Storytelling has “stickiness” to it that will help students learn, but implementing a digital storytelling project can be a daunting task. For more about my experiences creating a digital story, please read here. In creating my own digital story several years ago and then including similar (albeit less involved) projects with my students, I have learned the following lessons:
- It is easy to underestimate the length of the final video. I estimated that my video would be three and a half minutes long, but, without adding anything to the original pre-production plan, the video is seven minutes.
- The nitty-gritty details in producing a digital story can consume a lot of time. I will strictly limit the number of elements (transitions, titles, stills, music, sound effects, etc.) that students are permitted to include.
- Production could easily overshadow story. Although I am confident that production highlighted the quality of my story, I can see how my students might get lost in producing and forget that the story is the central objective in digital storytelling. Therefore, through limiting elements and focusing on the story core, I will endeavor to keep the story as the central focus.
- Advance access to an excellent rubric is vital. As long as the rubric reflects the learning objectives, students should be able to focus on the most important aspects and not get lost in the details.
To view my video, visit either link below: