Gallery Walk – Week 9 — October 21, 2016

Gallery Walk – Week 9

I would like to begin by saying that I had some idea of what digital storytelling is, but have now discovered how much I really did not know. Digital storytelling is all around us and has many different applications. Digital stories are used to inform, instruct, and even to sell products. I have investigated and discovered different nuances of what makes a digital story really work well. The use of music, narration, and an element of interactivity are very important when engaging an audience. I have also discovered that digital stories can be composed by many different people including middle school students through college graduate students, and just about anybody else given the tools and resources to do so.

Moving forward I am going to plan on investigating how digital stories can be applied with adult learners in a corporate type of environment. There are many things to consider such as the participants, the time allowed, resources, and topics. I have presented this idea to my team and they are intrigued. After that brief discussion we concluded that having these adult learners compose digital stories is possible, but the set-up and framing is very important to help guarantee a positive and productive outcome. In short, I would like to learn more about how successful digital storytelling is in corporate environments and how this tool can be applied to leadership development.

Outside of my own participation, my peers have been an incredible resource and an important part of the discovery process. Without meeting any peers directly, I have built an idea of many of their personalities and what is important or interesting to them. Whether it was a just a picture or a very thoughtful response or critique, what was shared is important to my experience. I have visited many blogs and Twitter pages. Below you will find some examples of that engagement.

Lisa Fish

Reading Response: Convergence Culture


This is an interesting response to the use of media in shaping not only who we are but also how large media outlets are responding. This is referred to as Convergence Culture and more clearly describes the mingling of old and new media. One outcome of this is the increased nature of collaboration in improving products or bringing new products to market. This clearly demonstrated how far multi media has supported a fabric of many different individuals and cultures. As the article states, we have all become knowledge workers contributing through this Convergence Culture.

Kelly Santa Maria

Daily Create 9/28 #tdc1725


I contributed to this particular Daily Create, Concentric Circles. When I first saw this post I did not immediately see the concentric circles. I was thinking along the line of what I submitted. To me, concentric circles were placed one on top of the other, distinguishable by their size. What this post helped me realize is individual perspectives. I deliver training for leadership development and a primary topic is perspectives. I was reminded of the importance of not jumping to conclusions, but pausing for a moment to gain a better understanding. During that contemplation the concentric circles fell into place.

David Sampson

Reading Response: Virtual reality and the future of storytelling


Virtual reality (VR) has intrigued me for some time. This is interesting to me because I would like to learn more about how this technology can be applied to manufacturing in training scenarios. I appreciate the way David approaches this topic and the examples given. He suggests that this technology could be used as a powerful digital storytelling tool by providing some very pointed examples. While I initially found these examples to be graphic, I concluded that they are important issues facing our society. There is no doubt that VR can be a very powerful and engaging tool to tell a story. After reading this post I realized that VR is more than I had previously given it credit for. I know that VR is great for entertainment and has some promise in medical and industrial applications. I now know that it can also be a very powerful social tool to tell a story.

Hani Park

Digital Story Critique – Draw My Life: SeaWorld Edition


I found this story interesting and immediately engaging in a powerful and emotional way. This is an important story to me because it targets the idea that a digital story can provide a voice where there is not one. By humanizing the Orca it drives the viewer to pay attention. Hani’s writing style is also engaging and provides a personal touch. While I have mixed feelings about zoos and aquariums I do recognize that these institutions provide some value in the research of animals. Some animals are so endangered that without this type of human intervention they would have been lost long ago. The use of voice here is the strongest element and the basic almost childlike animation is very appropriate. There is a call to action and it is so obvious that it can be missed. Toward the end the story, it is asked that we stop visiting SeaWorld. Overall this is a great example of a digital story and I appreciate that it accomplishes the message in only a few minutes. I think brevity is a strong attribute.

Nick Grimes

Digital Story Critique – Growing Up in a Virtual World


This TED Talk given by David Perry and critiqued by Nick Grimes is a common theme. How will we grapple with the increasing and unavoidable interaction with technology? How are future generations going to be affected by the accelerating advancement of virtual reality and gaming? Video game developers are now very aware of the need to create a story within the game to drive engagement. There are games that don’t provide a story, but are developed in such a way that the participant is able to build their own story. I find this intriguing because of the generational differences in the work place. I recently viewed a presentation given by ATD that focused on what Millennials find important in the workplace and the conclusion was that emotional intelligence was very important. DOW Chemical Is already changing the way they approach Millennials because of this. I wonder, has the advancement of digital storytelling had an affect on this development?

