{"id":11,"date":"2015-05-20T07:02:42","date_gmt":"2015-05-20T14:02:42","guid":{"rendered":"https:\/\/blogs.ubc.ca\/charron\/?page_id=11"},"modified":"2015-08-05T17:41:20","modified_gmt":"2015-08-06T00:41:20","slug":"content-module","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/charron\/content-module\/","title":{"rendered":"Content Module"},"content":{"rendered":"<p>Here is my <strong><em><a href=\"https:\/\/www.youtube.com\/watch?v=DbNri5WEDYw\" target=\"_blank\">Digital Story<\/a><\/em><\/strong>. Please click on the link to view the video.<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=DbNri5WEDYw\" target=\"_blank\">Collective Training &#8211; My Validation Story<\/a><\/p>\n<p><iframe loading=\"lazy\" title=\"Digital Story Final\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/DbNri5WEDYw?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p style=\"text-align: center;\">Content Module Reflection<\/p>\n<p>The Digital Story<\/p>\n<p>The construction of the Digital Story was a completely new concept, something that I had not completed in the past, nor had any experience using Digital Storytelling from a student or instructor perspective. I initially conducted research about the benefits of digital storytelling and how to create an effective digital story. I looked at a few resources that were provided during the course to help gain a better understanding of the benefits of using multimedia within an online course. Anderson (2008) stated that multimedia is the inclusion of text, graphics and audio into one product. Creating multimedia in the form of a digital story can educate the student about a topic using text, graphic and audio. Anderson (2008) uses the term edutainment \u2013 educating while entertaining. During the entire process of creating my digital story, I tried to keep the term edutainment in mind, as I want to both educate and entertain my audience through digital storytelling.<\/p>\n<p>Initial Research \u2013 Best Practices<\/p>\n<p>Before I dove into writing a script or selecting a tool to create my story, I took some time to figure out what makes an effective digital story. Many of the references that I looked at all referred to Joe Lambert, digital story expert, and his Seven Elements of Effective Digital Stories. Bull and Kajder (2006) discuss Lambert\u2019s Seven Elements including point of view, dramatic question, emotional content, the gift of your voice, soundtrack, economy, and pacing. These seven principles are widely accepted by digital storytellers and by educators who create digital stories. Upon reflection of my completed digital story, I focused on five of the seven principles, which were point of view, dramatic question, the gift of your voice, economy, and pacing. I could argue that I included Emotional Content within my digital story, but it could have been increased to have a greater impact of the story and the viewer\u2019s connection to the content. I did not add an additional sound track because I wanted the power of the voice to stand out. Getting my point across for my story was of most importance for this particular story. If I were to create another digital story, I would consider the use of an additional sound track. It can add to the story and gain increased viewer attention.<\/p>\n<p>Storyboarding and Script Writing \/ Re-writing<\/p>\n<p>To construct my story and \u201cget\u201d my point across to the viewers, I designed storyboards and a script almost simultaneous. I sketched out the various scenes of my story using basic storyboards. The different scenes of the of the story replicated the different elements of conducting a Collective Training Validation and the steps an individual must conduct in order to complete the task. Once I had the basic structure completed, I then created a script \u2013 this allowed for my story to start taking shape. I re-designed the storyboards and script as I continued to shape and re-shape the story. There were a few different edits and re-writes that took place \u2013 the storyboarding and script writing allow me to connect the principles of digital story into my work. I found the script writing and storyboarding to be the longest portion of this assignment but it also allowed me to understand what tool or tools that I might require based on the elements of my story. I found it useful to allow my planning pick my tool based on my requirements versus my tool(s) depicting what elements my story could include.<\/p>\n<p>Selection of a Tool(s) \u2013 Why were these Tool(s) Right!<\/p>\n<p>The Script and storyboards gave me a firm foundation upon which to select a tool or tools to create my digital story. I had narrowed down a few of the different elements that I required, plus I wanted my digital story to be completed with either \u201copen-source\u201d or free products. One of the tools that I have heard of prior was PowToon. It was highly rated by educators for being easy to use while producing a quality product. I selected PowToons as one of my tools. One of the drawbacks of PowToons was the audio. I am quite familiar with Garage Band Software, so I select it for my audio requirement. I decided to use PowerPoint to complete the stop motion animations. Finally, I put the entire product together using iMovie, another program that I had some previous experience with. I thought taking a multiple tool approach would give me a chance to use some new and familiar tools. Plus, I wanted a unique look that differed from scene to scene.<\/p>\n<p>My approach to the selection of the tools was both for my own learning of what technology exists and what technology can create an effective and efficient product. I considered my requirements based on the storyboard and script as well as I considered the Seven Elements of Effective Digital Stories (Bull and Kajder, 2006). I wanted to demonstrate to the view that you can build a digital story using more than one tool and by using more than one tool you can create a diverse product.<\/p>\n<p>Creating the Story<\/p>\n<p>I found that the plan that I constructed and the time that I put in prior to getting my \u201chands dirty\u201d paid off. Creating the story was much easier than I anticipated because of my plan. I used a few tutorials from PowToon to give myself some direction. Other than that, the process was fairly smooth.<\/p>\n<p>Using this Story within a Course<\/p>\n<p>I think that this digital story would have a good amount of merit and buy-in from students who were taking this course. The organization that I am apart of has different standards and expectations that other organizations in terms of training tools. The digital story would be a useful to in the organization, but like many things in the army, there needs to be buy-in from leadership. This is a very careful process, as sometimes you only have one chance to impress the bosses. After showing my digital story to some of my co-workers and engaging in a discussion, they agreed that the digital story is a useful tool that could be used in our organization. One area to improve upon would be to create a digital story that added more army elements to it, example \u2013 changing the characters and background to match an army workplace. I would want to adapt the digital story as is, to create more of an army feel to it before I would present the idea to leadership. It was refreshing to hear my co-workers state that they liked the concept of digital stories, and could see the relevance of using them within courses.<\/p>\n<p style=\"text-align: center;\">The Course &#8211; Army Training Validation Course<\/p>\n<p>Using the SECTIONS Model<\/p>\n<p>The SECTIONS Model as presented by Bates (2014) was useful in planning for the three modules that I created in BlackBoard. This model has come up a few times prior and I thought I would use it again as a means of focusing my ideas for this project. When I completed the model, I used my current employment and course as the focus.<\/p>\n<ul>\n<li>Students \u2013 The students who will study the modules are Army members who are senior in ranks and have been employed in leadership roles in the past. All of the students are expected to take the online course will have their entire \u201cwork\u201d day focused on the course.<\/li>\n<li>Ease of use \u2013 The course will be hosted on the UBC Blackboard; a majority of students will be proficient with logging onto and using the system as they have taken courses online in the past. For those who have not, the welcome message will include basic instructions with regards to using the system. The instructor will be available to answer any concerns regarding the use of Blackboard.<\/li>\n<li>Costs \u2013 The cost for the course will be minimal to none. I created the course and the LMS is provided by UBC.<\/li>\n<li>Teaching and Media \u2013 The course will be taught via self-paced lessons that are available to all of the students. The lessons will provide the students with the knowledge that they need in order to conduct the tasks of validation. The course will include a digital story that will discuss the process of conducting a Collective Training Validation. Also, there will be picture-based walkthroughs that will display the step-by-step process of using the validation software (SharePoint and eListen). A \u201cscreen capture\u201d video with audio will be created to compliment the walkthrough. The teacher will be using the General Discussion Forum to answer and student questions or to clarify any course item that are in need of further explanation.<\/li>\n<li>Interaction \u2013 There will be various types of interactions on the course. Students will interact with the instructor and peers via the discussion board through text based and video posts. Another unique feature of the course is that all of the students taking the course will be employed by G7 Validation and will be taking the course within the same office building. Informal meetings between the students and instructor can be established because of the close proximity of all of the students.<\/li>\n<li>Organizational issues \u2013 The availability of members and the movement of the army members is dependent of the requirements of the organization. Tasking and higher priority requirements might displace the students and the instructor. The students can be given an extension of the course if required. Also, the instructor can be replaced with a senior validation member if required.