Digital Stories Project

Portland FRINQ--Spring 2015

Knepler and Paterson
For this project, you will work in groups to create a digital story that highlights the work, history, and
goals of the Learning Gardens Laboratory in southeast Portland. You will use a variety of sources and
tools to complete your digital story. Some of these sources and tools will be introduced to you in class,
whereas others youll discover on your own. The expectation is that you challenge yourselves to explore
new possibilities and find new avenues for learning. A few of these avenues may be dead ends, but thats
okay. Learning always involves a certain amount of dead ends. It is essential, therefore, that you
document your process and demonstrate what youve tried. It is also essential that you communicate
with others in the group. Therefore, as part of the project, each group must set up strategies for
communicating with other members of the group and sharing your work.
Purpose and Connection to UNST Goals:
These are just some of the ways this project connects to the University Studies Goals.
You will develop your written, oral, and quantitative communication skill as you create a compelling
and informative narrative and present that information in a dynamic and engaging format. You will
also communicate effectively with others in your group.
You will use your critical thinking skills to analyze information and ideas, make decisions about
content, address problems you might face, and synthesize materials.
You will encounter a variety of human experiences and points of view. You will develop your
listening skills and further your appreciation for the complexity of human experience.
You will consider the ethical and social implications LGLs work, and expand your understanding of
how collective and individual narratives impact individuals and communities.
Key Due Dates
Documentation: Each group member should contribute to the collective document/blog/site on a
regular basis (at least once a week).
Group Charter and project plan (draft): April 23
Project Plan and Group Charter: April 28
Project Plan and Group Charter Revisited: May 21
Interview Questions: May 5
Drafts of Digital Stories: May 21 and May 26
Final Digital Story and Process Reflection: May 28
About Digital Stories
A digital story uses technology and multi-media tools to convey an idea or a narrative. It may use video,
but primarily it combines images overlaid with audio in a creative and engaging way. It has been used to
tell both individual stories and stories of a community. We use the word story because a compelling
digital story has a central narrative that the creators are trying to convey to an audience. A digital story
should tell us not only about the person(s) featured in the story; it should also provide commentary on a
topic or issue. One central question each group might start with is: What does the Learning Gardens
Lab provide to the neighborhood, PSU, and or the city?
For more on digital storytelling, see: http://digitalstorytelling.coe.uh.edu/page.cfm?id=27&cid=27
Examples of digital stories: http://stories.umbc.edu/projects.php , http://storycenter.org/stories/

Communicating and Documenting

Each group must develop a system for communicating with each other electronically, and for archiving
and sharing their process. For most of you this will be either a blog that you set up, or a document or
folder of documents on google drive. The system for communication you create must be shared with
every group member, as well as with the instructor and your mentor.
Components of the Project
All of your projects will draw from the following components. The degree to which you draw from each
component and incorporate them into your final project will vary depending on the focus of your story.
Interviews
Often a digital story narrates a persons own story or experience. In some cases, a digital storytelling can
be used to help other people or an organization tell a story. For this project, each group will interview
one person who is connected to LGL. That person might be a staff member, a community gardener, or a
volunteer. Groups will be assigned people to interview, but that assignment may be based in part on the
groups interests.
Library Research and Archival Research
You will likely need to supplement the knowledge gained from your interview with some additional
library research. For instance, someone you are interviewing may mention something like crop rotation,
and you may want to learn a bit more about that topic to make decisions about what to include in your
digital story. In addition to finding more contemporary library sources on your topic, you might also
consider seeking out archival sources or images. You might return to the Oregon Historical Society or
search for photos online (check out this page for some inspiration:
http://www.ohs.org/research/library/photograph-gallery/farming.cfm). Remember to provide credit for
ALL of your photos and images.
Photograph and Other Images
If you plan ahead, you will find plenty of images to help you develop your digital story. Your group
should take photographs of the Learning Gardens Lab when youre there. It may not be possible to
photograph every place or person that you want to photograph, and you must always ask permission to
photograph people whose images are visible in your photo. Keep in mind that photos of plants,
landscapes, and farming plots can be both beautiful and compelling. The person you interview may also
be able to provide you with photographs.
Permissions
Music: You should only use music that is available in the public domain or for free use, or (even better)
that you have created yourself. For music in the public domain, you might look at the following sites:
http://www.pdinfo.com/, http://creativecommons.org/music-communities.
Photos and images: Be sure to get permission to use and provide credits for anything that you use. If
someone in your group takes a photograph, be sure to credit that person. You may need to check on
permissions for archival photographs. For information about using pieces from OHS see:
http://www.ohs.org/research/library/collections/rights-and-permissions.cfm
Possible Programs to Use:
There are several programs available for working on websites and video. Ideally, you should pick one
that your group can access on a regular basis. We will add to this list as we move forward/
iMovie if you have an Apple computer.
Windows Movie Makers
Audacity (http://audacity.sourceforge.net/) a free audio and sound editing program

