Please enable JavaScript.
Coggle requires JavaScript to display documents.
Learner Digital Stories in a Web 2.0 Age (Alameen Ghinwa) - Coggle Diagram
Learner Digital Stories in a Web 2.0 Age
(Alameen Ghinwa)
Introduction
According to Conole (2008), in recent years ESL students have been required to improve their technical skills such as using online tools in order to improve the effectiveness of their learning environments.
Along with blogs, wikis, Facebook, and Youtube, provides both teacher and students with opportunities of collaborating and learning together.
O'Reilly (2005) states that using web 2.0 online tools allows L2 students to enhance their knowledge by taking advantage of attending online communications.
Greenidge (2008) points out that in contrast to the typical activities, modern technologies and online tools like web 2.0 requires the knowledge of using multiliteracies.
EFL students are lucky to have chances of comprehending texts by using media that help L2 learners to acquire the data in the text easier by seeing and synthesizing.
According to Godwin (2006), creating media-based lessons make teachers the creators of the digital language learning world. Besides that, digital learning helps L2 learners reflect on what they have acquired from their lessons.
Digital Story Telling
Fetures of digital-story-telling
Storytelling is one of the cultural identities by which people express not only personal ideas but also traditions in a unique way.
The cutting edge technologies allow people to add images, audio, and video providing opportunities for listeners to have a clearer picture fo the story which is being told.
According to Poter (2005), along with visuals like pictures and videos, ESL learners may add sounds to narate the story by means of digital stroy tools.
The process of creating digital story
Having created their digital story drafts, EFL learners can make some changes according to the peer review by their coursemates.
When students make sure that the scripts of their stories are ready. They begin to choose appropriate pictures which fit their stories.
Choosing suiable pictures, the pictures are joined on the stroyboard to create their online digital media.
When the scripts are aligned with pictures and visuals, learners may use iMovieMaker to edit the video.
Before publishing the digital story, learners need to make sure that everything is done perfectly. then they can share their stories locally with their friends or online allowing to see other people.
Popularity of Web 2.0
In spite of the increasing popularity of digital stroy tools, the majority of readers found these stroy instruments unpredictable, and exploratory.
Nowadays, learners often practice creating their stories more easily with other online story makers such as Voice Thread.
Voice Thread
Description of Voice Thread
Nowadays, ESL students are getting quite skillful in using technology to make presentations or do their tasks. one of such applications is Voice Thread which gives opportunities for L2 learners to collaborate to accomplish their tasks.
Voice Thread allows EFL learners to include images, documents, and videos simultaneously.
Commneting feature
There are several ways of leaving comments on slides such as texting, voice, with a microphone either on the phone or laptop, a movie from webcam, and doodling tool.
In terms of the design, Voice Thread reminds Powerpoint since it is composed of slides. However, it has extra features like the narration of the user and commenting on the slides.
Doodling tools provide chances to users to leave comments on certain objects on the screen so that people who watch it can comprehend what thing it is.
The ready comments usually appear on the screen in the shape of the flash-based clip when viewers watch the strory.
Ways of sharing the story
The user can share the story manually by copying it to computers or memory sticks.
Creating the link of the story provides the users with opportunities of sharing the digital story through the websites and online groups and channels.
Before sending the video the author of the story can make it public or private. By making it private, the author can give access to certain people so that they can watch the video.
When the author shares the video in the public version, the viewers will be able to advance the video by making additions and corrections that which author has forgotten to correct or mention.
Additional features of Voice Thread
McLoughlin & Lee (2007) point out that there are other features apart from media. For example, viewers can discuss on one page.
The affordances of Voice Thread allow both teachers and students to give peer and corrective constructive feedback to one another.