• Digital Story Rubric

    Author(s):
    Bev Bickel, Heather Linville, Polina Vinogradova
    Editor(s):
    Ana Oskoz
    Date:
    2020
    Subject(s):
    Evaluation, Storytelling
    Item Type:
    Course Material or learning objects
    Tag(s):
    DPiH, DPiH Language Learning, DPih Course Material or learning objects, Practice, Assignment, Audio, Video, Multimodal, Digital pedagogy, Composition, Assessment, Collaboration
    Permanent URL:
    http://dx.doi.org/10.17613/969x-j506
    Abstract:
    Curatorial note from Digital Pedagogy in the Humanities: Assessing digital stories requires rubrics that equally consider a story’s textual, visual, aural, and digital components. The assessment should also reflect the stages required in the completion of a digital story. The first two criteria focus on the narration of the story, which includes reading the story aloud in circles and providing and receiving comments related to the narrative, and the script (short, compelling, and linguistically accurate). These criteria are followed by criteria related to the audio, both the voice-over (clear, with good pronunciation and intonation) and the background music (supporting without overwhelming the narrator), and the visual component (the appropriate use and amount of explicit or implicit images to support the message). During the editing process, learners add the components (transitions, effects, credits) that contribute to the final form of the digital story. Providing the rubric at the beginning of the project will help learners integrate their digital literacies.
    Notes:
    This deposit is part of Digital Pedagogy in the Humanities. Digital Pedagogy in the Humanities is a peer-reviewed, open-access publication edited by Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, and published by the Modern Language Association. https://digitalpedagogy.hcommons.org/.
    Metadata:
    xml
    Status:
    Published
    Last Updated:
    3 years ago
    License:
    Attribution-NonCommercial
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