Presentations of Your Final Projects

You will present your final project to the class during the last week of the term. You will likely have
other opportunities to present your project, which we will discuss in class.
Audio Visual Equipment
Most likely, you will not need additional technology beyond your phone and a computer with the
software you want to use for editing. However, if you find that you do need portable technology such as
a digital recorder, camera, or video equipment, you can borrow materials from the front desk at UNST
(Cramer 117). They also have some microphones if you would like to try those out. Keep in mind that it
is your responsibility to take care if the equipment and return it in on time and in good shape.
Working in Groups
Over the course of the year, you have had the chance to gain a great deal of experience working in
groups. This does not mean you will not face challenge. This, of course, is part of the process. Your
group charter should provide you with a strong guide, but you may have to revisit the charter or deal
with group issues. Keep in mind that Chandler and I are here to help you through this process. However,
we cant address anything were not aware of. Be sure to communicate effectively not only with your
group, but with us as well. I also ask that you help other groups when appropriate. You all have
extensive knowledge and skills, and these should be shared with your classmates both within and
beyond your groups.
As with previous projects, you will create a group charter and a group plan. This charter must be created
digitally through google docs and shared with both the instructor and the mentor. You will revisit the
group charter and the group plan more than once throughout the term.
Process Reflection
Each student will write a Process Reflection for this assignment. Your Process Reflection should be no
more than two pages, typed, double spaced. You must turn in the process report on the day that the
final project is due. Be sure to provide all of the necessary details about the project and your role so
that I can fully assess your work and your perspective on the group process.
I have created a d2l dropbox for process reports.
1) Describe the digital story that your group created. Who did you interview and what was the
focus of you digital story?
2) What did you (as an individual) agree to do as a member of your group?
3) What did you (as an individual) end up contributing (be as specific as possible)? Did you
fulfill your agreement?
4) How would you evaluate the group process? You might address issues such as how well you
communicated as a group, how well you resolved issues, how you came to decisions,
whether or not the work was equally distributed, etc.
5) How would you evaluate the completed digital story? Did it meet your expectations? Why or
why not?
I will use your Process Reflection to help me assess this assignment. In many cases, students in each
group will receive the same grade. However, in cases where work is not evenly shared (for example, one
or two students end up doing the majority of the work, or where one or two students do very little work)
I will take that into account in assigning grades.

Digital Story Project--Group Charter

Freshman Inquiry: Portland
Remember to upload this document to Google drive and share it with the full group, along with the
instructor and the mentor.
Group Members Names, emails, and phone numbers:
_____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Preferred Method(s) of Communication: _____________________________________________
Group Plan (~250 words): Your group plan should outline various aspects of your group process (how
you will communicate, what materials you will use, and, once you know it, what the focus of your story
will be.

Group Roles. Remember that all members play a role in each of the areas listed below. The person in
the lead keeps others on track. A person can take the lead on more than one item and you can combine
them as needed.
Group Communication: ________________________________________________________________
Logistics and Planning:_________________________________________________________________
Equipment and Technology:____________________________________________________________
Library and Archival Research: _________________________________________________________
Interview questions: ___________________________________________________________________
Story plan: ______________________________________________________________________
Photos and visuals: ____________________________________________________________________
Video Editing: ______________________________________________________________________
Other: ______________________________________________________________________
Other: ______________________________________________________________________
Technology (list the technology and equipment you will use/need for your project):
Meeting Times and Possible Locations: