Eurospectives Storylines
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The European Commission'ssupport for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein
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Training Overview
Stop 1 Recognise Context and Create Responsible Practice Introduction: Digital storytelling for well-being can be used with individuals and groups. Before applying the practice, it is important for the facilitator to recognise the context they are working in. It is vital that a facilitator applying this practice has a good understanding of the participants that they are working with, and knowledge of the specific needs of the individuals and groups. This session will investigate the reason why a thorough needs assessment is necessary and explore the difference between working with groups and working with individuals. Digital storytelling uses multimedia tools to bring narratives to life. They are typically videos that combine audio, images, and video clips to tell a story. In this context of Stories for Well-being, digital storytelling is used so a person can tell a story of their lived experience to enhance their life. This might be by developing personal skills such as; self-confidence, compassion, social and emotional literacy. Or it could be used to create catharsis or help with cognitive development and memory. Objectives: To recognise the importance of creating a safe space. To examine the use of needs assessments. To consider how requirements differ when working with individuals and groups. Time: 1.15 – 3 hours depending on the size of the group. Preparation A thorough needs assessment should be conducted before delivering the sessions. Collection of resources. A session plan that include timings. Making the space comfortable and accessible. Facilitation Style The facilitation style should be relaxed, informal and personal, but not casual. The participants must feel comfortable in the space and must trust the facilitator. Target groups. Learning Check/ Evaluation The participants for this training are facilitators/practitioners who have a good level of literacy. Any participants who have additional needs must have support to be able to take part.
ession 1 Preparing and Planning a Session Aims: To familiarise the participants with a need’s assessment process. To familiarise the participants with ways to create a safe space for their groups/participants. To familiarise the participants with the different requirements for individual work and group work. Resources: Example of a needs assessment form. Examples of individual work and group work Computers or pens and paper. Flipchart paper and pens. Duration: 2 hours for a group of 8-12 30 mins for individuals. Procedure Undertaking Needs Assessment It is very useful and best practice for a facilitator to have some understanding of the participants needs before working with them to tell personal stories. The facilitator should assess the needs of the group or individual before the session. The facilitator can then ensure that each person has their needs met during the sessions. Assessing needs beforehand will help the facilitator to be properly prepared and meet each individual’s needs as well as the needs of the group as a whole. It may require certain resources being collected to be used during session, requesting extra support or preparing the space appropriately beforehand. The facilitator can complete the needs assessment in number of ways. They may wish to complete a needs assessment form or make a list, or they could record an audio memo as a reminder of what they need to consider or prepare in advance. However they decide to do it is up to the facilitator the most important thing is that they consider the following aspects.
- How many participants will they be working with. One or more?
- What any specific needs do the participant/s have?
- How will they assess the needs of individual members and group as a whole?
- What specific support need to be put in place beforehand?
- Where will the practice take place?
- How will the space impact on the practice?
- How will the facilitator ensure its safe?
- How will the needs impact on the space and timings of the session?
- How will they facilitate planning and implementation of relevant activities that promote positive group and individual work?
- How many participants will they be working with? One or more?
- What any specific needs do the participant/s have?
- How will they assess the needs of individual members and group as a whole?
- What specific support need to be put in place beforehand?
- Where will the practice take place?
- How will the space impact on the practice?
- How will the facilitator ensure its safe?
- How will the needs impact on the space and timings of the session?
- How will they facilitate planning and implementation of relevant activities that promote positive group and individual work?
- Showing empathy
- Being consistent
- Being organised
- Having integrity
- Being friendly and approachable
- Keeping a professional distance
- Being optimistic
- Motivating others
- Being non-judgemental
- Trust and Confidentiality
- Size of group and timings
- Letting everyone have their say
- Safeguarding
Session 2 The Purpose of Storytelling for Wellbeing Aims: It is important for a facilitator to have an understanding of what the group or the individual wants to achieve through the storytelling sessions. This helps you to guide the participant/s through the process and helps to determine what the group or individual want to achieve through the storytelling session. For different target groups there will be different goals.
- Working ‘one to one’ the participant may want to explore a difficult past event or celebrate a life affirming event.
- An individual may want to inform others about their own lived experience.
- Working with a group of older people who have dementia the goals will be different. The goal might be to have a digital story that they can refer back to aid their memory.
- A community of interest may want to explore an issue that has affected them as a community and may want to share their collective lived experience on a social media platform.
Stop 2 Approaches for well-being Introduction: This stop concentrates on exploring the following specific methodologies; The Community Reporter Methodology The Tree Of Life Approach Harvesting Memories – Reminiscence Storytelling Choosing an approach and supports the participants to consider an appropriate method, or methods, that can be used in their setting, with specific groups or individual/s. Objectives: To explore different methods when working with specific groups of people and individuals. Time: 10 – 12 hours depending on the size of the group. Preparation Use a needs assessment sheet (Stop 1 Session 1) as a basis to inform your approach and tailor your preparation to suit the needs. Facilitation Style The facilitation style should be relaxed, informal and personal. The participants must feel comfortable in the space. Target groups. Learning Check/ Evaluation This training is for participants who have a good level of literacy. Any participants who have additional needs must have support to be able to take part.
Session 1 The Community Reporter Approach Introduction: The Community Reporter method uses digital tools to support people to tell their own stories in their own ways. Central to the Community Reporting methodology is the belief that, people telling authentic stories, about their own lived experience, offers valuable understanding of their lives. In creating spaces in which people can describe their own realities Community Reporting provides opportunities in which people can use storytelling to: Find their voice – Through storytelling we can have our say on topics pertinent to our lives. Challenge perceptions – Through listening to different experiences than our own, our understandings of the world can widen. Be catalysts of change – Through taking responsibility to act on what we have learned from other people’s experiences we can be part of positive social change. The methodology is based on the ‘Cynefin framework’ which helps people to make better decisions and influence change in complex environments. Cynefin, pronounced "ku-nev-in," is a Welsh word that translates as "place" or "habitat." However, it can also be used to describe the elements of our situation and personal history that influence our thoughts and decisions in ways we don't understand. It will be useful for the facilitator to look at the psychology behind the methodology beforehand. https://clear-impact.com/wp-content/uploads/2018/04/Intro-to- Cynefin-Model.pdf https://www.mindtools.com/pages/article/cynefin-framework.htm It is possible to take this methodology and apply it to personal development and counselling work. Working with individuals and/or groups to talk about their own lived experiences, to record these stories using digital tools that can be then used to reflect on, or if they so wish, to share in some way. Aims: To explore this methodology of digital storytelling for well-being. Resources: Computers, tablets or phones with internet access. Duration: 1.50 – 2 hours depending on the size of the group Procedure: Start off with each participant introducing themselves and the reason they are there and what they want to discover. 5-10 mins Introduce the Methodology Present a short introductory power-point about the Community Reporters methodology, explaining where the methodology comes from and how it’s been used. If you don’t have a computer then give out a handout for the participants to look at and go through it with them. On slide 8 of the power-point go on to…. Explore the Methodology – Snapshot Story Ask the group to split into pairs practice using the Snapshot Story technique. Ask A to film B and then swap over. Ask one question each then review the story. In pairs discuss if and how they might use this. Pairs to report back to the group. 40 mins Continue to go through the power-point and look at Dialogue interviews (just give an overview they can look at these in further detail next). Most importantly is the section on Responsible Storytelling. Ask the participants how they would uphold the ethics of responsible storytelling in their practice? 10 – 20 mins Further Exploration of Community Reporting Once again in pairs (A and B) ask them to go onto the community reporter website https://communityreporter.net/ and watch some films made by community reporters. They can search for specific films that relate to the sector they work in i.e, mental health, unemployment, young people, etc. 15 – 20 mins Ask the pairs to discuss the 3 different areas (below) that Community Reporting focuses on and how they may use this in their setting. Find their voice – Through storytelling we can have our say on topics pertinent to our lives. Challenge perceptions – Through listening to different experiences than our own, our understandings of the world can widen. Be catalysts of change – Through taking responsibility to act on what we have learned from other people’s experiences we can be part of positive social change. In pairs discuss if and how they might use this. Pairs to report back to the group. 15 – 20 mins Refer the participants to further reading and information. Outcomes: Participants will have explored this methodology and with a view of how they could use it in their specific setting. Target Group This method works very well when working with groups or individuals who have a specific issue that they want to explore. This training is accessible to everyone no matter what level of education they are at. Any participants who have additional needs must have support to be able tell their story. The needs assessment will indicate what support is needed. Further Background/references: https://peoplesvoicemedia.co.uk/ https://peoplesvoicemedia.co.uk/our-network/ https://communityreporter.net/ https://clear-impact.com/wp-content/uploads/2018/04/Intro-to- Cynefin-Model.pdf https://www.mindtools.com/pages/article/cynefin-framework.htm
Session 2 The Tree Of Life Approach Introduction: The Tree Of Life approach enables people to speak about their lives in ways that make them stronger. It involves people drawing their own ‘tree of life’ in which they get to speak of their ‘roots’ (where they come from), their skills and knowledge, their hopes and dreams, as well as the special people in their lives. The participants then join their trees into a ‘forest of life’ and, in groups, discuss some of the ‘storms’ that affect their lives and ways that they respond to these storms, protect themselves, and each other. Originally developed to assist vulnerable children in East and Southern Africa, Tree Of Life draws on the metaphor of a tree, taken from Zimbabwean folklore and collective narrative practice to support groups and communities to overcome difficult life experiences. This approach works very for a wide range of groups and in many different community settings (children and young people, people with PTSD, people with mental health issues such as depression). It is particularly beneficial for people undergoing a group experience (communities of interest) and it can also be used for individuals to explore their own personal development. This approach supports people to speak about their lives in ways that are not retraumatising, but instead strengthens their relationships with their own history, their culture, and significant people in their lives. The Tree Of Life comes from the psychological methodology of Narrative therapy. This seeks to be a respectful, non-blaming approach to counselling and community work, which centres people as the experts in their own lives. It views problems as separate from people and assumes people have many skills, competencies, beliefs, values, commitments and abilities that will assist them to reduce the influence of problems in their lives. Aims: To explore this approach of personal storytelling in a digital storytelling context. Resources: Computers, tablets, phones to use the internet. Internet connection. Handout about the Tree Of Life. Flipchart, paper and pens (different colours). Duration: 2- 2.15 session depending on the size of the group. Procedure: Introduce the Approach Use the power-point presentation to introduce the Tree Of Life (see resources), explaining where the approach comes from and how it’s been used, and use it as a guide to take you and the group through the process. Explore the Approach For the participants to understand the process it will be useful to take them through a pared down version of the process. Give out flip chart paper and pens to individuals. Ask them to draw a tree. Something like the tree in the image above with the roots, trunk, branches, leaves and fruit or blossom. Then lead them through the process. The Roots Ask the participants to write down where they come from on the roots (hometown, state, country, etc.) They can also write down; the culture they grew up in, any club or organisations or people, a parent/guardian, or friends/peers, that shaped their youth. The Ground The participants write down the things they choose to do on a weekly basis on the ground. These should not be things they are forced to do, but rather things they want to do for themself. The Trunk Write their skills and values on the trunk. The Branches Write down hopes, dreams, and wishes on the branches. These can be personal, communal, or general to all of mankind. Both long and short term. Spread them around the various branches. The Leaves Write down the names of those who are significant to them in a positive way. Their friends, family, pets, heroes, etc. The Fruits Write down the legacies that have been passed on to them. They can begin by looking at the names they wrote on leaves and think about the impact they’ve had on them over the years. This can be material, such as an inheritance, but most often this will be attributes such as courage, generosity, kindness, etc. (if the tree is crowded by this point, they could try drawing some baskets of fruit at the base of your tree and label them accordingly there) The Flowers & Seeds Write down the legacies they wish to leave to others on the flowers and seeds. 30 – 60 mins Ask the group to split into pairs and use Q and A to discover what the participant’s felt about the exercise, in relation to how they would use it. Encourage them to explore the advantages and disadvantages that the approach has, what target groups they could use it with and how they might go ahead and use it. 15 – 20 mins Exploration of Applying Digital Storytelling Techniques Introduce the different tools and mediums there are to tell a story digitally. Direct the participants to the Using Digital Tools stop on the underground map. Phone – to take photos, record video and audio Tablet - to take photos, record video and audio and to edit and share Stills Camera - to take photos and video Video Camera - to record, video and audio Computer – to store, edit and share using different social media platforms. In pairs discuss what tools and they would use, how they would use them and why. Pairs to report back to the group. 15 – 20 mins Hold a short discussion with the whole group about what they have discovered and how they might go onto use this approach in their future work. 15 – 20 mins Refer the participants to further reading and information. Outcomes: Participants will have explored this approach with a view of how they could use it in specific settings. Target Group This can be delivered to individuals or groups. This methodology is accessible to everyone no matter what level of education they are at. However, any participants who have additional needs, such as literacy must have support in place to be able tell their story. A needs assessment will indicate what support is needed. Further Background/references: https://dulwichcentre.com.au/the-tree-of-life/ https://dulwichcentre.com.au/wp- content/uploads/2014/01/tree-of-life-community-context.pdf https://positivepsychology.com/narrative-therapy/ Denborough, D. (2008). Collective narrative practice: Responding to individuals, groups, and communities who have experienced trauma. Adelaide: Dulwich Centre Publications. https://soundcloud.com/baatnpodcast/the-tree-of-life-episode- 21 https://dulwichcentre.com.au/wp- content/uploads/2014/01/tree-of-life-in-burma.pdf
