Kenneth Warren, Technology Liaison to the Humanities, University of Richmond Permalink for this paragraph0 Digital storytelling (DST) is an innovative, project-based pedagogy that faculty can use as a way to engage students with course content. Resulting as captivating narrative presentations, digital stories involve a variety of activities that include research, reflective/expository writing, and learning skills in technology and oral communication. This presentation will highlight the University of Richmond’s DST program that has impacted dozens of faculty and over 1000 students since 2007. Issues related to faculty buy-in, student training, technology support and digital story curation will also be addressed.

1. Learn Digital Storytelling:
New Pedagogy, New Media
Kenneth Warren
Technology Liaison to the Humanities
University of Richmond
April 17, 2012

2. Summary
Digital Storytelling at Richmond
Why it was planted.
How it grew.
Who nurtures its growth.
What is the process.
What are the next steps.

3. Digital (Story) telling

4. University of Richmond

5. Why it was planted.
• CTLT leadership identified a need to
provide more technology learning
experiences for Richmond’s liberal arts
students.
• Faculty were encouraged to integrate
project-based learning activities that
promoted IT fluency and media literacy
across the curricula.

6. How it grew.
• Offered digital storytelling workshops for
faculty based on Joe Lambert’s approach
and framework (Creating and producing
meaningful, personally relevant stories
guided by the 7 Elements of DST).
• Leveraged the University’s Technology
Learning Center to provide support.
• Emphasized free, easy, and common tools.

7. Who nurtures its growth.
Liaisons
(Instructional Technologists/Designers)
Outreach and communication:
• Provide DST pedagogy workshops.
• Hold office hours in department
lounges.
• Host faculty brown bag lunches and
events.
• Attend departmental meetings.

8. Who nurtures its growth.
Faculty
10+ per semester from a variety of disciplines
• Work with liaisons to review course
objectives and identify where a digital
story project might supplement, or catalyze
from, a written paper or offer an
alternative to a PowerPoint or oral
presentation.
• Have archives of digital stories that can be
used as exemplars for subsequent courses.

9. Who nurtures its growth.
Students
~200 per semester
• Attend a 90-min workshop that connect the
7 elements of DST to their course project
and reviews technology tools.
• Invest 10-20 hrs (4-6 wks) to produce a
compelling digital stories.
• Claim that the DST helps them learn more
about the course’s content objectives and
introduces them to the Creative Commons,
attribution and copyright.

10. What is the process.
• Writing the Script
• Recording Your Voice
• Search for (or Capture) Images
• Produce the Story
• Publish the Story

11. Writing the Script
Productivity and collaboration "in the cloud"
Previous Experience Y N

12. Recording Your Voice
Performing the narrative and practicing speech communication
Previous Experience Y N

13. Search for (or Capture) Images
Identifying and repurposing visuals that enhance the narrative
Previous Experience Y N

14. Produce the Story
Sequencing the images and tweaking the audio
Previous Experience Y N

15. Publish the Story
Sharing to the web and building community

16. What are the next steps.
• Triangulate deeper support between
Speech Center, Writing Center and Library
• Explore DST assessment further
• Demystify copyright issues
• Empower faculty and set them free
• Curate digital stories on
LearnDST.richmond.edu