Robert Piper

Digital Story Critique – The Bookmobile


A digital story that addresses the traditional written stories is quite charming. What stood out to me was the inquisitive nature of Storm Reyes and what has led her down a different path that provided fulfillment. This is a very basic story that accomplishes quite a bit in just a short period of time. This story shows me how easily a story can be composed. The gentle intro and the music in the background immediately set the tone and the narration and animation compliment things nicely. Again, this is an important story that not only quickly and accurately informs us of Storm Reyes’ life, but that also allows us to consider a different perspective. I like learning about others perspectives. Through our different backgrounds we begin to learn how similar we all truly are.

In conclusion, I have learned much more about digital storytelling than I had anticipated. I enjoy exploring the resources that peers find and the response of critiques they provide. I’m looking forward to what the rest of this semester brings.

Digital Story Critique Week 8 — October 13, 2016

Digital Story Critique Week 8

I continue to be pleasantly surprised as I search for digital stories. In this story, Galveston, Hurricanes and OZ, were presented with an act of discovery that leads to learning about a historical event and that leads us to present day and the arts. This digital story produced by a University of Houston student uses many elements of digital storytelling.


The story is engaging and begins with a student’s mission to create a digital story. There are considerations to make when deciding on an appropriate subject for this story. This introduction establishes the narrator as our pilot and defines the path on which we are about to embark. The narration is well composed and rehearsed. This is important to establish trust with the participant.

There are images that fade in and out throughout the story. There are simple effects such as zoom and pan, while subtle, work well with the narration. There are also sound effects added to bring a sense of depth. Sometimes the sound is faint when there are birds chirping as images of the graveyard are presented. Later, the sound effect is front and center when the Galveston Hurricane is presented. Another nice touch is the use of a second voice/narrator who speaks for a witness of the Hurricane, King Vidor.

Overall, this story is very effective in how this journey begins and where we finally end up. The introduction and conclusion are tied together nicely and address the subject of Art and History. There is a lot of ground covered in this story. The Galveston Hurricane of 1900, The Vidor Family, Hollywood, and The Arts are all brought together like characters in a play. I really appreciate how the story concludes with recognizing how art was composed out of the death of so many trees and through the care given to the historical Vidor home. This is a worthwhile digital story which informs us of little known historical facts.

Using Jason Ohler’s assessment traits I have chosen to focus on Story, Project Planning, and Research. This is a very well done digital story and it shows in the engagement created through narrations, images, and sound effects. There is little room for improvement, but the addition of music in the background would be nice to fill in some of the space absent from sound effects.

Story How well did the story work? This trait can address structure, engagement, character transformation or any of the other qualities of story discussed in Part II. In fact, an entire rubric can be devoted to evaluating the quality The story works well. The intro is clear and inviting, the body of the presentation is meaningful and addresses the different aspects of the story to create cohesiveness and the conclusion ties us back to the intro.
Project Planning Is there evidence of solid planning, in the form of story maps, scripts, storyboards, etc.? There appears to be solid planning evidenced by the rehearsed narration, the timing and the use of special audio effects.
Research Was the student’s project well researched and documented? This story is supported by research and credit is given to all the resources used.
Response to Digital Storytelling Article Week 8 — October 12, 2016

Response to Digital Storytelling Article Week 8

Digital Storytelling can often be seen as something that stands alone to convey a single message, place, or even an experience. When participants are asked to compose a digital story it is often focused on the outcome and not the process of getting there. Digital storytelling has the potential to be a learning tool that addresses critical thinking, problem solving, and multimedia applications.


In the article “Digital Storytelling for Students with Learning Disabilities” by Douglas Haddad PhD, the author shares how composing a digital story is valuable to an overall learning experience for students with learning disabilities. Specifically, adaptation is used as an example in this article and I feel that this is one of the key features of digital storytelling. Effective and engaging digital stories engage all learners, even those who may experience challenges in learning and comprehending. A digital story is a great way to encourage them.