Session 3 Harvesting Memories – Reminiscence Storytelling Introduction This approach uses Reminiscence Therapy to work with people to support the; celebration of lived experiences; fostering of a positive outlook; aid of cognitive functioning, mood and communication. Studies have shown that the use of Reminiscence Therapy with people who have dementia or Alzheimer's has improved both, cognitive function and quality of life factors, like happiness and mood — both of which appear to be positively influenced by the use of directed personal and autobiographical storytelling. This can also be a helpful approach to use when working with individuals who have depression and can also be used to great benefit in grief/bereavement counselling. Reminiscence Therapy involves discussing events and experiences from the past. It aims to evoke memories, stimulate mental activity and improve well-being. It is often assisted by props such as videos, pictures and objects. It can take place in a group or be done with a person on their own, when it often results in some form of life-story book being created. There is some evidence to show that the group work with people with dementia and Alzheimer’s has more benefit than one to one work. https://www.linkedsenior.com/blog/2012/01/cognitive- benefits-of-small-groups-with-dementia/ The main benefits to the individual are cited as follows: Empowerment Raised self-esteem Improved communication Stimulation and fun Enhanced mood Using Digital storytelling in this context means that the participants can have something to look back, like a memory book that will remind them of their; past life, their loved ones and precious personal memories. Aims: To explore this approach of reminiscence therapy in a digital storytelling context. Materials: Paper, pens. Mobile phones, tablets or video cameras, computers. A variety of different objects to use as stimuli. Duration: 3.15 – 3.5 hours Procedure: Start off with each participant introducing themselves and the reason they are there and what they want to discover. 5-10 mins Introduce the Approach Present the short introductory power-point (see resources) about the Reminiscence Storytelling approach, explaining where the approach comes from and how it’s been used. If you don’t have a computer then give out a handout for the participants to look at and go through it with them. Q and A about it. 15 mins Reminiscence Storytelling Exercises - Memory Joggers These exercises will help the participants to understand how powerful reminiscent storytelling is, and how stimuli can in trigger a number of emotions. It is useful for the participants to try this out to develop empathy. Ask the participants to choose one thing from a list of themes ask them to think about memories that they have that go with that theme. Pick a memory. Then share the memory with the group. For example – School – Prompt by giving examples - dinners, favourite teachers, friends. Pets - family pets, friends pet, etc. Holidays – family holidays, first holiday as an adult or adolescent. Toys – favourite toy, first toy. Sweets - (Chocolate, candy) - favourite sweets from your childhood. Music – what was the first record you ever bought and why? It can be helpful to give them some prompts to help them remember and they may want to close their eyes whilst doing this. Give them a couple of minutes to remember. While they are remembering. Ask them about what colours they see, what sounds they hear, are there are any smells, is in there anybody with them. (5 mins) Then go around the room and ask the participants to share their memory with the group. After they have shared their stories give out post it notes and ask them to write how they feel. Ask the participants to put the post-it notes on the wall. 30 - 40 mins Go through the post-it notes. Lead a short discussion around the feelings triggered by the memories in relation to the groups they will be working with. 10 mins Using Stimuli Put a number of objects on a table. The objects should have a sensory element to them; taste, feel, smell, visual images. For example; teddy bears, sweets, coffee beans, chocolate, fruit, garlic, photographs, records, wool, string, textiles, toothpaste, perfume, cough sweets, sparkly things, torches, matches, jewellery, etc. If you can old fashioned objects that will help. Ensure you have more than enough (more than one of each object) so each participant has a choice. Ask the participants to choose an object. Give out paper and pens. Ask the participants to sit with the object and write down why they chose the object. Why did it appeal to them? Ask them to get into pairs and tell each other about why they chose the object. Ask if the object evokes any memories? Go around the group finding out how the objects made them feel. Explain how stimuli can be used to help induce memories. 30-40 mins Explore the Approach Ask the group to split into pairs and ask them to discuss the approach, in relation to how they would use it in the setting where they work. Ask them to explore the advantages and disadvantages of the approach and how they might go ahead and use it. Put their thoughts down on a piece of flipchart paper ready to report back to the group. 20 mins Hold a short discussion with the whole group about what they have discovered and how they might go onto use this approach in their future work. 15 mins Exploration of Applying Digital Storytelling Techniques Introduce the different tools and mediums there are to tell a story digitally. Direct the participants to the Using Digital Tools stop on the underground map. Phone – to take photos, record video and audio Tablet - to take photos, record video and audio and to edit and share Stills Camera - to take photos and video Video Camera - to record, video and audio Computer – to store, edit and share using different social media platforms. In pairs discuss what tools they would use, how and why. Pairs to report back to the group. 15 - 20 mins Hold a short discussion with the whole group about what they have discovered about digital storytelling and how they might go onto use it in their future work. 15 mins Refer the participants to further reading and information and to the module called ‘Using Digital Tools.’ Outcomes: Participants will have explored using this approach with a view of how they could use it in their specific setting. Target Groups This methodology can be used with a number of specific groups;
- people with memory loss, such as people with dementia, head injuries, etc.
- people have who have depression
- people who are bereaved.
Session 4 Choosing Your Approach Introduction This session explores each approach in relation to using it with a specific group/setting. Aims: The participant will identify what approach or approaches are the most appropriate for them to use with their specific group and in a specific setting. Materials: Paper, Flipchart paper, pens. Mobile phones, tablets or computers and internet. Duration: 2.5 – 3 hours depending on the group size (3 is based on 12) Procedure: Start off with a short overview (sees power point in resources) of each of the approaches and methods ‘Community Reporting’, ‘Tree Of Life’ and ‘Harvesting Memories’. 5 – 10 mins Ask the group, to individually prepare a short presentation (10 mins) followed by a short Q and A on what approach/method they would use and why. Ask them to include the following.
- Who are the group or individuals they work with.
- The setting in which they work. (health and social care, community development, education, etc)
- The space in which they will work. (if they know)
- How long they have to work with them.
- What are the specific needs the group or individuals may have?
Stop 3 Storytelling for Well-being and Ethics Introduction: This stop allows a facilitator to explore and consider how best to deliver responsible and ethical practice in their chosen setting. It is important to recognise the ethical implications of digital storytelling and provide a safe space where participants can be assured of their emotional safety during the process and afterwards. This stop studies the ethics of Digital Storytelling for Well-being ensuring that facilitators are familiar with codes of practice and will be able to implement systems that support emotional safety for their participants and possibly for themselves. When working with groups and individuals’ facilitators may find that the participants reveal hidden ideas, beliefs, values and secrets that are extremely personal and maybe of a sensitive nature, so it is vitally important to practice responsibly and ensure that confidentiality is upheld. Creating a safe space where individuals can express themselves freely and openly is vital. Objectives: To consider the implications of storytelling for well-being. To become aware of best practice. Time: 2 hours Preparation A thorough needs assessment should be conducted before delivering the sessions. Collection of resources. A session plan that include timings. Making the space comfortable and accessible. Facilitation Style The facilitation style should be relaxed, informal and personal. The participants must feel comfortable in the space. Learning Check/ Evaluation This training is for participants who have a good level of literacy. Any participants who have additional needs must have support to be able to take part. Session 1 Using the stories - Consent, confidentiality and emotional safety. Aims: To identify and recognise the ethics of digital storytelling. To explore methods to ensure confidentiality and consent are practiced. Resources: Paper, Flipchart paper, pens. Mobile phones, tablets or computers and internet. Duration: 2 hours Procedure Start off with each participant introducing themselves and the reason they are there and what they want to discover. 5-10 mins Deliver a Q and A. Ask the group what they think ethical storytelling is? List their answers on board, computer or flipchart. 5-10 mins Split the group into small groups. Give each group the following areas – Consent and ownership Emotional safety and confidentiality Safeguarding Ask the group to discuss the area in relation to ethics and digital storytelling and identify what systems they could put in place to ensure that they can implement responsible and ethical practice. Ask them to consider these questions -
- Whose story is it? - How can they ensure that the participant has full ownership of their story?
- How may the person feel when telling their story?
- How can they support their participants and their own well - being during the process?
- Who will watch the story?
- Where will the story be shown and what are the implications of this?
- What can you do to create trust?
- Are the legal implications? (consent)
- How can the organisation you work with support you?
- If you are freelance how can you protect yourself?
- What methods, techniques, paperwork (risk assessments, consent forms, disclosure procedures and paperwork) can be put in place to protect the participant and yourself?
Session 2 Prepared community group setting scenarios..pdfnullGoogle Docs
Session 2 - The Tree of Life Approach.pdfnullGoogle Docs
Session 1 An example of a needs assessment form for individuals and groups.pdf
Session 1 and session 4 - Choosing An Approach.pdfnullGoogle Docs
Session 3 - Harvesting Memories.pdfnullGoogle Docs
Digital Storytelling for Well-being Training Frame Trained skills and aims: Digital Storytelling for Well-being training is centred around the therapeutic qualities of personal storytelling of the lived experience, assisting in an individual’s own personal health and well-being and improving, developing and supporting the following. Personal skills: Self-confidence Catharsis Social and emotional literacy Cognitive development - new perspectives and insight about oneself and others Compassion - Memory Communication skills: Confidence in speaking Sequencing Listening Empathy This training module is for facilitators/practitioners from various settings, such as health and social care, community development, informal education, etc who want to use digital storytelling in their work with groups and /or individuals. Target groups: The groups/individuals who may have find Digital Storytelling for Well- being beneficial are:- Groups who have a shared experience/issue. Older people who have dementia or Alzheimer’s. Children and young people exploring empathy. Children with emotional and behavioural issues. Adults undergoing counselling. Room: A medium sized room (The room size will depend on the number of participants) with tables and chairs, internet access and data projector would be an advantage but not essential. These practices could also be delivered online. Materials: Laptop, tablet or mobile phone, computers and internet connection. Flipchart paper, Pens. Duration: 13 hours This could be delivered over 2 days or short sessions over a number of days. Narrative Guideline/ Procedures during facilitating the line This training is for facilitators who wish to explore different methods and approaches to use to support individuals and groups, aiming to encourage individuals to tell a personal story from a lived experience to enhance their well-being. These approaches and methods can be used to support people with specific mental health issues such as depression, people with dementia, and it can also be used to empower individuals own personal development. Other considerations or limitations (e.g. ethical, pre-conditions of learner etc.) The specific issues that will need to be considered are ones of support. Some of the content that individuals may disclose may be of a sensitive nature so it will important to ensure that a support system is in place; before starting the workshops, during the workshop and post workshops. The support may come in the form of support workers, other key workers, or from a separate agency that can offer a relevant service. The support system should also offer support for the facilitators.
Session 1 Communuty Reporting Methodology light.pdfnullGoogle Docs
Session 2 Risk Assessment.pdfnullGoogle Docs
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Training Excercises
Additional materials
Training Overview
TOP 1 INTRODUCTION -GETTING READY FOR STORYTELLING Introduction: This stop will help the participant to understand the potential of storytelling and reflect on the main reasons to use storytelling as a tool. What are the different purposes of telling a story? How can we categorize stories? Why is it important to set a goal? Participants will use a hands-on approach where they will reflect on their own role in the story, putting into practice all the elements of storytelling that are presented along with the exercises. Objectives:
- Defining focus for telling the stories
- Finding the stories focus by listening to and defining the genre and the style of communication
- The stories you tell – Your story´s aim/ which emotion will it leave your audience with or motivation to take an action?
- Background for storytelling
- Basic building blocks for storytelling
- Ethics, trust & credibility - a guide to defining the rules for storytelling
- Links to sites on storytelling for personal and community story- work.
- To feel alive (they stimulate our senses and emotions)
- To be a part of a community (Help us define our identity)
- To learn from our mistakes (to not be eaten by the sable tooth tiger)
- If we care – we want to share
- To motivate, engage and affect others
- To make data and facts easier to obtain and use
- Which stories do you enjoy listening to?
- What are the stories about?
- Which stories do you wish to share with others?
- What do you think of how your stories will leave your listeners?
- Are they filled with joyful sensations, contemplative or some other sensation?
- ”ME” STORIES - WHY IS TELLING STORIES IMPORTANT TO YOU? PERSONAL STORIES Your story, your view of the world. your values? Why you? What difference do you make? Why are you unique?
- ” WE” STORIES build a relationship - WHAT THEMES DO YOU COVER? UNIFYING STORIES What are you part of? What do you and others relate to? What makes a difference to you? What are you passionate about? What changes do you wish for?
- ” WHAT” STORIES - WHAT FACTS ARE NEEDED = CREDIBIILITY - CONTENT STORIES
- Have a good story to tell… one that awakens feelings/ sharpens the listeners senses/ asks questions/ talks about problems and offers a solution to them.
- Sharing your passion will show why you are unique.
- Create clear pictures – as steppingstones from start, to middle to end.
- Drive your story forward with action words. Speak to the listeners senses by painting with many colors through your voice and phrases.
- Practice your story – Be dynamic – rich in nuance – like music
- Share the story – learn from telling it – adapt and enjoy!
STOP 2 TELL A STORY Introduction: This stop will introduce initial understanding of storytelling, defining the goal and the main elements of the story is the key when creating a successful storytelling performance. Determining the intention or purpose of the story or message is an important first step in crafting the message. Objectives:
- Goal setting
- Clarifying different elements of story
- Realizing the aims of storytelling in a non-formal educational context
- How the aims and elements influence the story crafting
- Capacity to concentrate and pay attention to details
- Critical thinking
- Dealing with fears
- Capacity of acceptance
- Let go of own prejudices
- Connecting
- Tone of voice accounts for 38%
- Body Language accounts for 55%
- Tell the story of a travel adventure starting with the initial idea and reason for which you went off on a trip.
- Tell the story of a graduation, tracing its history back to the time you choose the program that became the core stone for your career.
STOP 3 UNDERSTAND NARRATIVES Introduction: This stop will demonstrate how everyday personal stories are most often about retelling experiences from one's own everyday life. This simple and undemanding form of attachment does not require much imagination, but still contributes to the development of storytelling competencies, the ability to structure the story and listen. When talking about personal experiences, the storyteller learns how to describe those experiences, but also how to express the emotions involved. Personal stories strengthen competencies important in communication, such as being able to listen carefully, ask questions, and connect with each other's words and imagery. It should be added that this "personal storytelling" helps develop important social aspects of empathy and mutual understanding. Personal / narrative stories - the author of stories about their personal experiences concerning important events in their lives, can be emotionally charged and personally significant. If you have strong feelings about an event or person in your life, you will probably write a strong script. These stories are personal if you tell them in your own voice and they reveal personal discoveries and say something personal about the author. The story (meaning) is expressed through the narrative and is visually supported by verbal imagery. It is very important that the storyteller and the stories they choose to tell are at a stage, where they are ready to told. They must not be private any longer, but have been told in a safe forum, so that they can be shared with others in a more interpersonal format - in this way they will be lifted up to become a common experience. Objectives: Time: Preparation: Facilitation style: Learning Check/Evaluation: Session activity 3.1 FROM PERSONAL TO COLLECTIVE STORYTELLLING Aims: The aim of this session is to practice how to formulate a collective story from personal experiences. By this, participants will gain a first contact with the different elements of collective storytelling. It will raise awareness of our interconnexion, and how our knowledge, experience and identities are related and can be shared. Materials: Paper, colour pencils Duration: 20-30 min. Procedure: Working in groups of 5 to create the “exquisite face” A. Divide the paper in 5 sections (one for hair, eyes, nose, lips, and neck).
- The first participant starts the drawing, leaving two lines visible for the next participant.
- Pass the paper to the right making sure that the previous drawing is well covered. Repeat action until every participant contributes to the drawing.
- Open the paper and see the result. Add new details in order to give more identity to the character (pendants, hats, environment, clothes, etc.)
- What can you remember from your pre- school childhood?
- Who else lived in your family?
- How was your relation to other family members, including your siblings?
- Did you have any favorite toy?
- At what age did you go to school?
- Tell about your school life – teachers, who was your best friend?
- What was your favorite topic in school?
- Tell about your religious education (values for children, Sunday schools, ceremonies, your own attitude to religion at that time)
- Any social or political ideas you remember from your childhood?
- What kind of games did you play and what kind of fairy tales did you hear?
- Did you have duties at home like washing up, taking care of your brothers and sisters?
- Did you have jobs with income (if you did – what kind?)
- Other aspects of your childhood not mentioned?
- What was especially good about your childhood?
- If you could have changed anything, what would that be? Lastly, participants will talk about their adult life, as well as their dreams and expectations for the future, and repeat the steps from the previous two exercises. Life Stories III: Your Adult Life, Dreams and Expectations for the Future (45 minutes) Try to answer the following questions:
- Mention some of the most important events which have occurred in your adult life. (the past)
- Tell about how you think your life would be in 10 years from now? (future)
- Which kind of job do you think you will have? Would you work hard for a professional career? Do you want to be a leader in your field? Do you see yourself working in the private, public or NGO sector?
- How do you see/imagine your family look like?
- To which extent do you think you will live your life outside the area where you were born? Will you live in a city or in a smaller town or maybe in the countryside? To which extent do you want to live an international life – live outside your own country; have many international friends; travel a lot?
- Irrespective of where you wish to live, would you/your family live an individual-oriented life/lifestyle or try to live in a community with close contacts with other people?
- Mention some ideas/philosophical approaches/religions which would be important for you/your family as a guide to life? Debriefing of Life Stories- ask participants following questions (45 min):
- What do you learn by doing the life stories exercise?
- Which competencies are strengthened by your participation?
- Which reflections are stimulated as a result of your participation?
- Discuss whether the life stories exercise contributes more to” Better understanding of self” as opposed to” Better understanding of others”
- What are the limitations or challenges in using life stories to develop inter-cultural competencies?
Understand my Audience - Empathy Interviews Introduction: The empathy interview is an approach designed to find out as much as possible about a person’s experience as a “user” of a space, a process, an objective or an environment. It helps to understand the choices that people make and the reasons why they make them. By entering and understanding another person’s thoughts, feelings, and motivations, the interviewer can understand the choices that person makes, understand their behavioural traits, and identify their needs. This helps in a second step to innovate, and create products or services that are suiting the best that person. The empathy interview is therefore the first element of the design thinking method. Through ethnographic research techniques like In-Depth Interviews (IDI) or through storytelling we can learn how different target groups/customers feel about the problem we are trying to solve and how they might fix it if they could. The main elements of the empathy interview are as follows:
- Ask open ended questions rather than questions that lead to yes / no answers.
- Avoid asking leading questions e.g. do you think it is important to install alarm?
- Be prepared for the interview and prepare that the interview conversation might require you to take side jumps.
- Challenge the assumptions you hold by directly asking the customer.
- Make sure to write down exactly what the person says, not what you think they might mean.
- Be sure to observe the person’s behaviour, intonations, pauses and interaction with the surrounding and see what you can learn from the context. If granted permission from the customer, also take some snapshots. Empathy interview is a tool based on storytelling because:
- It helps to listen the real experiences of people
- The open questions let them tell their concrete activities and experiences but also their thoughts, feelings (conscious and unconscious spheres of the reality)
- For understanding their needs, we have to go beyond the simple words and understand the real challenges
- the context: the role of this method within the design thinking method and beyond; the storytelling approach; the main elements and principles
- the method: in a practical learning session teaching people how to create empathy interviews in online and/or offline context.
- Empathy map: the course provides finally a tool for analysing the empathy interviews.
- creating a ppt presentation, with good examples of empathy interviews;
- identifying a good topic/challenge for simulating the empathy interviews during the practical course of the training;
- brining post-its and other materials;
- creation of a big table containing the empathy map to be used at a common session.
- preparing an online board, for instance MIRO, if the training is online. Trainees:
- thinking about their target groups’ needs
- bringing a phone or tablet
- Obtain the handout and the instructions
- Based on the proposal of the trainer, they make common agreement about the main topic of the needs assessment simulation (for instance: the needs of the people in a neighbourhood for reforming the parking system etc:)
- Is the method useful for the professional and eventually the personal life of the participants?
- Do they have an idea how they might use the method?
Stop Ethics in Collective Storytelling Introduction: When we are curating stories it is important to think about the ethical considerations behind your activities. In doing so you can ensure that you are operating within both a legal and value-based framework. To do this, think about the key topics and questions below, and use your answers to create yourself a Best Practice Guide (a template for this is included) or a simple list of Do’s and Don’ts. The exercise is based on the curriculum developed in the frame of the Our Voices project. Objectives: Topics to be tackled during the session are: Storyteller Permissions What permissions and consent do we need to use stories within the collective story processes, why is it importantand how do we do this? Top tip: Think about the different ways of gathering and finding stories, and the people/groups /organisations who provide them when answering this question. Story Authenticity When curating a collection of stories, it’s important to ensure that the process accurately represents each story that is a part of it – what do you think about this statement and how does that impact on the storytelling process? Top tip: Think about the different ways that people curate stories (e.g., on news, in short documentaries, as blog posts etc.) and also about how you might approach story curation and whatyou might want to produce.) Purpose Why do we want to use the stories and how will this curation be used? What forms and usages of wouldwe advocate and what may we want to avoid? Top tip: Think about the different ways people might use the curated stories and any potential impact on the people, groups or organisations who provided the stories) Mobilising Content When we connect content to people, groups and organisations in a position to use the knowledge within it to make positive change for communities, there are many techniques and channels could use – which of these do you think are appropriate and inappropriate for the context in with you are working and why? Top tip: Think about the context in which the curated content is received such as on social media or ina closed meeting, and the potential implications of this. Aim: To support participants to understand basic elements of curation ethics. Learning Outcomes: Identify key elements of the underpinning ethical considerations around curation. Time: 2 – 3 hours Preparation Please collect a set of stories and print out the best-practice- guideline for all participants. Facilitation Style The facilitator should ensure that there is safe space, the participants should be encouraged to reflect their thoughts without being judged. The facilitator should be rather a mediator/moderator and give the participants space to express themselves. Learning Check/ Evaluation Each participant created an good practice ethical guide. Session activity 1.1 The Stolen Story Aims: The participants will start to reflect on their responsibilities and the various perspectives and considerations needed, when working with a collection of stories. Materials: The Stolen Story task sheet Flipchart or A3 paper and pens Duration: 45-60 Minutes Procedure:
- Explain to participants that it is important that we treat people andtheir stories fairly.
- Either as a whole group or in small groups, work with participantsto devise a short story about a person who has had their story stolen. You could use The Stolen Story task sheet to help you withthis or transfer its content to A3 paper/flipchart or presentation slides.
- Review the story/stories with the group and at key point ask:
- How did the protagonist (Katie) feel and how would youfeel?
- What was wrong about the actions of the antagonist(Julian) and what could he have done better?
- Summarise the key answers to these questions on flipchart andreview as a whole group.
- Write the following questions onto pieces of flipchart:
- Storytellers – Who have told the stories and how have they shared the stories? What permission do we haveto use them?
- Authenticity – How can we maintain the individual people’s voices and ideas when we are presentingstories and their findings as a collection?
- Purpose – Why have we gathered these stories and how to we intend to use them?
- Sharing – How do we plan to share our stories and theirfindings? How might this affect the original storytellers?
- Split the participants into four groups and allocate them one ofthe pieces of flipchart.
- Support participants to add answers to the flipchart
- Rotate groups to another flipchart after 5 – 10 minutes.
- Facilitate a group review of the flipcharts and use these ideasto co-create a best practice guidelines using the task sheet provided. You could also summarise this on a projected version or on a piece of flipchart.
Stop Finding your Narrative Introduction: In finding your narrative, the particpants will learn basic principles on discourse analysis and critical thinking, which will help them to understand narratives around them and in this way to construct their own. The stop can be followed up with pre-produced text or can be chosen as a starting point to create a new narrative. It can be really good combined with the excercises from the stop „collective vs. Personal storytelling”. The methodolgy for this stop is based and further developed from the Erasmus+ Partnership „Our Voices”. In order to analyse stories in a systematic way in order to produce a set of research findings you must have a methodological approach in place. The Our Voices project has develop a methodology that can be applied across a range of digital stories and is part of the wider field of study of discourse analysis. Discourse refers to written or spoken communications. The field of discourse analysis has emerged as means of understanding these communications – either at an individual level (i.e. a specific speech) or at a collective level (i.e. a group of speeches). Layers of Analysis
- TEXTUAL LAYER (What is said in the story?) This layer is a description of the content of the story. It is concerned with words (i.e. work), signals (i.e. pointing at an object) and key units of informational content (i.e. a sentence) in the story. Looking at stories through a textual lens will ascertain ‘what’ the storyteller is talking about. At a basic level, this can be understood as topic. Through analysing sets of stories in this way, we can begin to identify generalisation and norms (i.e. in general, the storytellers spoke about work when discussing their lives).
- COMPOSITION LAYER (How is the content is expressed in the story?) This layer is an explanation of the content of the story. It is concerned about the way in which words, signals and key units are structured within the story and their relationships with one another (i.e. a change in the tone of the storyteller’s voice when talking about a specific topic). Looking at stories through this lens allows us to better understand the ways in which people are talking about the topics in their stories. It can give us an insight into the relationship between topics (i.e. how work impacts on family life and vice versa) or how people feel about certain topics via the inferences they make (i.e. facial expressions etc.)
- HERMENEUTIC LAYER (Why is the storyteller expressing themselves in this way?)
- Content Analysis: Objective, systematic and/or quantitative analysis of the content of the story (i.e. how many times certain words are used).
- Thematic Analysis: Grouping or categorising of key content from stories across themes/topics. These can be pre-determined or emergent from the stories. (i.e. employment, family, housing, social life).
- Structural Analysis: Analysis of the different parts of the story (e.g. words, codes, composition) and the relationships between them that give it meaning. (i.e. pauses/hesitations between sentences, voice tone).
- Critical Analysis: Exploration of the social, political, cultural and historical context of the discourse through the lens of positions of power (i.e. a young female’s experience of work in a male dominated industry).
- Discourse Analysis Task Sheet: For each story that you include in a piece of story curation you should complete one of these sheets.
- Key Findings Task Sheet: When you have analysed each individual story, you should look use the completed task sheets to produce a summative set of findings. The Key Findings task sheet will help you to do this.
- Divide the groups in 2-4 similar sized groups and provide each of them wit a set of 4-6 stories.
- Tell each group to analysis every story on their own with the discourse analysis worksheet.
- When this is done, call in a general round a let the group reflect on the overall findings and experiences.
- Break the group down again to the work groups, let them now summarise all the stories in the key findings worksheet.
- In the big group discuss the results. The facilitator prepares a paper/space with the words: Keywords, Topics, Themes, Contextualisation and Key Findings
- Collect now the results of each groups for each of the categories and post their answers on the paper. Start with Topics, move through the other until Contextualisation. Each group can either report or directly put their results on the board.
- At key findings let the group review the posts. Give them 3-5 minutes to explore the answers. Now let the group come up with their key findings of all stories.
- The facilitator will highlight that now the overall narration is visible.
Stop 15 Peer Review Introduction: In this unit the participants, with the support of the facilitator, will review the stories presented (in the previous session), in order to recognize the main parts of the stories and to focus on specific objectives and issues/problems. Each participant will analyse the story of another participants and will highlight the main part (as defined in the previous session: introduction, problem, how I faced the problem or how I intend to face it, conclusion), and give to the authors of the story its point of views and its suggestion. Objectives: This session will be built on the previous exercise (create your own story). This session will be extremely important, because it will give the opportunity to the participants to discuss, experiment, adapt and reflect on their stories. The objective of the session is to improve the ability of the participants the reflect on the stories and on the lesson learned in the previous session and to improve the quality of their work. This session will also help to build a share cognitive framework (common understanding) and share good practices. Time: Preparation The facilitator will prepare is own review on the participants stories, that will be presented to each one of them individually at the end of the session. Facilitation Style On the basis of the findings of its review, the facilitator will identify the main common issues of all the participants’ stories, and will lead the peer review discussion trying to address the identified issues. Learning Check/ Evaluation An evaluation on the quality of the participants’ stories will take place after the editing of the stories according to the peer and the facilitator suggestions. Session activity 1.1 Common peer review Aims: The learners will review and reflect on the stories presented by the participants in the previous session. The peer – review will be discussed and shared in the following session activity (15.2 – Plenary session) Materials: Laptop, projector, pen and notebook. Duration: Procedure: The facilitator will provide a peer-review sheet to the participants, where will be asked to them to write down their impression and their suggestion on the work of the other participants. The peer-review sheet and how to fill in it will be briefly introduced by the facilitator. Once this is done, the facilitator will ask to the participants to play or present their stories once again, in order to give time to the other learners to fill in the sheet. In this way all the participants will be able to get some feedbacks from all the others participants. For each story will be given to the participants xxx min. to write down few notes and fill in the sheet. paper cards and marker to the participants. The participants will be asked to write down: The skills you would like to improve the most The topic you would like to address most A change they would like to have at the last day of the training The facilitator will provide either a flipchart or a movable wall, where the three categories are mentioned. The participants have 15 minutes to think about it and to put the cards on the wall/chart. In a group discussion, the facilitator will react to the answers and re-group the cards according to topics addressed or not addressed and regarding if there are general thoughts or specific demands. The peer-review sheets will be anonymous and will be recollected at the end of this session. Outcomes: The whole group is able to reflect about the stories, their structures and their effect. The peer-review sheets will help the learners and the participant to understand the strength and the weakness regarding the digital storytelling. Evaluation/ Learn Check: Further Background/references: Session activity 1.2 Plenary session Aims: The participants will discuss the main concepts and elements of the digital storytelling and the main findings of the previous session will be shared with them. Materials: 1 poster each participant Duration: Procedure: The facilitator will prepare 1 poster for each participants’ story, dived in two parts (main critiques and lesson learned), where she/he will write all the info and inputs obtained by the peer-review sheet. The posters will be presented and a plenary discussion, guided by the facilitator, will be open. At the end of the plenary session, a best practice document, listing a series of common suggestion applicable to all, will be drafted. Outcomes: An Handbook with a set of peer-reviewed recommendation on how to apply the lesson learned in the previous sessions. Evaluation/ Learn Check: The list of recommendations is accepted by all participants. Every learner has a solid understanding on how to apply the learned curriculum in their own job. Further Background/references: EFLECT ON YOUR STORIES What is needed? Previous work about creating stories. Every participant needs to have his own story. What are we going to do? The learners will review and reflect on the stories presented by the participants in the previous session Procedure 1. The group facilitator will provide a peer-review sheet to the participants, where will be asked to them to write down their impression and their suggestion on the work of the other participants. The peer-review sheet and how to fill in it will be briefly introduced by the facilitator. Once this is done, the facilitator will ask the participants to play or present their stories once again, in order to give time to the other learners to fill in the sheet. In this way, all the participants will be able to get some feedback from all the other participants. For each story will be given to the participants xxx min. to write down a few notes and fill in the sheet. Paper cards and the marker will be distributed to the participants. 2. The participants will be asked to write down: a.) The skills you would like to improve the most b.) The topic you would like to address most c.) A change they would like to have at the last day of the training The facilitator will provide either a flipchart or a movable wall, where the three categories are mentioned. The participants have 15 minutes to think about it and to put the cards on the wall/chart. In a group discussion, the facilitator will react to the answers and re-group the cards according to topics addressed or not addressed and regarding if there are general thoughts or specific demands. The peer-review sheets will be anonymous and will be recollected at the end of this session.
Stop 16 Co-curation and community outreach Introduction: This session could be seen as an “on the field training”: the participants will be divided in 3/4 groups (depending on the number of participants) of 3/4 members each. Each group will have to perform interviews to specific vulnerable groups (identified by the facilitator/project management) and then will analyse them and identify the main issues and problems that they will want to share and communicate through the digital community story (next session). Objectives:
- Learning how to conduct personal or group interviews (unstructured interview and focus group)
- Learning how to identify the most important information (“making sense”)
- Facilitator’s presentation
- Work in Groups
- have an understanding of the principles on thematic interview analysis,
- understand the key stages in the analytical process,
- have gained practical experience of coding, categorising and conceptualising qualitative interview
top 17 Create Social Change Introduction: Digital storytelling has contributed in many forms to social change movements. It encourages deep listening, and contemplative awareness. By utilizing audiovisuals, digital storytelling has shown potential to spark positive change as audiences are moved by stories they see and listen to. Digital storytelling asks people to take action and move away from a specific status; it channels new approaches for problem-solving that leads to societal change. Objectives: This session develops skills for using stories to deliver messages that affect audiences and shape attitudes for social change. Participants will learn how to build empathy and developing characters can offer multiple perspectives on complex problems. Social change happens when listeners or viewers identify with messages delivered through a protagonist they identify with. The idea behind this session, and based of the infos obtained and the skills gained in the previous sessions, is to improve the participants’ knowledge on how to create an efficient digital story able to raise awareness about significant social issues. In particular the main objectives of the session will be:
- Gaining digital tools skills on community digital storytelling
- Introducing participant to co-curation digital storytelling.
- Developing participants’ advocacy and presentation skills
- Who do you want to reach? What do you think is their current belief system?
- What change do you want to incite with this audience? Is it a change in attitude, behaviour, understanding?
- What character(s) can help you to create empathy in that audience? Please be descriptive of who this person is and what motivates them.
- How will you develop your character(s) to tell your story?
- What happens in your story?
- Who are the characters? Describe the perspectives your characters take and how they develop.
- Describe the structure of your story. Does your story have a beginning, middle, and end? Is it circular?
- Who is your audience?
- How does your story create empathy with that audience?
- How does your story promote social change?
https://drive.google.com/file/d/1iT11O_ovUph8d4C6ZPVszUhZo8St_bHq/view?usp=sharing Eurospectives Worksheet coolective Storytelling.pdfnullGoogle Docs
Session 1 An example of a needs assessment form for individuals and groups.pdf
https://www.youtube.com/watch?v=vGJ3KEuwSTg
https://www.youtube.com/watch?v=7Vc5bgyAXSU
Stop 1 Personal vs. Collective Storytelling Introduction: The stop is focusing on the advantages and specifications of a collective storytelling style. The stop should help learners to decide if they would love to work on a collective narrative or rather proceed with a personal storytelling. The stop works mainly with the methodology of public narratives. The practice was developed by Marshall Ganz—a Harvard professor—and used as a template by the Obama campaign. Public Narrative brings three stories together into one. A story of self. A story of self is a personal story that highlight, why somone is doing or why someone is at a specifci moment. It reflects for example on experiences that got someone involved in a given cause or situation. The story of self showcase the personal values but also present a specific challenge the teller faced, the choice they made about how to deal with the challenge, and the outcome they experienced. A story of us. A story of us is a collective story that illustrates the shared vision of a community. As with the story of self, the story of us focuses on a collective challenge. The story of us, tells how the community collectively responded to the challenge and provides insights into the process. Regarding to Ganz, the story of us is inclusive and invites other people to be part of the community. A story of now. A story of now is about the challenge the community is facing right now, talks about the choices it must make, and the vision to which the ‘we’ can aspire.The story of now invites people to join and taking hopeful action on the pressing challenge. Public Narrative links these three stories together into one. Each person has her own Public Narrative; the story of self is unique, and the stories of us and now are similar to others in a community. Though one might express it in an personal way. Still, the narratives can be linked and help to conenct individual stories of you to the bigger story of us A Public Narrative may change over time. It evolves and follows the social change created. Thus, the Public Narrative will never be a finalised scriptm but rather has to ge understood as an ever changing sotry, that will change allover, depedning on the combination of the three stories, but always reflect a community. Personal Narrative (story of me) or Public Narrative (stor9y of us Teaching this mehtod will help learners to reflect on all three stories. It will help them to understand if and how to link a personal story to the broader narrative. It will provide the learners to make an infomred decission, if the personal or collective storytelling is the path to continue to develop the story or skills. Objectives: The objective of the stop is to provide the learners with an overview on the methodology of Public Narrative, to let them reflect and draft the story of me, the story of us and the story of now, to link them and critical review if the collective storytelling path is the right vehicle for the individual learner. At the same time, the learners will either learn or create a community narrative, gaining critical thinking skills, which will the learners to navigate the current media and social media sphere to make more informed choices. The methodology will help to empower learners and motivate them to become more involved in their community. Participants spend time composing their own story of self then share it with others to get questions and feedback meant to zero in on the challenge, the choice, and the outcome in their stories. Storytellers may be asked questions such as what made their challenge a challenge or where they got the strength to make the choice they did. Other participants may give feedback, such as what images they found most vivid, what moments moved them, and how they understood the storyteller’s values. Once group members have heard one another’s stories of self, they are in a position to start creating a story of us and a story of now—using a similar process of individual writing, followed by group sharing and feedback. Time: 6-4 hours Preparation Educators should make themselves acquainted with the communities of the learners. It will help to navigate the sessions and create a better understanding of the needs. Still the facilitator should rather follow the learners and shall free themselves from pre- assumptions. Facilitation Style The facilitators will have to give input at the beginning but should understand their role rather as moderator during the process. As it is advised to let the group first work individual and then in smaller groups, the facilitator has to mentor. Ideally the facilitation would be done by two persons. In the reflection phase, facilitation and moderation is needed, but the educators should as well help to synergise the ideas of the participants and help them to make individually decisions on how to continue with their narration. Target groups. Learning Check/ Evaluation The method is suitable for any audience facing the decision to either create actives storytelling for social change or personal storytelling. Benchmarks are:
- Can learners identify the differences between the three stories
- Can links be made
- Didi t help the learners to decide how to proceed in their story creation process
- A story of self: why you were called to what you have been called to.
- A story of us: what your constituency, community, organization has been called to its shared purposes, goals, vision.
- A story of now: the challenge this community now faces, the choices it must make, and the hope to which “we” can aspire.
- The stories of Self should be shared – they either can be put on different corners of the workshop room or shared on a digital device such as miro or flinga.
- The facilitator is providing everyone with post-it marks, they will receive the task to read or look through the stories and put key thoughts/words on the post -it, which they put close next to the stories.
- The facilitator will hand out the worksheet STORIES OF US and divide the group in smaller groups of 4-6. Now the participants have time to identify the values and experiences the storyteller share and the things that could move everyone towards the theme of the training. While the first task is based on the stories collected, the second question should be answered “fictional” by the group.
- After all groups fulfilled the task, the stories of “us” are shared in the bigger group. If appropriate the single stories of “us” can be combined to a bigger story of “us” of the whole training group. A Good lead question could be: How would you define the “us” whom you hope to call upon to join you in your public narrative? Please describe it in a single sentence if you can.
https://www.youtube.com/watch?v=n8b2A7ThU4Y
https://drive.google.com/file/d/1dzFXtJuW5I4-w58jZXPJ8JbfnrZxac_r/view?usp=sharing Ethics BEST PRACTICE GUIDE.pdfnullGoogle Docs https://crnonline.de/result/our-voices-digital-curator- training-programme/
Stop 18 Measure the impact Introduction: Solutions in the social space should be participatory, inclusive and sustainable, to implement successful projects, which change the status quo for the better. In recent years, digital storytelling has emerged as a popular and important strategy for capturing and communicating the results of a program or organizational impact to various audiences. Stories have the power to uncover the social nature of a certain problem and can help formulate actions to solve those problems. Measuring the impact is not a novel idea however with the growth of the use of data in storytelling we are seeing more attempts to measure the impact of data and the stories on civics. This session is intended to be the final session of the module where the participants, building on the results and learning developed in the previous session, will improve their knowledge on how to use the methods and tools gained in order to evaluate projects and programmes. In fact, storytelling has become such a useful tool in program evaluation: it accommodates diverse voices and perspectives, while making the most of the particular resources and ways of learning readily available in your program. Unlike a traditional evaluation approach that is imposed from outside, the storytelling approach emerges organically from within your own organization, projects and participants. Objectives:
- integrating the skills and knowledge gained in the previous session with new skills related to evaluation and “make sense” of the story
- Provide a practical introduction to community based, participatory Monitoring and Evaluation (M&E)
- Present methods, tools and techniques to gather, analyse and report data
- Deliberate on ways to develop stories which drive social change
- What is the situation? (Context)
- Who are the stakeholders?
