BTÖ618 - DIGITAL STORYTELLING FOR TEACHING and LEARNING
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| DIGITAL STORYTELLING FOR TEACHING and LEARNING | BTÖ618 | Any Semester/Year | 2 | 2 | 3 | 8 |
| Prequisites | None | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer Project Design/Management Other: presentation | |||||
| Instructor (s) | Prof. Dr. Yasemin K. Usluel | |||||
| Course objective | Learn the digital storytelling process and acquire 21st century skills of students in order to teaching and learning for various educational levels. | |||||
| Learning outcomes |
| |||||
| Course Content | ? Definitions of digital storytelling ? The purposes of digital storytelling ? The elements of digital storytelling ? The types of digital storytelling ? Digital storytelling process ? The tools used in the digital storytelling process ? Digital storytelling for teaching and learning ? Environment, applications and examples for the use of digital storytelling in education. | |||||
| References | Alexander, B. (2011). The new digital storytelling: Creating narratives with new media. England: Praeger. Hartley, J., & McWilliam, K. (2009). Story circle: Digital storytelling around the world. United Kingdom: Wiley-Blacwell. Frazel, M. (2010). Digital storytelling guide for educators. Washington, DC. International Society for Technology in Education (ISTE). Lambert, J. (2013). Digital Storytelling: capturing lives, creating community (4th ed.). New York: Routledge. Miller, C. H. (2004). Digital storytelling: A creator's guide to interactive entertainment. United States of America: Taylor & Francis. Ohler, J. (2013). Digital storytelling in the classroom. New media pathways to literacy, learning, and creativity (2nd ed.) Thousand Oaks, CA: Sage Publications. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Definitions, interdisciplinary studies, purposes, elements, types of digital storytelling and examples in education. |
| Week 2 | Explaining the digital storytelling process, tools, applications, softwares and examining examples. |
| Week 3 | Studies conducted around the world and in Turkey |
| Week 4 | Discussing the applications in education |
| Week 5 | Creating the story circle-Writing the stories |
| Week 6 | Evaluating the stories with story circle |
| Week 7 | Creating a storyboard |
| Week 8 | Explaining the rules of ethics and strategies for access to open source content |
| Week 9 | Creating a storyboard, Collecting the visuals |
| Week 10 | Finishing and evaluating of the storyboard |
| Week 11 | Collecting the visuals |
| Week 12 | Voice recording |
| Week 13 | Combining the contents (audio, visuals, music, etc.) to build a digital story |
| Week 14 | Finishing and evaluating of the digital story |
| Week 15 | Presenting, publishing and sharing the final digital story |
| Week 16 | Final report |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 14 | 5 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 10 | 10 |
| Presentation | 1 | 15 |
| Project | -1 | 20 |
| Seminar | 0 | 0 |
| Midterms | 0 | 0 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 26 | 50 |
| Percentage of final exam contributing grade succes | 1 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 2 | 28 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 14 | 5 | 70 |
| Presentation / Seminar Preparation | 1 | 12 | 12 |
| Project | 1 | 60 | 60 |
| Homework assignment | 10 | 3 | 30 |
| Midterms (Study duration) | 0 | 0 | 0 |
| Final Exam (Study duration) | 10 | 40 | 400 |
| Total Workload | 50 | 122 | 600 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Approaching the theories and praxis in the field of CEIT (Computer Education and Instructional Technology) by utilizing scientific and higher order thinking skills. | X | ||||
| 2. Utilizing the concepts and principles of CEIT in research effectively | X | ||||
| 3. Evaluating the theoretical and practical place of CEIT in interdisciplinary studies | X | ||||
| 4. Planning and conducting research in order to contribute to the literature and practice in the CEIT | X | ||||
| 5. Following the current trends in CEIT and reflecting them upon their studies. | X | ||||
| 6. Developing proposals based on theories on diffusion of CEIT and its integration into learning-teaching processes and guiding institutions | X | ||||
| 7. Analyzing and reporting studies on designing, developing and disseminating e-learning environments based on learning-teaching theories | X | ||||
| 8. Contributing to collaborative national/international projects based on ICT for solving social or field-specific problems | X | ||||
| 9. Evaluating practices based on theories and models based on social/psychological/educational/cognitive variables related to the effects of technology on life | X | ||||
| 10. Acting as aware of the rules of professional ethics | X | ||||
| 11. Evaluating the relationship between Turkey's ICT vision, strategic goals and action plans and the theories and models in the field. | X | ||||
| 12. Utilizing multiple literacy skills specific to the field in their studies and following new literacies | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest