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Pace: Implementing Digital Storytelling on the Small Campus: Successful engagement, inquiry and assessment for learning

Mercy College
by

Matt Lewis

on 23 March 2012

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Transcript of Pace: Implementing Digital Storytelling on the Small Campus: Successful engagement, inquiry and assessment for learning

Digital Stories
Implementation
Spring 2010: Seminar Faculty Learning Community invites two Storytellers to present at a community meeting.
Result of meeting was the first (of 2) summer workshops
• Showcase of DS to entire community
• Faculty created inspirational Digital Stories around Social
Justice and the Mercy College mission
• Integrated into the Keynote address by Roxanna Saberi
• Digital Storytelling breakout session introduced CDS techniques
Faculty Seminar Day “Living the Mission”
2.5 hour workshop on Digital Storytelling
Focus on demystifying the technology
Created exercise using stock images/music
A majority of the participants produced a story
Highly positive feedback and evaluations
Faculty Seminar Day “Breakthroughs” – March 10, 2011
WORKSHOPS
1) focused on the “what/how” of DS, invitation to Freshmen Sem faculty only
2)Photostory 3 training
3) Repeated the ‘what/how’ but added Rubrics and Open invitation all faculty
Fall 2010 Semester: Instructional Designer & Librarian partner with four Seminar faculty and one graduate ed faculty.
Instructional Designer & Librarian attend 3-day CDS workshop in Toronto. Now armed with new ideas and approaches to DS instruction
End of Fall 2010: Seminar community meets to view student work and to discuss and revamp assessment rubrics
Examples
Student
New York metropolitan area minority-serving institution
10,000 students in five campus locations
90+ graduate and undergraduate programs and online
70% of classes have fewer than 20 students
Approximately 220 full-time faculty and 600 visiting, professional and adjunct faculty
One of the most affordable, private, not-for profit institutions in the U.S. (tuition is about $16K per year)
71% of student body are first generation to attend college
Mission to provide motivated students the opportunity to transform their lives through higher education
Mercy’s PACT (Personalized Achievement Contract) program mentors students toward success.
Mercy College
Freshman Seminar context

Focus on Freshman Seminar/Critical Inquiry experience
Three learning goals (Competencies) for the course:
About
Why did Mercy choose ?
DS aligns with Mercy’s mission
Empowering our unique students' voices
Affordable: Works within limited resources
Address Freshmen Seminar Gen Ed competencies
Authentic assessment of learning outcomes
Timeline
Highlights
Assessment
1) Gathered external resources on DS rubrics
2) Faculty built ‘homegrown’ rubrics based on above and Freshman Seminar competencies
3) Working to achieve a single broad generic DS rubric
to serve faculty as a foundation

Rubric Development Phases:
Implementing Digital Storytelling on the Small Campus
Successful Engagement, Inquiry and Assessment for Learning
Nancy Pawlyshyn
Chief Assessment Officer Academic Affairs
Matt Lewis
Senior Instructional Designer
Faculty Center for Teaching and Learning
Mustafa Sakarya
Acting Director
Mercy College Libraries
How was it ?
Library Learning Commons: Librarian and Instructional Designer team up
Leverage the Faculty Learning Community model to build interest
Selected Photostory 3
Semester-long consultation, technical training, and assessment development
Media Services and IT provide hardware, software and assistance
Implemented
Students work on authentic assignments
Develop their personal and academic voice
Represent knowledge to a community of learners
Receive situated feedback from their peers
Affective involvement
Novelty of the medium
Students are more engaged
Learning Benefits
A “spiral” of engagement

The Digital Storytelling Multimedia Archive and Website shares the results of several years of research by Matthias Oppermann (Humboldt University, Berlin) and Michael Coventry (Georgetown University, Washington, D.C.). Website accessed on March 23, 2011 at 10:45am.
http://digitalcommons.georgetown.edu/projects/digitalstories/
Watch a story
Limited Resources:
Scalability and tech support
Photo Story 3 discontinued
Student facilities and computer labs
Enabling faculty self-sufficiency
Challenges
Assessment!
In this pilot we replaced a reseach paper with a digital story
How do we align the course goals with the DS
Challenge!
Faculty Learning Community dedicated to DS in progress now
Continued development of individualized assessment rubrics
Continued professional development (CDS certification, Storytelling Classes)
Possible grant funding for Digital Literacy Center
Future steps
selecting, reflecting, editing, reviewing images and script are all CT
Tech fluency, ethics & legality, media literacy and use of images all map to IL
Info Literacy
Critical Thinking
script writing, peer to peer review and integrating reading assignments into the DS project are key to mapping to CR
Critical Reading
Challenge!
What is a Faculty learning community?
In Milton Cox’s work, a FLC is defined as:

“a cross-disciplinary faculty and staff group of six to fifteen members who engage in an active, collaborative …curriculum about enhancing teaching and learning with …activities that provide learning, development, the scholarship of teaching, and community building…”

(Cox, 2004)
For Today:
Let's make this a discussion not a presentation

Here's what we've planned:
Mercy's Story with DS
Implementation at a small campus
"Critical Inquiry" - Freshmen Seminar Project
1. Lesson Learned - Overview of Assignment for Student

2. Peer Review Form (Used for students to peer review their scripts)

3. Lesson Learned Prep/ Storyboard Checklist – Faculty
provide student feedback in an organized checklist

4. Lesson Learned Digital Story Activity Assessment Rubric – used to evaluate the completed work

5. Lesson Learned Reflection Questionnaire
Lesson Learned Digital Story Project
Full transcript