- Who are the story listeners? (Audience)
- Aim of the story (Aim and narrative)
- Who are the storytellers? (Individual, group)
- How will you prepare the story?
- Where will you share the story?
Stop 3 Storytelling for Well-being and Ethics Introduction: This stop allows a facilitator to explore and consider how best to deliver responsible and ethical practice in their chosen setting. It is important to recognise the ethical implications of digital storytelling and provide a safe space where participants can be assured of their emotional safety during the process and afterwards. This stop studies the ethics of Digital Storytelling for Well-being ensuring that facilitators are familiar with codes of practice and will be able to implement systems that support emotional safety for their participants and possibly for themselves. When working with groups and individuals’ facilitators may find that the participants reveal hidden ideas, beliefs, values and secrets that are extremely personal and maybe of a sensitive nature, so it is vitally important to practice responsibly and ensure that confidentiality is upheld. Creating a safe space where individuals can express themselves freely and openly is vital. Objectives: To consider the implications of storytelling for well-being. To become aware of best practice. Time: 2 hours Preparation A thorough needs assessment should be conducted before delivering the sessions. Collection of resources. A session plan that include timings. Making the space comfortable and accessible. Facilitation Style The facilitation style should be relaxed, informal and personal. The participants must feel comfortable in the space. Learning Check/ Evaluation This training is for participants who have a good level of literacy. Any participants who have additional needs must have support to be able to take part. Session 1 Using the stories - Consent, confidentiality and emotional safety. Aims: To identify and recognise the ethics of digital storytelling. To explore methods to ensure confidentiality and consent are practiced. Resources: Paper, Flipchart paper, pens. Mobile phones, tablets or computers and internet. Duration: 2 hours Procedure Start off with each participant introducing themselves and the reason they are there and what they want to discover. 5-10 mins Deliver a Q and A. Ask the group what they think ethical storytelling is? List their answers on board, computer or flipchart. 5-10 mins Split the group into small groups. Give each group the following areas – Consent and ownership Emotional safety and confidentiality Safeguarding Ask the group to discuss the area in relation to ethics and digital storytelling and identify what systems they could put in place to ensure that they can implement responsible and ethical practice. Ask them to consider these questions -
- Whose story is it? - How can they ensure that the participant has full ownership of their story?
- How may the person feel when telling their story?
- How can they support their participants and their own well - being during the process?
- Who will watch the story?
- Where will the story be shown and what are the implications of this?
- What can you do to create trust?
- Are the legal implications? (consent)
- How can the organisation you work with support you?
- If you are freelance how can you protect yourself?
- What methods, techniques, paperwork (risk assessments, consent forms, disclosure procedures and paperwork) can be put in place to protect the participant and yourself?
https://drive.google.com/file/d/1WfUO9JCMgGlqSfH5ThQNHAyMS2RV8mGf/view?usp=sharing Eurospectives Understanding Narraitves Handout.pdfnullGoogle Docs
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Training Excercises
Training Overview
Additional materials
Stop 1 THE IDEA Introduction: This stop focuses on team building strategies and dynamics to identify students’ / participants previous ideas and promote new ideas which will be essential as a starting point of the process of storytelling Objectives:
- To make participants welcome in a common project
- To offer opportunities for everyone to share their ideas.
- To set up the dynamics to ease decision making.
- Mobilize students' / participants’ previous ideas on the topic shown as an example.
- Share ideas and knowledge in an environment of active
- To accept and take responsibility for mistakes and decisions taken.
- To value diversity and heterogeneity positively as team wealth factors for good performance.
- To manage conflicts optimally.
- To empower team members.
- To apply guidelines to encourage enthusiasm in teamwork.
- To train self-motivation techniques.
Stop 2 COOKING MY IDEA Introduction: This stop allows students/ participants to build rapport with the target audience. This will give them the opportunity to modify their former attitudes connecting them with the emotions and values of others in the topic given. Objectives:
- To familiarize students / participants with the needs, strengths and background of those who play a main role in the story
- To elaborate a message of “call-to-action” that will inspire a response on audience
- Set of profile worksheets or cards. The profile/roles worksheets will gather general features
- Set of empathy maps and post-it notes
- What are the emotional elements used (voice, body language)?
- What do you feel after watching?
- What is the impact?
Stop 3 SHAPING MY IDEA Introduction This stop supports participants in focusing on the message, the emotions and the resources they will convey to influence the target audience. Objectives: To decide what is the final message we would like to get across in the final product. To get across the final message we want to transmit to the target audience in order to make a change on their behaviour and thoughts. Time: 30 mins Preparation Question pool to identify emotions and match them with any emotional elements that amplify them. Paper draft to help match the items aforementioned. Facilitation Style The facilitator will make the questions and collect the answers / emotional elements that will build on the message to be transmitted Learning Check/ Evaluation INDICATORS: A set of emotions is identified. All the participants in each team have made contributions to build on the message. Session activity 3.1 Final Message Aims: To decide what is the final message we would like to get across in the final product. To define the basic elements to be used when starting storytelling. Materials: Padlet, link to resource bank for sounds, music , images…), planning map Template Duration: 15 mins Procedure: 1) Each person or group starts out with questions to help them write the final message they want to get across the target audience using storytelling. (Helpful questions) -How can I convince this target audience not to have prejudices or negative attitudes and break down stereotypes? -How can I influence them to avoid prejudices and negative attitudes? Briefly brainstorm some ideas (on a sheet of paper) to arouse emotions in the target audience. 2) Build the final message from among the ideas you have written. Outcomes: Document which outlines the combination of the final message with the emotions and the emotional elements used. Evaluation/ Learn Check: INDICATORS Emotions and emotional elements are properly combined All the participants complete the draft Further Background/references: Digital Storytelling for Social Impact - The Rockefeller Foundation Session activity 3.2 Elements Aims: The aim of this activity is to showcase the basic elements to be used in the making of a digital story. We start out from the final message that we want to get across with the story and define the emotional elements that can be used to create an emotional response in the target audience. Here we also set out what elements (images, sounds, drawings, etc.) are needed to get the attention of the target audience and achieve our goal. Materials: Royalty free bank of resources for images, music, sounds. Draft, sheets of papers, padlet or other collaborative wall. Duration: 15 mins Procedure:
- Download the Elements Template (https://drive.google.com/file/d/19kiR8Odp9X85NA4Iyx6ZcfIEQ_ KPMHtt/view) to fill out (or use a sheet of paper) and write the following in two columns
- List the emotional elements that you will use to achieve your aim.
- Create a draft of the ideas about which resources will help you to create the video story.
Stop 4 STORYBOARD Introduction: After choosing the emotional elements to be mobilized for impact, it is time to search, select or create the resources ( music, images, videos, drawings..) and put them together in a scrapbook. Besides, the storyboard will be made using a a graphic organizer Objectives: To prepare the scrapbook with the resources chosen so that the final message moves to action. To make the storyboard. Time: 50 mins Preparation Choose a royalty free bank of resources (music, videos, images, sounds)Seleccionar webs de recursos de libre acceso (Música, vídeos, imágenes, sonidos…) Choose apps to make your own creations. Choose the most suitable templates from a variety of scrapbooks and storyboard templates on the web Facilitation Style The role of the facilitator is to give resources, solve technical questions and keep a friendly and collaborative atmosphere. A collaborative wall will be provided with resources and apps that can be chosen to make the storyboard and scrapbook Learning Check/ Evaluation INDICATORS: -The storyboard has been made. -The resources have been chosen and are ready to be used in the production and creation steps Further background references https://indiefilmhustle.com/free-storyboard-template-tutorial/ More Free Templates Session activity 4.1 Scrapbook Aims: To search for the resources (elements) which integrate the storytelling and file them so that they can be organized and modified using the video editing tools to create the final product. Post-it notes / index cards / with these elements: -Images, drawings (general or specific, location if known): -Design (background color, font style, special effects) -Audio (music, sound effects): -Templates with Images, Drawings (general or specific, location if known) Duration: 20 mins Procedure:
- Access the resource bank to create the elements which are going to be part of the storytelling. Or create your own resources. ** Try to use Creative Commons license. (For more information)
- Search for the elements which have been defined in the previous stage "Shaping my idea".
- File the elements on your computer or device.
- Personalize the elements if necessary.
- Think about the software you are going to use to create your final product.
- Step Outline organizer (https://docs.google.com/document/d/18EhfLgEZkBsyM mzEJnR9cPh1WcOSRmOrUYXDcGU6rU4/edit?usp=sha ring)
- StoryBoard document (https://docs.google.com/document/d/1Kmkr9RAYXuxU_ TFYeIz-QAtSGXBmJ51RxYtgMczDAB4/edit)
- Download the step outline organizer. ( Step Outline | StoryBoard)
- Write/complete them with the elements of your story.
- Take a photo of your own step outline
- Send it to the blog / teacher.
Stop 5 PRODUCTION AND CREATION Introduction: This is the preproduction, production and creation steps for the final product. At this stage, it is necessary to identify and have practiced with tools for video, music and images editing. All the resources gathered in the scrapbook will be ready to be used for the final product making. Objectives: To identify and practice with digital tools for video, music and image editing. To make the final product Time: 240 mins Preparation Laptop, PC or tablets. Video Editor Software. Facilitation Style The facilitator offers some tools to be used, shows how to use them , provides video tutorials for further practice and gives a task for participants to practice them . Learning Check/ Evaluation INDICATORS: The final product / digital story has been made and is enriched with a variety of elements. Session activity 5.1 Learning digital tools Aims: To Practice with the digital tools to be fluent using them. Materials:
- VideoTutorial ClipChamp by "ag2byte " (Youtube) (10'48'')
- VideoTutorial Filmora by "Justin Brown - Primal Video " (Youtube) (26'27'')
- VideoTutorial OpenShot by "Teacher's Tech" (Youtube) (28'59'')
- Select one of the video editors (Clipchamp, FilmoraGo, OpenShot) * For more information go to "Sw Video Editing" link.
- Prepare the device to use the selected video editor ( If you choose FilmoraGo or OpenShot, then please download the application and install it on your device. If you choose ClipChamp, please register on the web page)
- Watch a video tutorial from those provided in the materials section
- Make a small video with it to practice and get to know it.
- Open the video editor selected.
- Add media ( images, music, video)
- Add elements to the timeline.
- Organize them and complete the edition.
- Export the video story to your computer.
- Go to the FINAL PRODUCT WALL and introduce your name and upload your final product.
Stop 6 Action plan ONLY FOR TEACHERS in formal education Introduction: Introducing digital storytelling in the classroom needs the development of a previous planning. Identifying the content,the activities to be implemented, the standards to be assessed is key to learning. Tailoring is needed to accommodate students’ diverse abilities. The Action Plan template is an easy-to-use tool which exemplifies / determines the main items that are essential for any lesson plan . It must be connected with the formal curriculum in the area/s that the storytelling methodology will be implemented. (Action plan) Objectives: To develop a Lesson Plan in a curricular area implementing the Storytelling methodology. Time: 120 mins Preparation Action plan template. Office tool / Office suite Facilitation Style The facilitator explains the Action Plan and each participant fills the document according to the learning objectives Learning Check/ Evaluation Indicators: The Action Plan is completed. The Action Plan is in line with the formal curriculum. Collaboration and teamwork are recognizable in the process of implementation. The task addresses ethics and values and is an opportunity for fostering an ethical learning environment . Session activity 6.1 Designing an Action plan Aims: To develop a Lesson Plan implementing the storytelling methodology with students Materials: Office tool Action plan template. Duration: 60 mins Procedure: The facilitator explains the sections of the Action Plan. The activities must be in line with the formal curriculum . Reflection and decision making are the skills to be fostered at this stage. All the sections of the Action Plan are filled in. Outcomes: All the sections from the Action Plan will be completed. Evaluation/ Learn Check: Indicators: The Action plan shows: Ethics and values are addressed within the task. The Action Plan is in line with the formal curriculum in the area/s that the storytelling methodology will be implemented. Further Background/references: Session activity 6.2 Present productions Aims: To communicate and showcase each participant’s or group’s proposals which later will be enriched with improvement suggestions from their peers. Materials: ?? Duration: 60 mins Procedure: The facilitator decides which participants / groups will present their Action Plans and the storytelling final products. Then gives time to reflect and share improvements Outcomes: A final document with all the Action Plans and final products . Evaluation/ Learn Check: INDICATORS: All the Action Plans are completed. All the final products are completed. Action Plans and products are shared with all the participants Further Background/references: Metacognition activities based on visible thinking:
Stop 7 ASSESSMENT Introduction: The aim of this section is to set up a metacognition process at the end of each session and in the final session. Objectives: To make participants aware of their improvements during the process of creation Time: 30 mins Preparation Collaborative wall (padlet). Facilitation Style The facilitator makes metacognition questions so that participants reflect on their own learning process and answer anonymously on a collaborative wall. Learning Check/ Evaluation Proposals for improvement have been presented. Session activity 7.1 Final assessment Aims: To make a metacognition process for self-regulation and improvement at the end of each session. Materials: Blog, padlet or web page to share the results. Duration: 30 mins Procedure:
- Read the following questions:
- What can be highlighted from the whole process of work? Any further improvement?
