1. All word clouds created with Wordle.netAll word clouds created with Wordle.net

2. Donna SheltonDonna Shelton
Northeastern State UniversityNortheastern State University
Tahlequah, OKTahlequah, OK
sheltods@nsuok.edusheltods@nsuok.edu
@donna_shelton@donna_shelton

3. Some questions to startSome questions to start

Discuss with those seated around you:Discuss with those seated around you:

What does “storytelling” mean to you?What does “storytelling” mean to you?

How could media such as images, maps, videos,How could media such as images, maps, videos,
and audio files contribute to a story?and audio files contribute to a story?

What, if any, web-based tools are you currentlyWhat, if any, web-based tools are you currently
using?using?

4. Three example storiesThree example stories
Each on the same theme,Each on the same theme,
thethe Camino de SantiagoCamino de Santiago oror
the Way of St. Jamesthe Way of St. James

5. The Storify versionThe Storify version
https://storify.com/donna_shelton/the-camino-de-santiagohttps://storify.com/donna_shelton/the-camino-de-santiago

6. The ThingLink versionThe ThingLink version
http://www.thinglink.com/scene/516343629892026369

7. The Meograph versionThe Meograph version
http://www.meograph.com/donnashelton/110374/my-camino-de-santiago-may-2013

8. Learning OutcomesLearning Outcomes

Compare the three web-based storytellingCompare the three web-based storytelling
toolstools

Describe the process for creating aDescribe the process for creating a
multimedia story using each onemultimedia story using each one

Select the tool appropriate for your needsSelect the tool appropriate for your needs

Create interpretive or presentational tasksCreate interpretive or presentational tasks
using the toolsusing the tools

Explain how to incorporate multimediaExplain how to incorporate multimedia
stories in classes of varying formatsstories in classes of varying formats

9. http://swcolt2014shelton.pbworks.com/http://swcolt2014shelton.pbworks.com/
PBWorks Resource WikiPBWorks Resource Wiki

10. What makes a good web-based tool?What makes a good web-based tool?
Simple and fast;Simple and fast;
brief tutorial onlybrief tutorial only
Free or smallFree or small
yearly feeyearly fee
No installation, noNo installation, no
extra equipmentextra equipment
Means ofMeans of
protectingprotecting
student identitystudent identity
Not likely toNot likely to
disappeardisappear
Combines varietyCombines variety
of mediaof media
Multiple optionsMultiple options
for input andfor input and
outputoutput
IntegratesIntegrates
authenticauthentic
resourcesresources
StudentStudent
evaluation ofevaluation of
mediamedia
Meets aMeets a
technologytechnology
objectiveobjective
Good fit withGood fit with
other course toolsother course tools
Sharing andSharing and
embeddingembedding
optionsoptions

11. SAMR ModelSAMR Model
SS = Substitution= Substitution
AA = Augmentation= Augmentation
MM = Modification= Modification
RR = Redefinition= Redefinition
Evaluates integration of technology inEvaluates integration of technology in
teaching and value of specific toolsteaching and value of specific tools
By Dr. Ruben Puentedura (see hisBy Dr. Ruben Puentedura (see his weblogweblog))
See alsoSee also Kathy Schrock’s Guide to EverythingKathy Schrock’s Guide to Everything

12. ThingLinkThingLink
Media-enrichedMedia-enriched
imagesimages
Most user-friendly of these toolsMost user-friendly of these tools
Personal images can be usedPersonal images can be used
Educational accountsEducational accounts
Can be shared and embeddedCan be shared and embedded
StorifyStorify
Curate and createCurate and create
social media-social media-
based storiesbased stories
Created from social-media elementsCreated from social-media elements
User adds titles, headings, captions,User adds titles, headings, captions,
short paragraphs of textshort paragraphs of text
Least instructor control over mediaLeast instructor control over media
Can be shared and embeddedCan be shared and embedded
MeographMeograph
Four-dimensionalFour-dimensional
digital storytellingdigital storytelling
Most difficult to use. Combines videoMost difficult to use. Combines video
and personal or web images with maps,and personal or web images with maps,
text, and narrationtext, and narration
Time required. Browser limitations.Time required. Browser limitations.
Can be shared and embeddedCan be shared and embedded

14. Introduction to ThingLinkIntroduction to ThingLink

Media-rich imagesMedia-rich images

Educational accounts availableEducational accounts available

Apps for iOS and Android, but lessApps for iOS and Android, but less
functionality than full versionfunctionality than full version

Use personal, Creative Commons, or publicUse personal, Creative Commons, or public
domain imagesdomain images

See the wiki’s tutorial presentation andSee the wiki’s tutorial presentation and
videovideo

15. Ideas for Using ThingLinkIdeas for Using ThingLink

Educator-created ThingLinksEducator-created ThingLinks

Interpretive mode: scaffolding with image andInterpretive mode: scaffolding with image and
some tags; final tag with reading/viewing task;some tags; final tag with reading/viewing task;
comprehension check and follow-up activitycomprehension check and follow-up activity

Students select media and add tags to teacher-Students select media and add tags to teacher-
created ThingLink interpreting the image orcreated ThingLink interpreting the image or
creating a storycreating a story

Images not limited to photographs: works of art,Images not limited to photographs: works of art,
infographics, poems, song lyrics, word clouds,infographics, poems, song lyrics, word clouds,
mapsmaps

