Module 2: Digital Storytelling

There are different ways that we can tell our stories.  We can tell it orally, by writing it down, or maybe even act it out.  But, these past few weeks in class, we have experienced the art of digital storytelling.  Digital storytelling can enlighten the minds of others and teach the audience in a different, but exciting way that is captivating.  This is a very complex and enriching process, that, when done right, results in a magnificent work of art which could then be used to teach others.

For our digital stories, we had to incorporate and explain a teaching standard using our own stories, or stories we wished to tell.  Once we had found our standard, we had to create a unique topic that incorporates our own personal lives with a learning concept.  After we had done that, we were required to develop a narration for our story (using Audacity) as well as a concept map (using bubbl.us) to keep our ideas together and flowing.  Then, we encountered the most difficult part, in my opinion, of creating the digital story:  finding the pictures, audio, sound effects, and combining all of these things to make a video (using WeVideo).

Also with this idea of the digital story, we added an effect to make our story come alive.  Rather than using transitions to travel from picture to picture, we used a technique called the Ken Burns effect.  In short, this involves moving each picture slowly in its frame, zooming in or zooming out, stimulating the mind.  It creates an ambient and peaceful mood when watching the video.

My digital story involved the Reading Standards for Literature 9-10: 6:  "Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature."  My topic for my digital story was about my love for Holocaust Literature, but I used the story of Anne Frank to compliment my personal journey.  I started out by talking about my love for books, specifically Holocaust Literature.  It all started when I watched The Freedom Writers.  In that movie, the book The Diary of a Young Girl was introduced to me as well as that genre.  From that point, I told the story of Anne Frank and her experiences.  Even though our situations may not have been the same, we can learn from her experiences and take a look through her eyes.  Here is my video down below:

I was very passionate about this topic and am joyful that I have completed it to the best of my abilities.  I'm not going to lie.  This was a difficult, riveting process.  As hard as I worked on this project, it took up so much time.  Prioritizing was a key in creating my digital story.  It was very time consuming finding all the pictures to match your narration, and then adding the Ken Burns affect to all of these pictures. While I do find this project difficult, I found it even more worthwhile.  It wasn't until it was finally finished that I could genuinely put a smile on my face.  I could say, "I worked really hard, and my hard work paid off in the end.  I'm proud of my digital story." This experience introduced me to different ways that I can teach and different ways that I could learn.  Creating a digital story was a huge learning experience that I will not forget.  And, hey, who knows?  I may use this when I'm a teacher.

Module 1: Conquering the Jigsaw Method

After my first full week of classes as a college sophomore, I feel as if I have been learning so much, yet I am fully aware that there is so much more to learn.  This past week in class, we have been learning about the Jigsaw Method.  Basically, the Jigsaw Method involves different groups of people, each learning a specific subject, and they each teach their particular subject to the rest of the group.  The purpose of this method is that each person will have a knowledge of all the subjects in the hopes of learning more efficiently, like putting all the pieces of a puzzle together to reach a higher goal.

In our class, our different groups had to learn how to operate programs that we could potentially use for teaching our future students.  I had to learn how to use the program, GoAnimate.  GoAnimate.com is a site where you can customize a scene, customize characters, record your voice, and create a story that way.  It is fairly simple to use, and it makes teaching interesting and fun.

It took me around 15 or so minutes to learn how to use the site, but making the videos took a lot of time and effort.  Teaching this program to my classmates was good, because I knew what I was talking about and would be able to teach them effectively.  I found this method very helpful, because it was easy for me to learn the other programs that my classmates were teaching me.

The other programs that I had the opportunity to learn were VoiceThread, Animoto, and Pixton.  VoiceThread is site where you can make a "powerpoint" presentation, and others have the ability to add comments by video, voice, or by text on pictures or videos.  This program is very efficient for group projects or discussion.  Animoto involves picking a template and adding photos or text to make a unique presentation.  You are also able to add music to make your presentation more inviting.  I actually used what I learned about Animoto to make my second introductory video.  Once I learned how to use the program in class, it made making this presentation much easier, and I can honestly say that I am happy at how my presentation turned out.  The other program, Pixton, involved making customized comics to teach others.  Also, students are able to use Pixton for their own projects.

Overall, I feel like I have an equal understanding of all four programs that I had to learn.  The Jigsaw Method proved very efficient and useful, and it will be much more helpful when I enter the classroom as a teacher.  Not only will students be able to learn by themselves, but it will challenge them to learn from and listen to others.  Even if a student is not particularly fond of another student, in order to learn that specific subject, they must listen carefully and intentionally.  This method is a tool that both students and teachers alike can conquer, and the results are a finished puzzle--all the pieces are finally put together to accomplish the purpose.