• Description: Instruct students on the importance of storytelling by giving tools to help tell a better story. Video will be the main medium focused on the ability for the tools to be used in other mediums as well.
  • Learning Goals: Students will understand the important elements of telling a story. The student will also have the ability to demonstrate their learned skills for authentic assessment.
  • Intended Audience: The primary audience will be students at Bow Valley College taking a digital production course. This includes students of numerous ages and backgrounds. The secondary audience would be all students (primarily post-secondary) who would benefit from learning the skill of storytelling. Looking at work done by Ohler (2007) there will be a focus on best practices to help build a deeper understanding.
  • Rationale: This digital resource will meet the needs of the students by providing them with a digital toolkit including some different references and materials to help include hands-on learning. This will include multiple different types of tools that will include things such as, video, text-based activities and other resources.
  • Tools: 
    • Explanation video: This video will give an instructional video that will give the student the opportunity to watch and listen to different elements of storytelling. This will allow them to watch and learn at their own pace.
    • Links to creative commons/example video: This will give the students materials to attempt to use to tell a story without the need to capture their own video initially.
    • Digital text-based activities: This will include items like storyboards and other items to help facilitate learning. This will be done to encourage the students to interact with each other as they are creating and working.
    • Online resource links: There are many different resources online that can also help the student to learn these skills. A list of some of these evaluated resources will be included. This will give more resources to help give deeper learning and fill in any gaps that may exist in the learning.
    • Example activities or exercises: Students will have a few options of activities or exercises to put together a video story for authentic assessment. This will allow the instructor to evaluate if the learning objectives were met.
  • Assessment/Evaluation Plan: The assessments will be based around authentic assessment which Wiggins (1990) states the goal is to “directly examine student performance on worthy intellectual tasks”. To do this the students will go through different tasks that will help to illustrate understanding. This will include text-based activities such as storyboards which will be used to illustrate skills learned by the students. There will also be functional assessments created for the students to follow through with the creation of a video that they will then share with their peers and instructor for feedback.
  • Learning Theories & Instructional Design Principles Used: 

The instructional design model used is influenced by the ADDIE model as described by Bates (2014) and Pappas (2018). It will look at the Analyze, Design, Develop, Implement, and Evaluate phases but put a more agile spin on it as discussed in Clemens (2018). The phases will run the same but will be tested much quicker to ensure that quality and educational outcomes are met. By including Agile methods in the design it will also allow the work to be redone and allow new technologies to be added and allow for a quicker more updated learning experience. The phases of Analyze and Design use the tools from numerous design thinking toolkits such as empathy methods. The Develop phase will take answers from these tools to develop a new toolkit and finally, the implement will involve delivering it to learners. Throughout the delivery, there will be interaction and feedback with the learners that will loop back to analyze and design phases with real-time evaluation going on.

This tool will be used in either a flipped classroom or online environment so for this reason, the learning theory that will be focused on is constructivism. By giving the learner all the tools needed and allowing them to create and learn through success and potential failure they will be building their own learning. It allows them the freedom which is needed for creativity but also gives important guidelines and supports to help them along the way. The idea on the use of this tool is that the instructor and tools work more as a facilitator guiding them towards the learning which fits well within the constructivist theoretical framework. By including problem-based learning and group work this will allow the students the opportunity to use their knowledge base to build even stronger skills.

  • Instructions for Use: This tool will be used in conjunction with instruction to help support learning. The digital tools will be made available at the start of the learning to facilitate further learning outside of instruction. The students will start with the text tools and online resources to help get them into a storytelling mindset. This will allow the students to participate in their initial storytelling activities and get feedback from instructors and peers. Following this initial work, the students will then create their own video which will be shown as a class activity (potentially digitally) for peer feedback.
  • Plan for Use: The plan initially is to use this within the design course at Bow Valley College. After an assessment, the goal is to share this tool using the Adobe Educators Network.

 

Bates, T. (2014, November 23). Is the ADDIE model appropriate for teaching in a digital age? Retrieved from https://www.tonybates.ca/2014/09/09/is-the-addie-model-appropriate-for-teaching-in-a-digital-age/

Clemens, J. (2018, November 15). Agile Instructional Design. Retrieved from https://malat-webspace.royalroads.ca/rru0051/agile-instructional-design/

Ohler, J. (2013). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Thousand Oaks: Corwin.

Pappas, C. (2018, March 15). Top 7 Instructional Design Theories & Models For Your Next eLearning Course. Retrieved from https://elearningindustry.com/top-instructional-design-theories-models-next-elearning-course

Wiggins, G. (1990). The case for authentic assessment(Vol. 2). Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center.