal and why?

• Role of reflection in your course• How much time is dedicated to this project?

• Show example(s) at beginning of semester• Time for feedback (on what parts if at all)(in class our out of

class?)• Introduction session (entire class period)• Sharing

• Points/Value within the course

WORTH CONSIDERING…

• Implementation Strategies (where & how you will do this)• Timing during your calendar/semester• Where in your curriculum• Scaffolding the process of creation

• Key considerations• When is it appropriate (e.g., What type of work are my students doing

[group v. individual]?)• Value in relation to other course work/assignments (do you replace an

existing assignment; what else has to “come off” in order to do this well)• Commitment level

• Role of feedback• Technical experience of your students (and you) campus resources/support

• Designing the prompt• Assessing the product for evidence of your learning outcomes• The nitty-gritty (how do you create one?)• How these are disseminated or shared

RESOURCES

• IUPUI’s Center for Service & Learning –(http://csl.iupui.edu/teaching-research/assessment-resources/storytelling/index.shtml)• Guide for Faculty• Examples (syllabi, assignments, rubrics, student products)• How-To for Students

• Norris, K. E., Siemers, C., Clayton, P. H., & Weiss, H. A., Edwards, K. E. (2016). Critical reflection and civic mindedness: Expanding conceptualizations and practices. In T. D. Mitchell, T. Eatman, C. Dolgan (Eds.), Cambridge Handbook for Service Learning and Community Engagement.

• Contact us any time (norriske@iupui.edu)