“Digital storytelling opens up opportunities to scaffold traditional literacy for students with learning disabilities in order to help them learn and master new skills by applying them in a creative way.”-Douglas Haddad, PhD

Implementing digital storytelling alongside traditional learning approaches allows teachers to meaningfully engage students with learning disabilities who may usually struggle and become frustrated. Students are able to use different tools that lead to the development of individualized solutions. They are more likely to become and remain interested and even excited through personalization. The additional benefit is through the introduction and use of technology, which provides significant value throughout their academic careers.

“Digital storytelling allows students to have their choice of developing and telling their stories in many different ways.”-Douglas Haddad, PhD

This article is interesting to me because learners at any age can experience learning disabilities. I work with adult learners from many different backgrounds with many different educational experiences. As this article points out, digital storytelling allows the learner to identify and use their strengths by engaging multimedia tools to compose a digital story. Using a multimedia approach helps to increase engagement and there is an opportunity to concentrate more on the learners selected path, other than the final product or outcome. There is still a system of best practices when composing a digital story, but there are more tools available to support creativity and engagement through a customized approach for each student’s personality or ability that may not be found in traditional writing exercises.

Daily Create 10/11/16 —
Digital Story Critique Week 7 — October 7, 2016

Digital Story Critique Week 7

Digital Storytelling: Social Studies 7th Grade – George Washington Carver



I have been so focused on well-produced digital stories that I have neglected many other examples. As I continue to think about how to use digital storytelling in my work environment with adult learners, it can be overwhelming when the examples I continue to watch are so well produced. I shifted speeds with the purpose of finding digital stories that were not so expertly produced, yet were still meaningful and exemplified a great place to start when introducing this resource for the first time.

I came across a digital story that was produced by students in a 7th grade class. This digital story is used to inform about a historical person, George Washington Carver. I appreciate this production because it is much simpler, but not simple. The story is engaging, and while I don’t become an expert on Mr. Carver, I do know more about him than I did in the prior to watching.

This story hits the mark on many things. The introduction is nicely done and creates an emotional engagement with the subject. The movement of images across the screen and the music in the background are great additions. The story is told using two narrators and it works with one exception. The transition from one narrator to the other feels awkward. This is due to a couple of things. First, the original narrator establishes the story and reinforces the mood and emotional attachment through tone of voice so it is difficult to accept the new narrator when introduced. Second, the music also fades into the background and almost disappears. The music is subtle at the beginning and when it leaves, even briefly, it creates an uncomfortable transition, which could be solved by adjusting the timing of the transition. This transition would work well if aligned with a transition in George Washington Carver’s life in this story for example. This is a relatively small fault and does not greatly impact the overall production.

This is a nicely done digital story and I selected it based on the background of the producers. While I may interact with adult learners, they are inexperienced when addressing digital storytelling. This story is a prime example of what can be accomplished providing a framework and given knowledge base. These 7th graders gave George Washington Carver a voice.

Given Jason Ohler’s assessment framework I have decided to evaluate this story using Content Understanding, Writing, and Sense of Audience. Overall this is a great digital story that feels a little rough around the edges. The producers, who are only 7th graders, did a nice job engaging the audience. I am curious as to the timeline and support systems in place for the students when this assignment was given.

Content understanding How well did the student meet the academic goals of the assignment and convey an understanding of the material addressed? The content was well composed and addressed George Washington Carver in a basic and easy to understand timeline, birth, life, and death.
Writing What was the quality of the student’s written work exhibited in the planning documents, research, etc.? The writing was good quality and worked well with the visual elements. The transition between co-narrators was out of sync causing mild discomfort.
Sense of audience How well did the story respect the needs of the audience? This story did a nice job of addressing the audience. Most people are unaware of George Washington Carver. The story does a nice job of covering the basics and providing viewers with a comfortable place to jump off and continue their exploration of Carver’s life if they choose.
Blog Response Ch.7 Week 7 —

Blog Response Ch.7 Week 7

As the reading begins, I am introduced to an observation that learners will use tools differently and that the outcomes will be unique. Individual learning and different outcomes, leads to a greater collaborative learning experience even when using the same tools. I often see this in the manufacturing environment that I am embedded with. There are two distinct regional locations. These two locations are Spartanburg, SC and El Paso, TX, both of which have the same tools. These two locations spent many years operating independently of one another and results in production were very different. Each location would perform better in certain areas than the other. We are now creating teams comprising of employees from each location. The purpose of this is to share successes and failures as we move to improve process and quality. We are building a more collaborative environment to help improve how employees learn. I have recognized the power of individuals using tools and defining a unique outcome. What is even more important is that we are sharing the results and improving as one business unit based on these individual or regional outcomes.

The reading challenges the typical belief that meaningful learning takes place at, what is commonly referred to as, “brick and mortar” institutions. While I agree that these institutions are valuable, the social learning outside theses confines is just as important. This is being influenced by the accelerated rate of communication. Individuals are engaged in the process of sharing never seen before. This allows failure to occur at a faster pace that translates into finding success, or a path forward more quickly.


“Today’s internet makes it increasingly easy ‘for people with common interests to meet, share ideas and collaborate in innovative ways’ (ibid.: 18).”


This is an observation that I make on a regular basis within my business unit. Regional, economic, and cultural differences that are now shared, and the realization that different individual perspectives are important, leads to a learning environment that supports meaningful feedback and collaboration. This environment now leads to a “Pull” rather than a “Push” learning environment.

During the initial stages of bringing these two locations together, the way forward was a more of a “Push.”. The team I work with would supply the learning content in an attempt to move manufacturing forward. During the establishment of working teams we learned to trust these teams to communicate and implement learning opportunities.


“[Pull models] help people to come together and innovate in response to unanticipated events, drawing upon a growing array of highly specialized and distributed resources.”


There is no arguing the fact that there has been a solid framework set up to support employees. The shift is still in progress, but employees are beginning to identify learning opportunities and mobilizing their own resources in this collaborative environment.

In conclusion, the team that I work with has created a platform for learning. Supporting employees and implementing the practice of open communication through project teams has led to a powerful learning environment. There are still challenges, but the power of social learning is apparent and undeniable.

Assignment Bank Video: Chipmunk Style — October 6, 2016
Daily Create Week 6 09/28/16 — October 5, 2016
Daily Create Week 4 09/15/16 —
Response to Digital Storytelling Article 09/29/16 — September 30, 2016

Response to Digital Storytelling Article 09/29/16

I have come to realize that digital storytelling can be a powerful tool. Whether the story is just for fun, to sell a product, or to provide instruction, if composed properly it is very effective. When considering digital stories as a means of communication it is important to understand some of the basics.


The article written by Bernard R. Robin titled The Educational Uses of digital storytelling does a nice job at establishing definitions and a basic framework for composing digital stories. I agree with Robin when he states, “digital storytelling is not a new concept.” Digital storytelling is familiar, especially when used to inform about a particular product, but the use of digital storytelling as a means to educate in the classroom is a newer application.

I appreciate the classification on digital stories into three types. This helps build understanding and enforces the seven elements of digital storytelling. The author defines the three types beginning with personal narratives.


“One of the most popular reasons for producing digital stories is to create a personal narrative.”


This is true and, and as the author points out, personal narratives are great for delivering and educating varying perspectives. Being introduced to, and understanding others perspectives, is a valuable learning tool. I often use a perspectives activity in the facilitated courses I develop for my company’s Leadership Development. An understanding of perspectives adds to a participant’s emotional intelligence and fosters a foundation allowing for better collaboration.

The author then goes on to introduce the two other types of digital stories; digital stories that examine historical events, and stories which inform or instruct. I have personally experienced stories that present historical evidence. One that stands out was about Martin Luther King Jr. and was part of a perspective activity. This activity was a module for diversity training provided by MGM Resorts International. The use of digital storytelling to share individual perspectives is most certainly a great activity.

The author continues with Digital Storytelling as an instructional learning tool and enforcing literacy skills. I personally work with adult learners who are high performers within a corporate setting, but I strongly feel that no matter the audience; K-12, millennials, or more senior learners, could all benefit from digital storytelling as long as the activity is set up correctly. As the author points out,


“One of the major questions that teachers, administrators and technology support staff ask is: do the students have access to the technology they need to create digital stories?”


That is a very real concern for all audiences. I also agree with the additional concerns raised by the author. It is difficult to accurately gauge participant’s comfort level with technology. Available time is also difficult to gauge because of all the variables, including the previously mentioned concern.

Overall, the use of digital storytelling in learning environments is viewed positively in my perspective. It enables working with different types of stories to create a powerful experience that is personal and memorable. There is also a very attractive opportunity for participants to empower themselves by defining the learning experience.