- What can be improved in the final product?
- Share at least something that you have learnt from the whole experience
- Record the answers and publish them in a collaborative tool.
- Share the answers and discuss them
Sharing the products For further and individual development according to the context of the practice.In formal education, it is necessary to share the product with the target audience, even if it is out of the school boundaries. Alternatively the line could be followed up with campaigning of the Activists line.
Name of Line Training Frame Trained skills and aims: The training is centred around teaching digital storytelling in the field of formal education as a means to improve
- Communication and literacy skills.
- they enable learners to develop receptive, interpretive and expressive language skills
- they provide learners with literary experiences that can engage them as listeners, viewers, readers, narrators and creators.
- Processing information
- it enables learners to develop investigation, exploration, analysis, problem-solving, and design as key skills
- Knowledge building
- it enables learners to transfer existing knowledge and skills into new contexts.
- Presenting information
- it enables learners to effectively store and manipulate data to produce a visual form to the stories created
- it enables learners to design and express their creations using digital devices and systems
- Decision making.
- It enables learners to solve genuine problems and make substantial decisions that will promote critical thinking skills.
- Thinking skills
- it enables learners to tackle misconceptions, deeper conceptual understanding, greater independence and self-regulation, and stronger inquiry skills
- Team-building and Social skills
- it enables learners to communicate effectively (active listening and effective speaking) to persuade and to negotiate.
- they foster a sense of achievement
- they promote leadership
https://portal.opendiscoveryspace.eu/sites/default/files/e._s._2.0_storytelling_in_formal_education_metroline_cooking_my_idea.pdf
https://portal.opendiscoveryspace.eu/sites/default/files/eurospectives_2.0_digital_storytelling_in_formal_education_metroline_shaping_my_idea_0.pdf
https://portal.opendiscoveryspace.eu/sites/default/files/e._s._2.0_storytelling_in_formal_education_metroline_write_your_story_0.pdf A storyboard Template: https://portal.opendiscoveryspace.eu/sites/default/files/step_outline_template.pdf
https://portal.opendiscoveryspace.eu/sites/default/files/eurospectives_2.0_digital_storytelling_in_formal_education_metroline_working_with_posters_final_.pdf Filmorago Tutorial: https://portal.opendiscoveryspace.eu/en/edu-object/filmorago-tutorial-860648Video Recording Tipps: https://portal.opendiscoveryspace.eu/en/edu-object/video-recording-techniques-860266Audio Recording Tipps: https://portal.opendiscoveryspace.eu/en/edu-object/audio-recording-techniques-860264Photography Tipps: https://portal.opendiscoveryspace.eu/en/edu-object/photography-techniques-860265How to get royalty-free music: https://portal.opendiscoveryspace.eu/en/edu-object/royalty-free-music-bensound-860649
https://portal.opendiscoveryspace.eu/sites/default/files/eurospectives_2.0_digital_storytelling_in_formal_education_suggested_evaluation__0.pdf
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Training Excercises
Additional materials
Training Overview
Session Stop 0 A2.0 What is social change / change making? (M4) Introduction: Purpose: You will learn the basics about social change and change making. Content: A brief introduction to the topic. What does social change and change making mean, why is it important, which impact can change making have, which fields of activists are there? Schedule: Check-in: Each participant introduces him/herself with a storytelling element eg. my name means…. Active ice breaker with a check in question eg. “I was drawn to this class because…” Exercises/methods could be Storycubes (cubes with icons on it which you incorporate into your answer), DIXIT cards (visual stimulation cards you can reference to your answer), Small objects (with reference to your answer) or other methods => See check-in and Icebreaker from session 1 “Share your story (A1) / a sample story (A2)”. Lecture about social change and change making Q&A including asking which examples the participants know / have heard of. Objectives: To explore and get familiar with the backgrounds of social change and change making. Time: 1,5 – 2 hours Preparation: Links to videos & websites, powerpoint, graphics, news articles etc. Facilitation Style: Theory based with examples Learning Check/ Evaluation: Q&A Session activity A2.0.1, A2.0.2.1, A2.0.2.2 Check-In & Icebreaker Please see A1.1.1 / A2.0.1 & A1.1.2.1 / A2.0.2.1 & A1.1.2.2/A2.0.2.2 Check-In & Icebreaker
- What brought you here to this session / course? By using storycubes: https://www.storycubes.com/de/
- Which fields of activism do you know. (use Mentimeter => www.mentimeter for Wordclould and discuss about it afterwards for example “who wrote diversity and why”)
- Facilitator picks a picture of Brenna Qunlan pictures and asks “what do you see, what is your interpretation of the picture? (Discuss).
- Break out into small groups -> task: Research Brenna Quinlans Picture gallery, pick a picture - one per group “find a motive that speaks to you in the group, why does it speak to you? What is the idea? What is the need and why => reflect, come back to the group, present and discuss in the group.
- Reseach images (icons) of creative commons. (for media literacy, exercice let the participants research on their own or small groups => solution: https://creativecommons.org/about/cclicenses/)
- Discuss about creative commons. Why is it important in digital Storytelling etc.
Session Stop 1 A1.1 / A2.1 Share Your Story (A1) / Share a sample story (A2) (M3) Introduction: A1: This training is for social activists who have already participated in an activist’s project or are currently doing one. Start of the curriculum for this target group. Getting to know each other, learn in which field of activism the attendees are in, what their motivation for activism is, learning more about their projects = stories. Learning to share their story and motivation based on chosen exercise/method. Getting to know each other: Check-in / warm-ups / ice breaker => Choose Deep Dive: Clustering of the attendee’s fields of activism Exercises / methods for sharing their activist’s story Exchange of experiences A2: This training is for social activists who want to become, or are interested in becoming an activist. Session 2 of curriculum => no need for check-in and ice breaker. Learning in which field of activism the attendees are interested in, what their motivation for activism is, learning to share a sample story. Objectives: To talk about the individual story / a sample story without analyzing the story–structure itself. Listening to the other stories. Exchange of experiences. Time: 1,5 hours Preparation: Material based on chosen method. Facilitation Style: informal, free speech, mini-groups and plenum, Learning Check/ Evaluation: This training is for social activists who have already participated in an activist’s project or are currently doing one. Other: Concept for group size 8-16 Session activity A1.1.1 / A2.0.1 Check-in “Complete the sentence” Aims: The check-in helps the attendees literally to check-in to the session: physically and mentally. Everyone speaks, and everyone hears the name and voice of everyone. Materials: Index card(s) with the sentence(s) to complete. Duration: 10 – 15 Minutes Procedure: The facilitator provides a sentence or a set of sentences to complete. The attendees complete the sentences round robin style. If necessary the sentences can be written on an index card to help the attendees remember what sentence(s) to complete. Example: (Set): My name is… / I’m from… / I’m here because… Being an activist means for me…. (A1) / Becoming an activist means for me…(A2) In this session I hope to learn… … Variation: After an attendee has completed their sentence(s), one question from the other attendees is allowed. Outcomes: This is important for bonding in the group because you can learn a lot about somebody by hearing the person speak and how they introduce themselves to the group. Getting on one mental level. => Also think about inclusion. Evaluation/ Learn Check: Did everyone introduce themselves? Did everyone complete the sentence(s)? Further Background/references: Games and energizers for your workshop https://commonslibrary.org/games-and-energisers/ Many more online resources!! Session activity A1.1.2.1 / A2.0.2.1 ICE BREAKER option 1 “Story Cubes” Aims: Getting to know each other, opening of the session with a playful storytelling-introduction. Materials: Story cubes = cubes with icons on it which you incorporate into your answer Duration: 15-30 Minutes Procedure: The facilitator decides on a question like: “How did I became an activist?” (A1) / Why am I interested in becoming an activist (A2).. Question must be a simple one, easy for everyone to answer. Roll the story cubes. The symbols on the cubes have to be included in the answer eg. 1st symbol of Sheep: I felt like a sheep in the system and I wanted to break out of it… / next cube… Outcomes: learning more about the participants, getting into the topic of storytelling in a playful way, warm up Evaluation/ Learn Check: Did everyone produce a story-cube introduction? Further Background/references: https://www.storycubes.com/en/ Games and energizers for your workshop https://commonslibrary.org/games-and-energisers/ Many more online resources!! Session activity A1.1.2.2/A2.0.2.2 ICE BREAKER option 2 “DiXitCards” Aims: Getting to know each other, opening of the session with a playful storytelling-introduction. Visual stimulation cards you can reference your answer to. Materials: Dixit Cards from the game DiXit Duration: 15-30 Min Procedure: The facilitator lays out the cards on a table (or floor) face up. They decide on a sentence or question like: What is my motivation for activism? Every participant picks a card which speaks to them. The participants associate the answer with the visualization of the card e.g. if there’s a ladder “..because you take step by step on the ladder to reach your goal…” Outcomes: learning more about the participants, getting into the topic of storytelling in a playful way, warm up Evaluation/ Learn Check: Did everyone participate in the DiXit association introduction? Further Background/references: DiXit is a game. For facilitation purposes you can use the cards separately from the game. https://en.wikipedia.org/wiki/Dixit_(card_game) Games and energizers for your workshop https://commonslibrary.org/games-and-energisers/ Many more online resources!! Session activity A1.1.3 / A2.1.3 Define your field of activism (A1) / define your interested field of activism (A2) Aims: To see which fields of activism the attendees are in (A1) or want to engage in (A2). To find attendees in similar fields. To exchange experiences and to get to know other fields of activism Materials: Pen, Paper, Post-Its, Whiteboard, Flipchart etc. Duration: 30 Minutes Procedure: Brainstorming of fields of social activism like climate change, place making, urban gardening, mobility, food sharing, place making etc. Clustering of fields of activism like: Neighborhood, urban space, nutrition, environment, urban green, mobility… Positioning of each attendee in which field of activism they are (A1) or prefer to be (A2) Split into small groups assigned to one cluster Break down essential points of views within the cluster in group work Back to panel and present Outcomes: To see which fields of activism the attendees are in. To find attendees in similar fields. Evaluation/ Learn Check: Which fields of activism are present? What is the essence of the fields the groups have worked on? Further Background/references: https://commonslibrary.org/ Session activity A1.1.4.1 / A2.1.4.1 Erzählsalon “Storysalon/narration parlor” Format by Rohnstock Biografien Aims: Format for self-empowerment of the citizens and its spread through ‘Salonnières’ Materials: Nice sitting arrangements, comfortable atmosphere Duration: 10 Min per person Procedure: Each person shares their story (A1) or a story they are familiar with, resp. desired story-idea (A2) within 5-6 minutes without being interrupted. The rest of the time three questions can be asked by the other participants. The facilitator is responsible for keeping the time. The participants take turns. Outcomes: Each participant shares their self-experienced story (A1) / a story they heard or want to conduct (A2), uninterrupted and they can be asked some questions of understanding. Each participant gets the same amount of time. Evaluation/ Learn Check: Did everyone share their story? What questions have been asked? Further Background/references: (in German: https://www.zukunftsforum-laendliche-entwicklung.de/fil eadmin/SITE_MASTER/content/Dokumente/Download s2017/Beitraege2017/12Rohnstock.pdf (in German https://www.tagdesgutenlebens.koeln/erzaehlsalon-mei ne-geschichte-vom-tag-des-guten-guten-lebens/
Session Stop 2 A1.2. / A2.2 What is Storytelling? (M2) Introduction: Background, dynamic and structure of storytelling Input about the art of storytelling (transportation of implicit knowledge/ history/tradition, the use of guiding principles/metaphors/symbols) learning about methods (e.g. hero’s journey/’Start with Why’ Simon Sinek, ‘The Mountain’: Showing how you overcame a series of challenges) and concepts. Theory and history of storytelling (the art of st/’power of change’), reasons for using storytelling, useful ingredients and compositions; how to build up suspense; how to transport an idea by provoking emotions through storytelling (brain dynamics>how to work with associations and why…). You will learn all about the specifics of storytelling and the difference between, e.g. advertising and storytelling. You will understand the components of storytelling, like manner, structure, spirit, purpose of a story and much more. You will be able to use several methods and concepts of storytelling on your own story. Objectives: specifics of storytelling advertising versus storytelling components of storytelling transfer several methods and concepts of storytelling Time: 2.5-5 h Preparation: Providing the learning material Facilitation Style: Interactive/self-experienced learning Learning Check/ Evaluation: Q & A of the learned material / comprehension questions Session activity A1.2.1 / A2.2.1 The theory & history of storytelling Aims: Understand the background and the dynamics based on neurological science and the historical context Materials: Videos Scientific research Literature Duration: 20 min. Procedure: Input session: History of storytelling From campfire to social media (transportation of implicit knowledge/ history/tradition, the use of guiding principles/metaphors/symbols) Neurological Background>touching ‘head and heart’ Links as references Outcomes: See above, aim Evaluation/ Learn Check: Q & A Further Background/references: https://www.youtube.com/watch?v=p6E8jpFasR0 https://www.jcf.org/works/titles/joseph-campbell-and-th e-power-of-myth-with-bill-moyers-book/ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC444557 7/ Session activity A1.2.2 /A2.2.2 Hero’s journey by Christoph Vogler Aims: Understand the structure and the dynamic of a story Materials: Video Duration: Procedure: See source (1) Outcomes: Reflect and define patterns for good stories Evaluation/ Learn Check: Q & A Further Background/references: https://en.wikipedia.org/wiki/Hero%27s_journey#/media /File:Heroesjourney.svg https://vimeo.com/140767141 (1)https://www.reddit.com/r/JordanPeterson/comments/ 8a2l16/a_cool_diagram_outlining_the_archetypal_hero s/ Session activity A1.2.3 / A2.2.3 Start with Why „The golden circle” by Simon Sinek Aims: How to tell a story Materials: Template Duration: Procedure: See source (2) Outcomes: Reflect and define patterns for good stories Evaluation/ Learn Check: Q & A Further Background/references: https://www.ted.com/talks/simon_sinek_how_great_lea ders_inspire_action?language=de The Golden circle by Simon Sinek (2) https://www.smartinsights.com/digital-marketing-strateg y/online-value-proposition/start-with-why-creating-a-val ue-proposition-with-the-golden-circle-model/ https://simonsinek.com/ Session activity A1.2.4 / A2.2.4 The Mountain Aims: How to tell a story Materials: Template Duration: Procedure: The mountain structure is a way of mapping the tension and drama in a story The first part of the story is given to setting the scene, and is followed by just a series of small challenges and rising action before a climactic conclusion. Outcomes: Reflect and define patterns for good stories Evaluation/ Learn Check: Q & A Further Background/references: (3) https://norsensus.no/storydown/storytelling-techniques/
