Tarea 4.3: Storytelling

Celebrating World Environment Day Through Digital Storytelling!

Hello everyone!

Througout the third term I would like to embark on a creative project to celebrate World Environment Day (June 5th). I want to engage my students in a meaningful way that combines language learning with environmental awareness, and what better way to do that than through storytelling? We explored the power of digital storytelling using Storyjumper, a fantastic platform that allows users to create their own interactive storybooks.

I will be more than glad to share some of the wonderful creations with you! Below you'll find the links to a few exemplary stories they crafted, showcasing their understanding of environmental issues and their creative storytelling abilities.

Link 1 (coming soon!)

Link 2 (coming soon!)

Process of the Project

This project will be a rewarding experience for both my students and myself. Here's a reflection on the process. I will try to answer all the questions posted in the assigned task.

● How should I organise the groups?

I alway opt for small, mixed-ability groups of 3-4 students. My reasoning is to foster peer learning and collaboration. I normally group students  strategically with varying levels of English proficiency and different creative strengths, ensuring that everyone could contribute meaningfully to the final product. 

● What is the sequence of tasks to follow to get to the final product?

These steps can be followed:

1. Introduction to World Environment Day: We can begin with a class discussion about the significance of World Environment Day, exploring different environmental challenges and potential solutions. We can watch short videos and read articles to build their vocabulary and understanding
2. Brainstorming and Idea Generation: In  groups, students can brainstorm ideas for their stories related to World Environment Day. I encourage them to think about different genres (e.g., fable, realistic fiction, fantasy) and to consider a clear message of what they want to convey. I also share some models.
3. Introduction to Storyjumper: I can provide a technical demonstration of Storyjumper, showcasing its features, tools for creating characters, backgrounds, adding text, and recording audio (optional). Students can have time to explore the platform and familiarize themselves with its interface using the provided technical description.
4. Outline and Storyboarding: Each group can develop a basic outline and storyboard for their story, planning the sequence of events, characters, and settings. This can help them structure their narrative before diving into the digital creation process.
5. Digital Story Creation on Storyjumper: This can be the core of the project. Students can work collaboratively within their groups to bring their stories to life on Storyjumper. I can circulate around the classroom, offering guidance and technical support as needed.
6. Review and Revision: Once the initial drafts are complete, groups can review each other's work, providing constructive feedback on clarity, grammar, storytelling, and the effectiveness of their environmental message. They can then have time to revise and refine their stories.
7. Generating Embed Codes: I will show students how to generate the embed codes for their finished Storyjumper books.
8. Sharing and Presentation: The finished projects will be shared with the class.

● What were the specific learning objectives for this activity? How did the use of the tool help the learners achieve these objectives? Please be specific and give concrete examples.

The World Environment Day storytelling project using Storyjumper aims to achieve several specific learning objectives, and the tool itself plays a crucial role in facilitating these goals.

Firstly, to enhance vocabulary related to environmental issues, students actively research and use terms like "detrimental" and "marine life" within their stories. Storyjumper allows them to visually contextualize these terms, for example, by depicting polluted marine environments, thus reinforcing their understanding.

Secondly, the project aims to develop narrative writing skills. Students focus on creating engaging plots and characters, using descriptive language. Storyjumper's visual interface, with its drag-and-drop backgrounds depicting "lush rainforests" or "polluted cities," directly supports this by encouraging students to think visually and translate those visuals into their written descriptions.

Thirdly, to improve collaborative teamwork, students work in groups, dividing tasks such as character design and dialogue writing. Storyjumper provides a shared platform where they can contribute to the same story, fostering communication and shared responsibility.

Furthermore, the project seeks to foster digital literacy skills. Students gain hands-on experience with an online platform, learning to navigate its interface, embed content, and utilize various digital tools. Storyjumper's intuitive design makes this accessible even for those with limited prior experience.

Finally, the activity aims to promote awareness of environmental issues. By creating stories centered around World Environment Day, students deepen their understanding of challenges and solutions. The narrative process allows them to explore these issues from different perspectives, as seen in a story about children cleaning a park, demonstrating community involvement.

