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=Digital Storytelling=


 * Population**: Educators who are interested in how to create digital stories for their classes or with their students. Since I teach in the state of Maine this presentation will be geared for [|Maine Learning Technology Initiative] teacher, who teach with one-to-one Apple MacBooks.


 * Outcomes**: At the end of the workshop learners will know the key elements of a digital story, how to create a digital story, and have created a short digital story.


 * Gap**: The participants already know what a digital story is, and familiar with some of the software used to create one, but are not familiar with what key elements need to be included and how to develop the whole idea.

=Agenda=
 * Introductions (15 minutes)
 * The Good the Bad and the Ugly: Sharing of digital story artifacts in groups if necessary (30 minutes)
 * Overview of essential elements of a digital story (45 minutes)
 * Exploration of digital story software/websites (1 hour)
 * Copyright law overview (30 minutes)
 * Work time (2 hours)


 * Authentic Assessment Activity:** By the end of this workshop participants be able to create a short (less then 5 minute) digital story using the software of their choice. Prior to the creation of the digital story the participants will also create a storyboard or script using [|Celtx].


 * Presentation**: Sharing of good and bad digital stories, conversations about critical elements, an overview of the multitude of software and/or websites available for creating digital stories, and an overview of copyright law.


 * Graphic Organizer:** A different graphic organizer for each of the components: pre-training, critical elements, software/websites, and copyright law will be used to help the participant organize their new learning.


 * Pre-Training**: Participants will view several digital stories during the pre-training activities. During the viewing the participants will need to identify elements of each story that they like and dislike. These digital stories will be embedded into the pre-training page of the wiki.

//1. How will you include Mayer’s principle of active processing in your authentic assessment activity? What kind of product will your participants create to demonstrate their learning using multimedia technology?//

By the end of the session participants will have started to create and share their own short digital story as an authentic assessment. The participants will begin the digital story by creating a script and/or storyboard in [|Celtx]. If time permits then the participants will move into the creation of their digital story using the cameras that they brought, as well as the software available on their MLTI laptop. Participants will engage in active processing by utilizing a different graphic organizer for each of the three major portions of the workshop: pre-training, essential elements overview, software and websites overview, and copyright law.

//2. What kind of multimedia presentation must you create to effectively present key concepts and skills to your participants (video, PowerPoint, podcast, screencast, interactive tutorial, or other)? How will you include Mayer’s principles of dual coding and limited capacity in your presentation?//

For the essential elements and the copyright sections a PowerPoint presentation seems to be the most fitting. For the software/websites portion of the workshop access to a Diigo account with the websites bookmarked along with screencasts. For each of these different portions of the presentation the redundancy principle, signaling principle, dual channels, limited capacity, and active processing will all be engaged.

//3. What kind of graphic organizer would be best to give your participants to help facilitate learning in your workshop?//

For the pre-training portion of the workshop a graphic organizer that has two columns, one labeled like and other labeled dislike. In these two columns the viewer will list what they liked and didn't like from the digital stories. In the essential elements and copyright portions of the workshop a web graphic organizer may help organize the information. In the software/websites a graphic organizer that allows the participant to write down what the website does, its name and web address, and features that they liked would be beneficial.

//4. What concepts in your presentation will require pre-training before you begin the workshop? How will you use multimedia to engage your learners during the pre-training phase?//

Before the workshop I will have participants view a group of digital stories. While viewing these digital stories the participant will look for elements that they liked or disliked in each story.

//5. What equipment will you need to conduct your workshop (projector, laptops for each pair of participants, Internet connections, other)?//

I will need a laptop, LCD projector, Internet, digital cameras for use by the participants. Each participant will need their own laptop and access to the Internet. If the participant has a digital camera that they want to bring and use they are encouraged to.

//6. What online applications might you use?//

There is a whole host of online applications that could be used for this presentation. Diigo, photo editing websites, move making websites, photo storage sites, and You Tube to name a few.

//7. How will your participants collaborate on their projects? How will you group them to create authentic assessment in your workshop?//

Participants will work in a group of two-three people to create their own original digital story. People can either work with colleagues that they came with, or with people who have similar teaching interests as them. This way people are working with people they feel comfortable with, or with people who teach the same content.