Kerianne Niswonger

Competency 3:

Communicate Knowledge

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EDCI/566: Primary Education Applications of Multimedia

Digital Storytelling

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Sub-Competency 3 (3SC1): Communicates effectively in oral and written formats

With writing the Digital Storytelling paper, I have demonstrated that I communicate effectively in oral and written formats. In preparation for the digital story, I wrote and created the Storyboard and Digital Video Overview paper. The topic for my digital storytelling project was Looking at Fossils - Discovering and studying Homer the Triceratops. The purpose of telling my story within the instruction was to make learning relevant and to motivate students. I chose the Title: Looking at Fossils - Homer’s Adventure, which is being told from the viewpoint of Homer the Triceratops. Students watch and listen to the video as Homer narrates his adventure. Throughout Homer’s adventure, the students became acquainted with Homer and saw the man who discovered him in the side of a hill in Hell Creek, Montana. I learned that the storyboarding process definitely helped me to have a clear guide for creating my video. There were a few slight variations from my original thoughts, but for the most part, I was able to create my video as initially planned.

 

Sub-Competency 3 (3SC2): Effectively communicates content through the design and delivery of teaching/learning activities that integrate content and pedagogy

I demonstrated that I effectively communicated content through my digital storytelling project, which integrates content and pedagogy. Utilizing the Modality Principle, I added titles and images to each frame along with three short videos. The narration and the images together will provide a complete concept, whereas separately the concept will be incomprehensible (Mayer, 2014). The titles, images, and videos, along with the narration help students to prepare for learning the lessons in chapter six of their textbook. Applying the Signaling Principle, I added visual cues to focus the learner’s attention on the Triceratops head (Mayer, 2014). With the visuals, I focused the attention on exactly where the triceratops head measures five feet. Also, the image of Helmuth Redschlag and Scott Williams has an arrow pointing to Helmuth Redschlag. The name Helmuth is placed above the arrow focusing the student’s attention to the image indication which man is Helmuth. I learned that student learning would be more effective with a combination of audio and visual cues.

 

Sub-Competency 3 (3SC3): Demonstrates the ability to adapt instruction and assessment techniques to the needs of diverse learners

​I demonstrated the ability to adapt instruction to the needs of diverse learners by adding images, video, music, narration, and text throughout the video. Students who are visually impaired could understand and follow along by listening to the video. Students who are hearing impaired could follow along by watching the video. Students with difficulties paying attention, the video was timed at six minutes, meeting the time requirement. I learned, creating the digital storytelling project the importance of meeting the needs and how to meet the needs of diverse learners.

 

 

 

References

    Mayer, R. (Ed.). (2014). <i>The Cambridge Handbook of Multimedia Learning:</i> 

           (Cambridge Handbooks in Psychology). Cambridge: Cambridge University

           Press.doi:10.1017/CBO9781139547369