The first workshop introduced the craft of storytelling. We were sent away to produce a script for the second where we’d make it happen. It was bright and sunny on the outside but inside the computer lap it was turning into ‘one of those days’. Facilitator Chris Thomson must have thought it was sabotage. First there was no sound through his laptop. Despite the best efforts of an ICT technician it refused to play through the system. Meanwhile work had started on a new road. Just outside. Which more than made up for any lack of sound on the inside. We’d opened all the windows because it was so hot. Now the choice was heat up or shout out. The irony of Chris’s slides telling us audio was the most important component of a digital story and the need for a quiet location to record was not lost – that isn’t wine in Chris’s glass – honest!
Digital stories make great teaching tools. We all tell stories or anecdotes in one way or another. They can help explain something complex or show a different point of view. Contextualising knowledge within a story helps understanding and makes it more memorable while digital stories can be more engaging than a page of text or a report. They’re reusable and if you have the original materials they can be re-purposable as well. As you can probably tell, I’m an advocate. As well as learning and teaching aids, they’re useful development tools. To build the story you have to be critical and reflective; make decisions about what to put in and take out. Above all they’re opportunities to be digitally adventurous and creative. While the story itself can be about anything, the one rule was keep it short. Three minutes was the suggested maximum.
At Hull we’re developing a digital capabilities framework for the university and I’m looking for original ways to support staff with exploring new digital ways of working. Story making offers opportunities to work with a range of artifacts and software. I often hear people say they can’t do audio or video because you need a professional studio with high end kit. My approach is DIY can be ‘good enough’. Phones and digital cameras take ‘good enough’ images and video and free software can help you make a ‘good enough’ video. We used Audacity and Audacity Portable for recording and WeVideo for editing.
For me, digital stories tick all the boxes for learning development, digital CPD. You get something usable at the end and leave with the skills, knowledge and ideas for creating them in the future.
Above it was fun. Completed stories will be showcased at the Learning and Teaching Conference in July and we plan is to repeat the workshops at School and Department level next year. Although the Jisc workshops have finished this is not the end of digital storytelling at Hull. It’s the beginning.
This week #creativeHE has been offering opportunities to reflect on creative approaches to learning and teaching. Before applying creativity to practice, it helps to explore what it means to be creative in the first place. Definitions include the use of imagination and challenging traditional ways of being and seeing. Be original. It reminds me of Imagist Ezra Pound’s call to ‘Make it new’. When it comes to the VLE, there’s scope for reviewing current approaches. Digital depository models show little evidence of creativity. They replicate transmissive style lectures which many staff seem welded to. We need to ‘Make it new’ in TEL-world and rethink the promotion of blended approaches.
Each #creativeHE day began with a video and questions to consider. These can be viewed on the site. They are well worth a look. One core message from the week was how creative thinking needs time; a quality always in short supply. James Clay’s has examined the excuse ‘I haven’t got the time’ concluding it’s a question of priorities. But as an excuse, it implies ‘I would if I could’. True resistance is ‘even if I could I wouldn’t because I don’t want to’. This is the reality for many TEL workers and digital education developers, caught in the middle between institutional strategy and academic resistance to change, especially of the digital kind. I’ve come to the conclusion it isn’t a question of time. It’s a question of attitude.
How can creative thinking be applied to VLE adoption? My own solution has been an experiential approach. Digital CPD where staff are enrolled on the VLE with a student view. This does two things. It highlights low levels of digital capabilities. These are the norm in most HEIs but get rendered invisible to those accustomed to working with digi-tech on a daily basis. Like attracts like. Also staff will see how a digital depository model is little more than a text dump. Students need to read but you can get them searching and synthesising for themselves rather than throwing up a wall of hyperlinks. Creating activities which adopt social media techniques of user-generated content and file sharing will build on and extend existing practices. Talk to your TEL team about online pedagogies. Talk to your students. Make it an expectation the VLE constitutes a core part of their learning experience.
Don’t get me wrong. Time is an issue. I struggle too. A p/t creative writing degree, p/t Phd, full time job plus an allotment keep me time-poor and stressed while I’ve been an ‘online student’ enough to know it requires motivation to succeed. But the value of digital space is choice about where and when to access while affordances for communication and collaboration provide valuable extensions to face-to-face learning. Institutional support for digitally resistant staff, unwilling to adopt the VLE as part of their teaching toolkit, is essential. As #creativeHE has shown this week, the first requirement is always time but when faced with resistance to using VLE in the first place then I suspect it’s attitude which matters most of all. The #creativeHE site offers free examples of how online learning can be interactive, meaningful and fun. This is the digital future of education and we should all aspire to be part of it.
Make it new image from
clock image from https://en.wikipedia.org/wiki/Mechanical_watch