Talk:Digital Storytelling for ELLs

-- Gaulinmd (talk) 17:24, 28 April 2016 (EDT)

Hi Jamey,

Overall I like the set up of your first unit in your mini-course. The biggest draw for me were the two video examples that you provided in unit 1. These videos were addressing the same topic, but being able to see the different ways that the students interpreted the assignment were very interesting. I think that this will resonate with students as they begin to think about the different ways that digital storytelling can be affective. I think that your course flows well and the pictures/visuals that you use on the main page of each lesson are informative. I really like your activity with PadLet. It allows the students to see what each other is thinking. I see consistency amongst your goals and there is good instructional sequencing as you move from one lesson to another.

Some things to consider: (I am basing these off of the grading criteria that is provided on the KNILT site)

1. Your learning outcomes are addressed on your portfolio page, but I can't find them anywhere in your actual mini-course. I would say make sure they are they because I know that as a learner I always look to see what my objectives are before I start any reading or activities. Also, make sure that these objectives are aligned with you assessments that you plan to do in each unit. For example, in unit 1 you have one one of your objectives being: "be able to understand what a Digital Story is and the academic benefits of such a project for ELLs." How are you measuring for this with your assessment?

2. One design thing - maybe include some dividers or headers in the units to break up some of the information. Right now it just reads as one big paragraph. I am just thinking about visual appeal for students of the course.

I am excited to see what the final outcome of your mini-course will look like.

Matt

-- AWCummings (talk) 12:35, 1 May 2016 (EDT)

Your design portfolio page (20%)

Your portfolio page reports all the required instructional analysis work (i.e., selecting topic, defining learning outcomes, learner analysis, etc) and design plans (e.g., your major design rationale for using certain learning methods and media, instructional sequencing, instructional curriculum maps, references).

Portfolio Page looks great, all the proper info is there, and really clear and well thought out. Prerequisites are unique, but necessary, allows for a bit of constructivism, but also immensely important with ELL.

Your mini-course (or case study report) (80%)

Learning outcomes (10%): Expected learning outcomes have been properly identified for the course focusing on “big ideas” related to the selected topic (i.e., ideas that can transform teachers’ understanding of and approaches to learning - consider the reading in week 4/5 about deep understanding and learning types); and communicated using clear, performance-based terms;

Outcomes very clearly stated (and repeated where applicable.)

Content-goal consistency (10%): The content and learning experience afforded by the course can help learners achieve the identified learning outcomes, sufficient and necessary.

Goals are certainly kept consistent, media and sources compliments and coincides with objectives.

Instructional sequencing (20%): Specific learning objectives have been sequenced in a way that can facilitate the learning of the content, addressing prerequisites before proceeding to major concepts, highlighting connections.

The information and activities are certainly structured in a way that facilitates your overall lesson / concept. I think a bit more from your perspective to connect or guide the student a bit, but I’ll get that more in my summary.

Engagement and interaction (20%): Use effective strategies (e.g., prompts, headings, questions, scenarios, activities) to motivate learners, attract attentions, and promote reflection and interaction.

Very engaging, just as the activity itself should be for the student, as a teacher there is a nice look at the effectiveness and some of the results, as well as the addition of media literacy, etc, which is just as important now as verbal communication.

Technical quality (10%): Text and pictures are informative and easy to read. Navigation links are properly designed and highlighted to facilitate easy browsing.

Technical quality is there. All good so far, fine image selection that is useful, conveys the information.

Extended resources (10%): External, useful resources are linked, recommended, and acknowledged.

Well-selected resources, they certainly serve your bottom line and highlight the process.

This is a very interesting process, and beyond the videos included, I can see it being immensely effective. You definitely understand how to layer and structure the course, objectives are very clear, as are the activities. The only thing I can really offer up, and this is true of mine and practically everyone else’s, but that’s the amount of content. Once again, everyone seems to be in the same boat with the amount of quality content and this last week should really be enough to fill things out and you certainly have the existing structure in a way that will make that relatively simple, so great job.

I put together half of the review when Deb asked me to cover Heidi's, so I figured, what the heck, so you got two reviews. Worse things could happen.  :)

Instructor comments -- Jianwei Zhang (talk) 19:19, 7 May 2016 (EDT)

Jamey,

I read your draft units and find that your mini-course is clearly focused, well sequenced, and interactive, supported by rich resources. The two peer reviews you've received are very constructive and thoughtful.

To help you further improvement your mini-course, I'd like to share with you the following suggestions:

- Improve objective-content consistency: Your unit 1 includes the following objective: "Compare and contrast different types of Digital Stories." I cannot find the corresponding content in your unit 1. Did you mean to using the comparison of the two digital story examples to support this objective? I don't understand how the two examples represent different "types."

- Refinement objective statement: "Learn the elements of a Digital Story..." Replace "learn" with a different performance verb, such as "describe" or "identify".