- Narration - An expressive narrator grabs your attention in telling a digital story - someone who sounds like they're reciting text from a script doesn't sound engaging
- Transitions - Smooth transitions between video clips, images and text give the video a professional feel
- Images and video quality - High quality images and video clips make the video more aesthetically pleasing
- Music - Background music can change the entire tone of the story. A great example I found of this was one blogger who told the story of the Torrington and the flood of 1955 and used music to portray sadness, suspense and intrigue
- Creativity - An interesting topic, like the video mentioned above, catches people's attention and makes them want to keep watching
- Passion - Some bloggers wrote a really engaging post with their digital story about why they chose to tell that story, and those who were really enthusiastic made me as excited about the subject as they were.
- Spelling and grammar! - Misspelled words in the onscreen text make the video seem less credible
I'm excited to start brainstorming ideas for my own digital story and begin creating!
References:
Listen Deeply... Tell Stories. (n.d.). Retrieved February 18, 2017, from https://www.storycenter.org/
Reinert, K. (1970, January 01). Torrington and the Flood of 1955. Retrieved February 18, 2017, from http://teachingmrsreinert.blogspot.com/search/label/Digital%20Story
References:
Listen Deeply... Tell Stories. (n.d.). Retrieved February 18, 2017, from https://www.storycenter.org/
Reinert, K. (1970, January 01). Torrington and the Flood of 1955. Retrieved February 18, 2017, from http://teachingmrsreinert.blogspot.com/search/label/Digital%20Story
Katie, I think all students in 584 should read this post. You basically help create a rubric for all of us. And the features you mention are the contributors to a good digital storytelling. Thanks for putting time and effort in it. Dr. W
ReplyDeleteDefinitely it can be the great and engaging outside observers of their own learning! I think the digital story telling can be great activity for “after story reading phase” in a reading class. In the reading class, after understanding the main idea of the story and try to conceive the situation through questions on the introductory reading guided, some students had obtained their “new” story. When students can effectively conceive the situation through the vocabularies emerged in story, teacher assigned them a task to iterate a story about “them”. This new story is the forceful evidence for students’ output ability. It can effectively evaluate students’ ability to grasp and use the language. Meanwhile, this strategy not only can stimulate students’ learning enthusiasm and motivation but also can help students perceive and grasp language and can ensure the students to improve their cognition on life, humanistic consciousness and social awareness, etc. While planning their own recording, they need to the number of roles involved in the story and the amount of different viewpoints, and the number of endings it may have, and then design the recording steps on this basis. In the learning process, the story itself is the content that should be input, their comprehensions and interpretation of the story can be an output for their self-assessment and can be a great resource teachers can turn to for giving feedback.
ReplyDeleteThis was very helpful now that we have really dove into our digital story! I am having trouble creating something that I can use inside my classroom, but I feel these guidelines you created have motivated me. Great Job!
ReplyDeleteHi Katie, this is a great post! I agree with all of your points. I find it very difficult to "believe" any post with spelling or grammatical errors as well; it instantly discredits the work. I especially like your point about passion & transitions.
ReplyDeleteThank you for taking the time to engage in the research of this. It really helps to think about what we need to do to help out storyboard.
ReplyDeleteThank you!