Session Stop 3 A1.3 / A2.3 Analyzing own story (A1) / a sample story (A2) (M2 + M3) Introduction: A1: own story: Framework for analyzing (e.g. achievements / emotions /recipient /context /impact/ problem/ intended effect), like questionnaire with circular questions or template like Canvas Modell; exploring examples A2: Sample story: Provided sample story / resp. stories / framework for analyzing (e.g. achievements / emotions /recipient /context /impact/ problem/ intended effect), like questionnaire with circular questions or template like Canvas Modell; exploring examples building up / creating a framework to support the participants to reflect on their own stories (A1)/learning from good example>best practice (A2) Objectives: To learn how to analyze your story (A1) / a sample story (A2) for further usage of creating digital storytelling content. Time: Approx. 2 – 2.5 hours Preparation: Check methods of “What is storytelling”. Recap structures. Facilitation Style: Exercises / Interactive group work and solo-work Learning Check/ Evaluation: Q & A Further Background/references: https://commonslibrary.org/ Session activity A1.3.1 / A2.3.1 “Fast Pitch” A1: Share your story & analyze your story A2: Share a sample story & analyze the sample story Aims: A1: every participant knows the story of the other every participant gets familiar with each other by telling their story A2: every participant shares a sample story every participant gets familiar with each other by telling a sample story Materials: Pen, paper, Flipcart, Pinboard, Markers, Post-It’s Duration: Approx. 2 – 2.5 hours Procedure: Solo Preparation time 5-10 minutes. Every participant has time to write down bullet points of their story (A1) / a sample story – note here you need to add time to read the sample story (A2) =>> short reflection in silence. Split in small groups. In rounds: Every participant pitches their story (A1) / a sample story (A2 ) The other participants have to share their observations to understand how their story (A1) / a sample story (A2) will be perceived by others/comparing between one’s own self-perception and outside perception Feedback template for exercise: What are my observations and Why? What have I heard, seen and perceived? What feelings can I share? What did I hear? What did I understand? What did I like/dislike about the story? Clear feedback, change of perspectives, first ideas about what is working well and what not so well Wrap up! Collection (harvesting) of components. Open question session, based on your experiences right now Is there any useful structure you can recognize/identify, define? (suspense, intro, main part, conclusion) Are there components/key elements you can identify? (emotions, metaphors,etc.) Recreate your story (A1) / a sample story (A2), adaption of the learning on the own story (A1) / a sample story (A2) Reflect your story (A1) / a sample story (A2) based on the input from the facilitator => methods see Stop 2 “What is Storytelling” and the feedback of the other participants - Individual work on their own story (A1) / a sample story (A2) Presentation in plenum and final feedback Outcomes: Focus on the essentials of the story. Feedback and Iterations of the story. Reflection on narration and bullet points. Evaluation/ Learn Check: Did everyone share a story? Did every story give and get feedback? Did everyone reflect on their story (A1) / a sample story (A2)? Further Background/references: https://visme.co/blog/7-storytelling-techniques-used-by-the-most-inspiring-ted-presenters/ https://commonslibrary.org/
Session Stop 4 A1.4 / A2.4 Digital tools and media content (M1) Introduction: Purpose: You will learn about a variety of media content and digital tools. Content: An overview about media content digital tools from “easy to learn” - meaning quick without a lot of equipment to “hard to learn” - meaning taking some time to learn and exercise and you need special equipment. Schedule: All the knowledge in the world does little good for others until it is shared in a practical form. Introduction of various media content and digital tools to get a quick overview. In order to be able to use it properly, how long does it take to learn to use it? Media content can be in the categories of audio / audio visual / visual / writing Text Pictures and slideshows Audio Video Audiovisual Social-media-embedding YouTube / Vimeo (etc.) embedding Infographics …. A combination of media can lead to following social media usage: Facebook Post, short video, audio recording, stop motion, photo-story, blog post, Instagram post and introductions to various digital tools such as scratch etc. Facts about your brain and possessing information: 50 % of your brain is involved in visual processing - use simple images in storytelling Cognitive overload prevents from learning - Keep it simple Objectives: Learn to use digital tools and prototyping media content Time: Preparation: Facilitation Style: Hands on training / exercises Learning Check/ Evaluation: Q&A Further Background/references: https://elearningindustry.com/18-free-digital-storytelling -tools-for-teachers-and-students https://graphicmama.com/blog/digital-tools-for-classroo m/ https://commonslibrary.org/ https://creately.com/blog/diagrams/how-to-write-an-acti on-plan/ Session activity A1.4.1 / A2.4.1 Overview & evolution of social media Aims: Learn how media usage evolved during human history and getting a proper overview Materials: Flip Charts, pens, old magazines, glue, scissors, laptop with internet access Duration: 1,5 hrs Procedure: Get an overview by making up a timeline: History of media (use YouTube as a source starting with cave paintings) get in groups of 3-5 Collect information on the evolution of media uses in human history use the magazines and pens to visualize your ideas and to create a timeline present the timelines (and additional background information that you collected on the way) to your peer group Outcomes: Timeline Evaluation/ Learn Check: Are able to name different types of media Further Background/references: https://www.youtube.com/watch?v=VWObRKx38fo Session activity A1.4.2 / A2.4.2 Doodling for media confidence Aims: Practicing prototyping visual media Materials: Flip Charts, pens, paper Duration: 30 Minutes Procedure: Making a infographic yourself analogue on paper (you can take a picture to make them digital) Outcomes: Paintings / Doodles Evaluation/ Learn Check: Further Background/references: How to Draw Anything (7:55) practice practice practice https://www.youtube.com/watch?v=-3tV9E00N20 How to Know What to Draw (16:47) How to Know When to Draw (12:42) Session activity A1.4.3 / A2.4.3 Background insights - what does it take? Aims: You will learn about what It takes to use different types of media in order to be able to estimate which media is realistic to use without building up frustration. You will learn how to think critically about which media is smart to design and how much effort it takes to build it up in a professional manner. Materials: Worksheet, pens, paper Duration: 1 hr Procedure: 1. Choose (one of) your stories that you want to share / make visible / get alive by using media. 2. Choose a set of 3-4 media that you guess would work for your story. 3. Analyse this set of media you have chosen one by one. Do so by imagining what it would take to design it for your story. Fill in the worksheet depending on which demands you have for the result. Evaluation/ Learn Check: Did everybody fill out the worksheet / has analyzed 3-4 media
Session Stop 5 A1.5 / A2.5 Which social media for which social impact? (M4) Introduction: Purpose: You learn about the impact about different social media, which media coverage and what likes, shares mean, advantages, disadvantages and principles of social networking Content: Overview! What is out there. Information. Introduction to various social mediums such as twitter, instagram, website, tic toc, youtube… Schedule: Introduction of social media and it’s impact, Q&A. Think about which social media is suitable for you the most. Objectives: Time: Preparation: Facilitation Style: Learning Check/ Evaluation: Further Background/references: https://www.lifewire.com/what-is-social-media-explaini ng-the-big-trend-3486616 https://mediaupdate.co.za/social/147946/the-impact-o-social-media-on-our-society https://umidigital.co.uk/de/blog/affect-social-media-soci ety/ https://www.simplilearn.com/real-impact-social-media- article https://www.business2community.com/social-media/im pact-social-media-truly-society-0974685 Session activity A1.5.1 / A2.5.1 Definition of social media Aims: Learn what social media means, for what it is used and what makes media social, get to know the DNA of social media. Materials: https://www.lifewire.com/what-is-social-media-explaining-the-b ig-trend-3486616 pens, paper, flipchart Duration: 30 min. Procedure: Input: "Anyone who hears something forgets it - whoever sees and hears something remembers - whoever does something understands it!" that’s why appropriate interaction is important. Reflect in groups about your own experiences with social media. Discuss which social media campaign stuck into your head, what kind of social media is having an impact on your daily life and why? How do you connect via social media, who have you connected to by social media? What makes interaction in social media so strong? Why is it more than news / media presentation? Social media are tools that help you as an activist to get in touch with other activists or people that you want to mobilize to get active. #connect to act #arise awareness Write a poem about what social media is for you (in pairs). Outcomes: Evaluation/ Learn Check: did everybody come up with a poem? Further Background/references: # as referencing tool Twitter is language based (works with headlines and #), Instagram is video based, groups on Facebook or Slack or wechange are there for grouping and finding synergies building a community of practice Session activity A1.5.2 / A2.5.2 Learning from good practices Aims: Interactively (group work) building up a framework to support the participants to reflect on the choice of media from good example>best practice Materials: Internet access Duration: 1 hr Procedure: Provided sample story / resp. stories / framework for analyzing (e.g. achievements / emotions /recipient /context /impact/ problem/ intended effect), why have they chosen the media in which the story is presented? Outcomes: Provide a list of effective empowerment campaigns such as greenpeace or Extinction Rebellion publish frequently. Discuss how they make use of social media, what are they focussing on? What can the participants learn from it? Which social media did they use for which purpose and which target group? Note what you would copy for your own campaign. What strategy fits the most for your story and target group (and budget / resources)? Evaluation/ Learn Check: Did everybody took notes about their learnings? Further Background/references: http://c4lpt.co.uk/connexions/wpl.html www.wechange.de https://kartevonmorgen.org/ contactpoint / overview / connect - Top 100 Tools for Learning: http://c4lpt.co.uk/recommended/top100-2010.html Common Craft videos
Session Stop 6 A1.6 / A2.6 Choose digital tools and social medium (M1) Introduction: Purpose: You will learn about the most commonly used digital tools for low-threshold methods. You will also learn about the legal side of publishing media. You will get in depth knowledge of the most commonly used digital tools / methods, based on the session digital tools. Content: Based on the overview of the digital tools session you will choose which kind of media and social medium you want to go on within the workshop / teaching. 2. Additionally to the chosen digital tools, you will learn about copyright and “Creative Commons”. Which images or media may be used? Which may be credited? What is the legal side of it? And, on the production side: How does the participant handle their rights, e.g. can everyone copy and paste their work or do they want to be credited? Schedule: 1. Reflecting on media content and social medium. Choose media content and social media. Get into respective groups (same cluster). Share what you already know about the content and tool, and what you want to learn. Reflect on the needed creative commons in said social medium and how you handle your future created content. Objectives: To learn how to choose the digital tool and social medium based on your needs. Time: 3 hrs Preparation: Facilitation Style: Session activity A1.6.1 / A2.6.1 Choosing the right media (mix) Aims: Materials: paper, pen Duration: 1,5 hrs Procedure: Design thinking activity - target group analysis: Get in pairs, go out into the “wild” and interview people on the street: “what is your favourite medium? What kind of medium has the most impact on how you behave? Make your decisions?” Questions can be adapted depending on the aims of your story (what is your purpose?) Combine the results of the interviews with the analyse outcome of session of stop 5 One for one: Chose the media (mix) that fits your and the target group needs the best Present the results (Product & process to the rest of the group) Outcomes: List of fitting media Evaluation/ Learn Check: Is able to make up a list depending on his / her analysis Further Background/references: Session activity A1.6.2 / A2.6.2 About the legal consequences Aims: you will learn about copyright and “Creative Commons”. Which images or media may be used? Which may be credited? What is the legal side of it? And, on the production side: How does the participant handle their rights, e.g. can everyone copy and paste their work or do they want to be credited? Materials: Tables, paper, pens Duration: 1,5 Hrs Procedure: Worldcafe: 3-4 tables with posters on it with central questions: 1. What kind of bad experience have you made with using someone else's creative outcome (you yourself or something you heard about) / How would you yourself be treated as a social media user? 2. Which tips do you have for others using media (related to critical legal aspects)? 3. How would you upload and protect your own creative outcome? Outcomes: Evaluation/ Learn Check: Does everybody have a certain idea about what consequences the usage of social media can have? Does one feel confident to be able to identify legal obstacles for using media? Further Background/references: https://creativecommons.org/licenses/
