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Eight-step digital storytelling production sequence embedded in a writing course

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 1 of 1 report an effect size · 1 claim rests on one study

Description

The article prescribes a reusable lesson/unit sequence for DS-integrated writing: writing and rewriting the narrative in three drafts, storyboarding, selecting suitable multimedia elements and accompanying them with scripts, recording the voice, using WeVideo to make digital stories, in-class presentations, sharing via Facebook, and getting feedback on the videos via Facebook. The sequence keeps the process-writing core while adding multimodal layers and authentic audience feedback.

Design Implications

Context

Requirements

  • A video-editing tool (WeVideo), storyboard sheets, a Google Drive account for lecturer feedback, and a Facebook account for sharing and peer feedback

Constraints

  • Both groups spent the same amount of time (almost 42 hours in total) on the project implementation, with weekly time reducing from five hours to 2 or 3 hours toward the term's end

Target Learners

  • intermediate-level EFL English-major students in preparatory programs

Learning Goals

  • narrative paragraph writing
  • multimodal composition

Claims

Examples

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Key Sources

  • Balaman, S. (2018). Digital storytelling: A multimodal narrative writing genre. Journal of Language and Linguistic Studies, 14(3), 202-212. http://www.jlls.org
Page metadata
Field Value
type design
id ds-eight-step-production-sequence
title Eight-step digital storytelling production sequence embedded in a writing course
description The article prescribes a reusable lesson/unit sequence for DS-integrated writing: writing and rewriting the narrative in three drafts, storyboarding, selecting suitable multimedia elements and accompanying them with s...
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — balaman-2018

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