<\/li>\n<li>Networking \u2013 Students will be encouraged to network with each other because they will be employed in the same section of G7 Validation. Creating a positive network and working relationship will be an asset for the students and the instructor.<\/li>\n<li>Security and privacy \u2013 The Army Training Validation Course does not contain any Protected or Secrete material. All student information will not be shared with any other outside organization. The instructor will update training files only and completion of the course will be documented on the member\u2019s personal record.<\/li>\n<\/ul>\n<p>I found the assignment of creating the Content Module in BlackBoard as a very useful assignment because of the practical nature. I have a much better understanding of how to create a course using a Learning Management System (LMS) \u2013 this has led me to create the course in question using the Defence Learning Network (DLN) Saba LMS. All of the course content is complete and including into the online course. The course in now being Alpha tested and soon to be Beta Tested. Without this assignment and learning what I did through this MET course, I do not think that I would have undertaken the project at work.<\/p>\n<p>Here are a few screen shot of my Army Training Validation Course constructed in DLN SABA LMS.<\/p>\n<p><a href=\"https:\/\/blogs.ubc.ca\/charron\/files\/2015\/05\/Screen-Shot-2015-08-05-at-8.31.25-PM.png\"><img loading=\"lazy\" decoding=\"async\" class=\" size-medium wp-image-35 aligncenter\" src=\"https:\/\/blogs.ubc.ca\/charron\/files\/2015\/05\/Screen-Shot-2015-08-05-at-8.31.25-PM-300x217.png\" alt=\"Screen Shot 2015-08-05 at 8.31.25 PM\" width=\"300\" height=\"217\" srcset=\"https:\/\/blogs.ubc.ca\/charron\/files\/2015\/05\/Screen-Shot-2015-08-05-at-8.31.25-PM-300x217.png 300w, https:\/\/blogs.ubc.ca\/charron\/files\/2015\/05\/Screen-Shot-2015-08-05-at-8.31.25-PM.png 616w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: center;\"><a href=\"https:\/\/blogs.ubc.ca\/charron\/files\/2015\/05\/Screen-Shot-2015-08-05-at-8.31.52-PM.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-36\" src=\"https:\/\/blogs.ubc.ca\/charron\/files\/2015\/05\/Screen-Shot-2015-08-05-at-8.31.52-PM-300x220.png\" alt=\"Screen Shot 2015-08-05 at 8.31.52 PM\" width=\"300\" height=\"220\" srcset=\"https:\/\/blogs.ubc.ca\/charron\/files\/2015\/05\/Screen-Shot-2015-08-05-at-8.31.52-PM-300x220.png 300w, https:\/\/blogs.ubc.ca\/charron\/files\/2015\/05\/Screen-Shot-2015-08-05-at-8.31.52-PM.png 615w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><\/p>\n<p>References<\/p>\n<p>Anderson, T. (2008). Towards a theory of online learning. In T. Anderson &amp; F. Elloumi (Eds.), Theory and practice of online learning. Edmonton AB: Athabasca University. Retrieved from<br \/>\nhttp:\/\/www.aupress.ca\/books\/120146\/ebook\/02_Anderson_2008Theory_and_Practice_of_Online_Learning.pdf<\/p>\n<p>Bates, T. (2014). Teaching in digital age: Chapter 8 SECTIONS framework Retrieve from<\/p>\n<blockquote class=\"wp-embedded-content\" data-secret=\"s02PXrYDLE\"><p><a href=\"https:\/\/opentextbc.ca\/teachinginadigitalage\/\">Cover<\/a><\/p><\/blockquote>\n<p><iframe loading=\"lazy\" class=\"wp-embedded-content\" sandbox=\"allow-scripts\" security=\"restricted\" style=\"position: absolute; clip: rect(1px, 1px, 1px, 1px);\" title=\"&#8220;Cover&#8221; &#8212; Teaching in a Digital Age\" src=\"https:\/\/opentextbc.ca\/teachinginadigitalage\/embed\/#?secret=EKr3dopME6#?secret=s02PXrYDLE\" data-secret=\"s02PXrYDLE\" width=\"500\" height=\"282\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\"><\/iframe><\/p>\n<p>Bull, G. and Kajder, S. (2006). Digital storytelling in language arts. Digital Storyteller. Retrieved from http:\/\/www.digitalstoryteller.org\/docs\/languagearts.htm<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Here is my Digital Story. Please click on the link to view the video. Collective Training &#8211; My Validation Story Content Module Reflection The Digital Story The construction of the Digital Story was a completely new concept, something that I &hellip; <a href=\"https:\/\/blogs.ubc.ca\/charron\/content-module\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":31966,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-11","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/charron\/wp-json\/wp\/v2\/pages\/11","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/charron\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/charron\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/charron\/wp-json\/wp\/v2\/users\/31966"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/charron\/wp-json\/wp\/v2\/comments?post=11"}],"version-history":[{"count":7,"href":"https:\/\/blogs.ubc.ca\/charron\/wp-json\/wp\/v2\/pages\/11\/revisions"}],"predecessor-version":[{"id":38,"href":"https:\/\/blogs.ubc.ca\/charron\/wp-json\/wp\/v2\/pages\/11\/revisions\/38"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/charron\/wp-json\/wp\/v2\/media?parent=11"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}