Students reflect on their school year, creating a digital scrapbook consisting of images and text to present to their school community.

Students choose a geographical cultural site to study, which must be significant in terms of its impact on the environment, culture, or human history. They need to conduct field research to gather information about the chosen geographical feature, including mapping, obtaining coordinates, relevant historical and geographical information, taking pictures, and collecting other materials that can be useful before publishing. Considering that students already have basic ArcGIS skills, they need to create an ArcGIS Story Map presentation and share their findings through an online discussion forum where peer feedback needs to be given.

This lesson provides ideas for celebrating Martin Luther King, Jr. Day by encouraging students to explore the connections between Dr. King and themselves through journaling and inquiry-based research.

This workshop explores the potential of media technology and the Internet to enhance communication and transform city design and community development in inner-city neighborhoods. The class introduces a variety of methods for describing or representing a place and its residents, for simulating actions and changes, for presenting visions of the future, and for engaging multiple actors in the process of envisioning change and guiding action. Students will engage one neighborhood, meet real people working on real projects, put theory into practice, and reflect on insights gained in the process.
This year the course will examine what it means to be an urban designer/planner and how to create a digital teaching tool (using digital storytelling) that supports others in learning about the relationship between design and planning professionals, on the one hand, and members of the communities they serve, on the other. What is the nature of the knowledge that resides in a community and how can designers and planners learn about, tap, and use that knowledge? What is the relationship between community organizing and urban design and planning? What are the relationships between you as a professional, the place(s) in which you work, and the values and care you bring to that work?
We will explore these themes in the context of Camfield Estates in Lower Roxbury, MA and its participation in the US Department of Housing and Urban Development's (HUD) Demonstration Disposition Project. There have been many stories written about Camfield Estates' participation in the Demonstration Disposition project, for it has been widely regarded as a model of success. There are two stories that have not yet been told, however: the story of the residents who organized the community and the story of the architects and planners who participated in the project. This course will use digital storytelling to reconstruct and connect these two stories.

This article discusses the importance of engaging children in story telling in order to support socialization, oral and language development, affirm culture, and form the foundation for literacy.

Metaethics from a First Person Standpoint addresses in a novel format the major topics and themes of contemporary metaethics, the study of the analysis of moral thought and judgement. Metathetics is less concerned with what practices are right or wrong than with what we mean by ‘right’ and ‘wrong.’
Looking at a wide spectrum of topics including moral language, realism and anti-realism, reasons and motives, relativism, and moral progress, this book engages students and general readers in order to enhance their understanding of morality and moral discourse as cultural practices. Catherine Wilson innovatively employs a first-person narrator to report step-by-step an individual’s reflections, beginning from a position of radical scepticism, on the possibility of objective moral knowledge. The reader is invited to follow along with this reasoning, and to challenge or agree with each major point. Incrementally, the narrator is led to certain definite conclusions about ‘oughts’ and norms in connection with self-interest, prudence, social norms, and finally morality. Scepticism is overcome, and the narrator arrives at a good understanding of how moral knowledge and moral progress are possible, though frequently long in coming.
Accessibly written, Metaethics from a First Person Standpoint presupposes no prior training in philosophy and is a must-read for philosophers, students and general readers interested in gaining a better understanding of morality as a personal philosophical quest.

The goal of this activity is for students to learn how to tell a story in order to make a complex topic (such as global warming or ozone holes) easier for a reader to grasp. Students realize that the narrative impulse underlies even scientific and technical writing and gain a better understanding of the role of myth as a "science" of imagination that helps us to gain insight into human motivation.

Students will examine a contemporary video installation and a 17th-century Flemish painting and consider how artists use a specific medium to communicate ideas. They will then create a storyboard plan for their own video.

In this seminar, you’ll learn about dialogue, including how writers use it to “move” their stories along. As a narrator, you will practice using dialogue, which will help you understand how people involved in conflict interact genuinely. Some lines of dialogue will be longer than others; there’s a reason for that. Some narratives have very little dialogue; there’s a reason for that. Ultimately, you will continue to analyze the perspectives of characters (people) in a narrative setting to better understand the human condition and how their voices contribute to it. This seminar will require innovation on your part, as you will not only learn terminology associated with dialogue, but also put those devices into action as you create your own (mini) narrative with characters who interact.StandardsCC.1.4.9-10.MWrite narratives to develop real or imagined experiences or events.CC.1.4.9-10.NEngage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple points of view, and introducing a narrator and/or characters.CC.1.4.9-10.PCreate a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. 