16. Ideas for Using ThingLinkIdeas for Using ThingLink

Student-created ThingLinksStudent-created ThingLinks

Presentational mode: text or audio telling storyPresentational mode: text or audio telling story
or synthesizing information; peers use asor synthesizing information; peers use as
learning objects; reflection and output followlearning objects; reflection and output follow

Differentiation by varying group or individualDifferentiation by varying group or individual
tasks; student choice of imagetasks; student choice of image

Information gap activities for interpersonalInformation gap activities for interpersonal
modemode

Students use apps to start ThingLinks on fieldStudents use apps to start ThingLinks on field
trips, at home, around school or campus;trips, at home, around school or campus;
complete on computercomplete on computer

17. Ideas for Using ThingLinkIdeas for Using ThingLink

Flipped, blended, or online coursesFlipped, blended, or online courses

Learning object combining theme-relatedLearning object combining theme-related
authentic resourcesauthentic resources

Linked or separate comprehension checkLinked or separate comprehension check

Follow-up speaking or writing outputFollow-up speaking or writing output
activitiesactivities

View online by sharing or embeddingView online by sharing or embedding
ThingLinks in Edmodo, Blackboard, etc.ThingLinks in Edmodo, Blackboard, etc.

19. Introduction to StorifyIntroduction to Storify

Social media-based storiesSocial media-based stories

App available for iOS, but only viewer forApp available for iOS, but only viewer for
AndroidAndroid

Not possible to use own photos unless youNot possible to use own photos unless you
have Flickr or Instagram accounthave Flickr or Instagram account

Can select Creative Commons imagesCan select Creative Commons images

See the wiki’s tutorial presentation andSee the wiki’s tutorial presentation and
videovideo

20. Ideas for Using StorifyIdeas for Using Storify

Educator-created: simple series of photos;Educator-created: simple series of photos;
students compose storystudents compose story

Educator-created: cultural practice, event, orEducator-created: cultural practice, event, or
issue; students do comprehension check,issue; students do comprehension check,
write a narrative, use for interpersonalwrite a narrative, use for interpersonal
speaking taskspeaking task

Both educators and students can use asBoth educators and students can use as
presentation tool in SlideShow viewpresentation tool in SlideShow view

21. Ideas for Using StorifyIdeas for Using Storify

Student-created Storify on current eventStudent-created Storify on current event

Students could Storify social media elementsStudents could Storify social media elements
produced by classproduced by class

TweetsTweets

InstagramInstagram

FlickrFlickr

YouTubeYouTube

Common practice to notify authors you’veCommon practice to notify authors you’ve
used their media, especially with tweetsused their media, especially with tweets

22. Ideas for Using StorifyIdeas for Using Storify

Flipped, blended, or online coursesFlipped, blended, or online courses

As with ThingLink, a learning objectAs with ThingLink, a learning object
combining theme-related authenticcombining theme-related authentic
resourcesresources

Follow-up speaking or writing outputFollow-up speaking or writing output
activitiesactivities

Can also be shared or embedded for use inCan also be shared or embedded for use in
blended or online courses as media-richblended or online courses as media-rich
alternative to typical content (see video onalternative to typical content (see video on
wiki on embedding in Blackboard)wiki on embedding in Blackboard)

24. Introduction to MeographIntroduction to Meograph

Four-dimensional storytellingFour-dimensional storytelling

Least known and most difficult to use of theLeast known and most difficult to use of the
three toolsthree tools

To simplify, educators and students couldTo simplify, educators and students could
use only images + text or images + narrationuse only images + text or images + narration

See the wiki’s tutorial presentationSee the wiki’s tutorial presentation

25. Ideas for Using MeographIdeas for Using Meograph

Educator-created Meographs as learningEducator-created Meographs as learning
objects; comprehension checks and follow-objects; comprehension checks and follow-
up activitiesup activities

Student-created Meographs, eitherStudent-created Meographs, either
simplified or using all media options, as finalsimplified or using all media options, as final
product of a projectproduct of a project

As with ThingLink and Storify, can be sharedAs with ThingLink and Storify, can be shared
or embedded for use in flipped, blended, oror embedded for use in flipped, blended, or
online coursesonline courses

26. One idea for all three: IPAOne idea for all three: IPA

All three tools could be used for aAll three tools could be used for a
component of an Integrated Performancecomponent of an Integrated Performance
AssessmentAssessment

InterpretiveInterpretive

InterpersonalInterpersonal

PresentationalPresentational

27. To wrap up…To wrap up…

Discuss with those seated around you:Discuss with those seated around you:

Of the three tools presented, which could beOf the three tools presented, which could be
integrated into your teaching?integrated into your teaching?

How would you use it or them?How would you use it or them?

Would any of these tools not work for you?Would any of these tools not work for you?
Why?Why?
Now for our “Can-do” statements…Now for our “Can-do” statements…

28. Let’s assess: Can you…Let’s assess: Can you…

Compare the three storytelling tools weCompare the three storytelling tools we
viewed?viewed?

Describe the process for creating a multimediaDescribe the process for creating a multimedia
story using each tool?story using each tool?

Select the tool appropriate for your needs?Select the tool appropriate for your needs?

Create interpretive or presentationalCreate interpretive or presentational
communication tasks using the tools?communication tasks using the tools?

Explain how to incorporate multimedia storiesExplain how to incorporate multimedia stories
in classes of varying formats?in classes of varying formats?