• In what ways (be specific) is creativity and the use of imagination encouraged in your students?

Creativity and imagination are encouraged in several ways. First, ppen-ended Story Prompts are offered. While the theme is World Environment Day, I can give students broad prompts, encouraging them to explore any aspect of it that resonates with them. This freedom allows for diverse and imaginative storylines. Second, character and Setting Design in Storyjumper: Storyjumper's extensive library of characters and backgrounds, along with the option to customize them, empowers students to create unique and imaginative visual elements for their stories. They can design fantastical creatures affected by pollution or create vibrant, healthy ecosystems. Third, choice of Genre and Narrative Style: Students are not restricted to a specific genre. Some can choose to write realistic stories, while others can embrace fantasy or even humorous approaches to convey their environmental message. This freedom allows them to express their creativity in different ways. Encouraging "What If" Scenarios: I can prompt students to think outside the box by asking "what if" questions related to environmental issues. For example, "What if animals can talk about the pollution in their habitat?" This can spark imaginative narratives and unique perspectives.

● What did your students enjoy most / least about this activity?

Generally speaking, I think students will enjoy:

• The creative freedom: They love being able to create their own characters, worlds, and stories.
• Using a digital tool: Storyjumper is perceived as engaging and fun to use. They will enjoy for sure the interactive aspects of building their digital books.
• Working collaboratively: Many students appreciate the opportunity to work with their peers and share ideas.
• Seeing their stories come to life: The visual aspect of Storyjumper clearly make their narratives more tangible and exciting.

Some students might enjoye least:

• Technical challenges (for a few): A number of students  may initially find navigating the platform slightly challenging, although they can overcome this with support.
• Time constraints (for some groups): Some groups may feel they need more time to fully realize their creative visions.

● What would you change next time?

Next time, I can consider:

•  Allocating more time for the initial exploration of the digital tool: While most students adapt quickly, providing a more extended introductory session can benefit those less familiar with digital platforms. 
• Incorporating a more structured peer feedback process: While peer review is part of the process, I can implement a more specific rubric or guided questions to ensure more focused and constructive feedback. 
• Exploring the audio recording feature more explicitly: While optional, encouraging more students to add their own voiceovers can enhance the storytelling experience. 
• Potentially offering more scaffolding for story outlining: Providing templates or more detailed guidance on story structure can be helpful for students who struggle with narrative organization.

• How are the finished projects shared with the rest of the class? 

The finished projects can be shared in a few ways:

• Class Presentation: Each group can present their Storyjumper book to the class using a projector. They can talk about their story, the environmental message they want to convey, and the creative choices they made.
•  Embedding on our Class Blog (as you will see here!): By embedding the Storyjumper links on our class blog, everyone in the class (and potentially parents) can access and read each other's stories at their own pace. 

● What opportunities are there for students to co-evaluate and discuss the learning experience with each other?

Opportunities for co-evaluation and discussion include:

• Peer Review Sessions: During the story creation process, dedicated time can be allocated for groups to share their drafts and provide feedback to each other. They can discuss plot clarity, character development, language use, and the effectiveness of their environmental message.
• Post-Presentation Q&A: After each group presents their story, there can be a brief question-and-answer session where classmates can ask about their creative choices, the challenges they faced, and the message behind their narrative.
• Informal Discussions During Group Work: Throughout the project, students can be constantly discussing ideas, problem-solving together, and sharing their perspectives on the environmental issues they are addressing.
• Reflection Circle: At the end of the project, we can hold a class reflection circle where students can share what they learned, what they enjoyed, what they found challenging, and how the project impacted their understanding of World Environment Day and digital storytelling.

Overall, this World Environment Day storytelling project using Storyjumper can be a valuable and engaging learning experience for my students. It can allow them to develop their English language skills, express their creativity, collaborate effectively, and deepen their understanding of important environmental issues. I'm incredibly proud of the stories they can create and the thoughtful reflections they can share!"