Students will whistle while they work on this lesson, creating a photomontage movie of their interpretation of a favorite song's lyrics that will end everyone's day on a high note.

OER Fellows are invited to remix this OER Storytelling Template to share their stories of impact with Open Educational Resources (OER).

My Story Collage

A Lesson Developed and Submitted by
Cathy Harrington and Marilyn Stadler

Objectives:
The participants will:
1. Collect mementoes, pictures and art elements that are important and meaningful to them
2. Utilize art elements and the art form of Collage to create art
3. Use language, written and oral, to share information about the art they have created
Audiences:
Would be suitable for ages elementary to senior citizens. Storytelling has wonderful healing power. When it is combined with Collage, it provides an avenue for the creation of personal art and gives a “voice” to the artist.

This assignment will go viral with students as they think about the meanings of words and images in public service announcements from YouTube before creating a PSA of their own.

Short Description:
This resource combines some of the best available open access content for introductory courses in business communication and supplements this content with new material on personal and social identity; rhetorical listening; inclusive language; storytelling; and territorial Land Acknowledgements. H5P interactive content, the infusion of real world examples, and an engaging layout make this textbook highly readable for this audience.

Long Description:
The book was created by Linda MacDonald from material from Business Communication for Success [Author removed at request of original publisher]; Web Literacy for Student Fact-Checkers by Mike Caulfield; Business Presentation Skills by Lucinda Atwood and Christian Westin; Professional Communications by Jordan Smith, Melissa Ashman, eCampusOntario, Brian Dunphy, Andrew Stracuzzi; and APA Style Citation Tutorial by Sarah Adams and Debbie Feisst. This material is supplemented with new material on personal and social identity; rhetorical listening; inclusive language; storytelling; and territorial Land Acknowledgments. The principles of justice, equity, diversity, and inclusion are woven throughout the textbook. Interactive H5P content enhances the student experience.

This version has been adapted at NSCC for Professional Selling courses.

Word Count: 59043

ISBN: 978-1-990641-65-7

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Students will learn and apply techniques to develop and present a personal narrative/memoir. They will take their writing through all stages of the writing process. Their writing will reflect clear understanding of plot, dialogue, transitions, and descriptive details.

Welcome to the “Ways of Seeing and Knowing” module, where students are guided through a series of readings on how select notable American Indians "see and know" the world, quizzed on those readings, then asked to apply their understanding of content in a series of Application Activities. This module uses Team-Based Learning pedagogy and Sketchnoting. Part of series of modules belonging to the ISU course, "Native People In American Culture."

Each student becomes an expert on a natural disaster, investigating and discovering how they can prepare for it. Students initially create traditional motivational posters using paper, pencils, markers, and crayons. Then, students create an electronic version to motivate others to prepare for natural disasters. Next, students create storyboards/scripts and digital stories on a natural disaster of their choosing to inform others of ways to prepare for natural disasters. This lesson was created as part of a collaboration between Alabama Technology in Motion and ALEX.

Natural High is a non-profit organization that focuses on the power of storytelling to transform lives. They engage storytellers who kids admire and trust and work with these influencers to create free and impactful content for educators and parents.The activities are designed to develop student understanding about the consequences of drug and alcohol abuse and also to support students in learning and practicing strategies to make healthy decisions. The evidence-based program is used in all 50 states and makes use of current scientific findings on youth behavior, brain development, social norming, and substance abuse prevention.This resource highlights activities in the Understanding the Consequences of Drugs and Alcohol area of focus. Visit the Natural High website at https://www.naturalhigh.org/ for additional materials.

This activity guides students through the process needfinding to identify areas of need for their creation of a technology for the "public good." Students will conduct contextual inquiry to identify the needs of their target audience.

Comments
Although this activity can be used in isolation, it is intended to be part of a series guiding students towards the creation of a front-end of a website. The series (all published as OER) consist of:

a) Needfinding
b) Personas, Scenarios and Storyboards
c) Front-end Website Design and Development
d) Accessibility Evaluation