Session Stop 7 A1.7 / A2.7 Script your story (A1) / a sample story (A2) (M2 + M3) Introduction: Purpose: You will learn how to create a storyboard, screenplay or script of your story / a sample story. Depending on the narrative form you choose, the storyboard will look differently. Addiotionally you will learn how to schedule your work when making a video / podcast / blog, so called “Meilensteinplanung” /”milestone planning Schedule: 1. Short Introduction in storyboarding, narrative forms and planning and producing by showing examples of existing forms 2. short praxis exercise Schedule: 1. Presenting example stories 2. Short Introduction in storyboarding, narrative forms and planning and producing by showing examples of existing forms 3. short praxis exercise Content: 1. Creating a storyboard: Techniques and forms Narrative forms: Fictional, Documentary or Essay? Activists may as well choose a mix of all three. Fictional part e.g. for a “happy end”, documentary part for “who we are/ our vision”, essay part for the personal way of telling the story. Planning & producing and logistics Objectives: To learn how to script your story (A1) / a sample story (A2) to be produced / transferred to a digital tool / media content. Time: Preparation: Facilitation Style: Learning Check/ Evaluation: Session activity A1.7.1/ A2.7.1 Hero’s journey – 6 steps / adapted from Christoph Vogler Aims: getting to know a story arch Materials: pen, paper, flipchart, facilitation material Duration: 1,5 hours Procedure: A hero’s (heroine’s) journey in 6 steps: Based on improv theater course lessons learned by Gabi Linde @ Clamotta (improv school), Cologne, Germany ‚Once upon a time‘ Setting the stage: Establishing location, characters, general information of scene ‚Every day‘ Everyday life of hero / heroine 1 + 2 = The “known world” or ‘ordinary world’) = initial situation / scene ,Until suddenly (one day)‘ A problem emerges ‚And then‘ The problem gets bigger and bigger ‚Until finally‘ A solution for the problem has been found 3 + 4 + 5 = The “unknown world” or ‘special world’ ‚Since then‘ Hero / heroine has changed, situation / scene has changed 6 = The “new known world” = ‘new ordinary world’ = new initial situation / scene The original 17 ‘steps’ by Joseph Campbell1 have been adapted by Christopher Vogler, to 12 ‘steps’2. There are numerous shorter, simplified adaptions / versions (as the 6 steps written above). Below is another example from ‘Game Storming’ (including a short video, pls. follow link fig. 1)). Source: https://devontrevarrowflaherty.com/2014/04/14/book-review-th e-writers-journey/ [Feb.2019]. The project has been conducted (A1) or is imagined (A2) Preparation – Writing / creating the overall story arch, the scenes, and the character to either act them out or to recreate the story by object play => Prepare the set with object play material Each step can be accompanied by tools from the ‘digital tool box’ (to be), like audio comments, pictures, videos, for documentation to be uploaded in a storytelling ‘report’ Adaption of the 6 steps Start with the result eg. “New benches for the neighborhood” Now explaining ‘how it came to be’ by live action role play simulation or object play. Set up the 6 steps as scenes, describing what happens in the scene. Participants can use different material to recreate and play the story eg. with object play. Scene “Once upon a time” Setting the stage: Establishing location, characters, general information of scene Scene “Every day” Everyday life of hero(s) / heroine(s) Scene “Until suddenly / one day” Scene: „And then“ The problem gets bigger and bigger Scene “Until finally” A solution for the problem has been found Scene „Since then“ Hero(s) / heroine(s) has changed, situation / scene has changed Outcomes: Learn to tell a story based on the 6 steps, adapted from Christoph Vogler’s heroes journey. Instant storytelling. Evaluation/ Learn Check: Did everyone tell a story (A1) / create a story (A2)? Did everyone document the story? Did everyone get and gave feedback? Further Background/references: https://timesheetchronicles.wordpress.com/2014/12/18/the-her o-with-a-thousand-faces/ [Feb. 2019]. https://devontrevarrowflaherty.com/2014/04/14/book-review-th e-writers-journey/ [Feb. 2019] Session activity A1.7.2/ A2.7.2 Storyboard that - App / Exercise Aims: Exercise to create a storyboard Materials: App Storyboard that, Smartphone, Laptop Duration: 1 hour Procedure: Small groups of two download app Storyboard that develop a story by using the storyboard app Share the story and talk about the process Outcomes: Evaluation/ Learn Check: Did everyone create a storyboard? How did the participants handle the technology? How did the participants reflect on the process Further Background/references: https://www.storyboardthat.com/
Session Stop 8 A1.8 / A2.8 Create, edit finalize your story (A1) / a sample story (A2) (M1 + M2 + M3) Introduction: Purpose: You will learn about a number of digital formats. You will also learn how to create a storytelling schedule and how to produce / transfer your story (A1) / a sample story (A2) by using a digital tool. Content: 1. Some of the most commonly used digital formats of storytelling: Visual media, audio-visual media, auditive media, written stories, and blog and collage techniques. 2. The “craft” = tool kit of production: which equipment, tool or machine is best and easiest to use? Schedule: Short Introduction in commonly used media. Presenting camera tools or Apps on mobile phone that can be used for low-threshold methods. Create, edit, and finalize your story (A1) / example story (A2) from session A1.7 / A2.7 Objectives: To learn to create, edit finalize your story (A1) / a sample story (A2), ready to be transferred to a social medium. Time: Preparation: Facilitation Style: Learning Check/ Evaluation: Session activity A1.8.1 / A2.8.2 Stop motion studio Aims: Exercise: trying out and getting used to the digital tool Stop motion studio App for further usage on digital storytelling Materials: Download App – Stop motion studio , Plasticine, crafting materials like cardboard and such, Smarti phone, Smartphone holder (can be improvised), drawing material for backdrop Duration: 1,5 hours Procedure: Spilt up in small groups think of a small scene, for example a surprise birthday party, visiting a friend, going on a walk with your dog, meeting a friend, you find something you’ve lost... discuss the sequences of the story, the characters in it and probs and location draw a backdrop knead characters/figures probs, create or use probs download app Stop motion studio Set the scene open app, act the scene out => take a picture, change figures etc slightly, take picture again…, experiment and adjust if needed, until the scene is completed Use the app to cut the scene, maybe take frames out Use the app to voice over save press play and enjoy show your result to the others discuss what you like about the stories Outcomes: stop motion movies Evaluation/ Learn Check: Did everyone take part in the process? What did each person do? How was the team work? What kind of stories were told? Did the participants learn how to use the app on their own or otherwise - how much or less guidance did they need Was it easy or difficult to find a story of the scene for the participants? What emotions did the participants show after the exercise - happiness, frustration, prideful… Did the participants have fun during the exercise (laughing, smiling…)? Further Background/references: https://play.google.com/store/apps/details?id=com.cat eater.stopmotionstudio&hl=de
Session Stop 9 A1.9 / A2.9 Learn how to use social media (M1) Introduction: Purpose: You will learn how to use various social media, especially your chosen social media Content: Information about how to use different social media, from registration to fee / no fee, uploading, editing etc. Schedule: Overview about different social media. Go in groups of interests and test to upload your created content. This may be tested on a test account of the educational institute or on a designated platform. Objectives: Learn about different social media channels and how to use them. Time: Preparation: Facilitation Style: Learning Check/ Evaluation: Session activity A1.9.1 / A2.9.1 Social Media overview Aims: get an overview on social media and research an unknown social media / analyse Materials: Duration: 1 hour Procedure: Discuss social media Prisma 2017/2018, Top 250 Social Media > Networks > apps > Tools https://ethority.de/social-media-prisma/ which ones do the participants know? which do they want to research? Split in small groups of two, or single research on what, how does it work, for which target group, etc. present to the group If possible test upload sth with participants on specific social media test accounts for example youtube, facebook, instagram Outcomes: social media overview, actually using social media => try out, exercise Evaluation/ Learn Check: Did everyone research an unknown social media and have presented one? Further Background/references: https://ethority.de/social-media-prisma/ https://commonslibrary.org/topic/working-in-groups/
Session Stop 10 A1.10 / A2.10 Learn how to distribute your story (A1) / a sample story (A2) and why (M1+M2 + M3) Introduction: Purpose: You will learn how to distribute the media content of your story (A1) / a sample story (A2), how to switch to different media contents and different social media and why Content: After you have send your story (A1) / a sample story (A2) in the digital world (A1) / digital test world (A2), other people can see it and you can reflect upon. Based on the distribution channel / distribution plan it can help you to get coverage, recognition etc.. You can either stay passive or wait until people discover your content or you can actively look for online distribution opportunities e.g. figuring out which relevant facebook groups there are for you and what you can post in them. You can link to other groups / persons of interest and target groups. You can inspire people to join your activity or cause. You learn about how to find ‘your people’ your interest group. Schedule: Overview about ‘what does distribution in the digital world mean?’ and why it is important based on your desired media coverage. How can you reach people who might be interested in joining your activity (A1), or planned activity / sample activity (A2)? Exercises / research how to find ‘your people’ resp. interest group. Which social media do they use with what kind of media content? How to raise awareness for your activity (A1), or planned activity / sample activity (A2). How can you join other activists? Objectives: Overview on distribution channels and how to use them for a desired impact. Session activity A1.10.1 / A2.10.1 Exercise on example EU Metamorphosis Project 2017-2020 Aims: Analyse a sample story on activism and exercise on how to distribute it to be able to adapt it later for own purposes, media literacy on research skills Materials: Print outs, internet links, pen, paper etc. Duration: 1,5 hours Procedure: Group work / exercise on EU Metamorphosis Project 2017-2020 Get into small groups take one project example eg. “Walking bus” PLEASE READ THE EXAMPLE and answer the following questions. Field of activism? What is the idea of the project? What is needed and why? What is the vision of the project? Which story does the project tell? Which Digital Tool / Social Media would you use to tell the story and why? How would you digitally tell the story and why? (Brief description)? Research any other kind of activism story on the internet and share links, write what it's all about and how the story has been told and how has the story been distributed Presentation / Reflection on group work Outcomes: Answers to the questions, experienced a distribution plan process, media literacy on research skills Evaluation/ Learn Check: Did each group answer the questions? Did the participants research and find other activist stories? How did the group/the participants present their findings? Further Background/references: Metamorphosis is initiating activities for child-friendly urban spaces all over Europe. Our project partners in Austria, Germany, Italy, Netherlands, Romania, Switzerland and the United Kingdom organized several events to engage the community and to establish sustainable mobility as well. http://www.metamorphosis-project.eu/ [23.7.2020]
Session Stop 11 A1.11 / A2.11 Prototyping of social campaign and next steps (M4) Introduction: You will learn about the nature of a social campaign and how your own story can be one. It helps you to think in perspective, to put your story in a larger context and to imagine it would be part of a campaign. You learn how to build a network and to use synergies by being supported with digital tools>social media Objectives: To get familiar with social campaign and next steps Time: 4-5h Preparation: Facilitation Style: Self-learning and interactive Session activity A1.11.1 / A2.11.1 Imagine the impact! Aims: First image of the story’s idea in the future Materials: Flipchart Duration: Procedure: Discuss in a group of 3 pt. ‘what if question’: Seeing your story as a start of a campaign: What if your idea grew up extremely fast? What if your idea, your story is based on, has a much further impact on people than you thought? Or: What could be possible/what do you wish to reach in 5 years’ time ahead under perfect conditions? Collect the results and present them in the plenary Outcomes: Future perspective on impact. Evaluation/ Learn Check: Further Background/references: Session activity A1.11.2 / A2.11.2 Explore the activist’s landscape! Aims: Materials: Pinboards, Post-its Duration: Procedure: Learning from the example! 1. Step Self-reflection: What is necessary to have an impact? What do you have to take under consideration (resources: money people, knowledge, fans e.g.)? Step Reflect on social campaign you know or which we will show What is the definition of a good/successful example of a social campaign? What conditions are beneficial/non-beneficial. What kind of campaign is suitable for your own? 1. Step Define Describe the fields of action/conditions you have recognized and create a template of these fields (like a canvas model) Decide if your story can be transformed into a broader context or not! Outcomes: Clear idea what it takes to develop one’s idea into a campaign. Evaluation/ Learn Check: Q & A Further Background/references: https://sozialmarketing.de/10-erfolgsfaktoren-fur-soziale -kampagnen-im-netz/ https://www.greenofficemovement.org/sustainability-ca mpaign/ Session activity A1.11.3 / A2.11.3 Create your campaign with a prototype! Aims: During this exercise you make your idea of a campaign touchable and presentable Materials: Prototyping material Duration: 2-3 hours Procedure: #1 Research (group or single work)
- Research any kind of activism story on the internet of your choice
- Write down what it’s all all about and how the story has been told.
- Which digital tools/social Media has been used to thell the story; and what do you think why?
- How would you have told the digitally and why (if you would have told it differently
- Present and discuss in group afterwards
Sample of how to lay Dixit Cards
Stop-Motion Studio
Name of Metro Line Experienced activists (A1) / Inexperienced Activists (A2) => non-formal Trained skills and aims: Digital Storytelling for (social) activists is centered on the informing, activating, motivating and empowering qualities of creating global impact through telling their stories. By ‘stories’ their activities and projects are meant and how these were planned, conducted, perceived, followed, recreated, adapted etc. Even if a story turns out to be a failure, there is a lot to learn about how to improve the next time. Digital Storytelling for (social) activists is centered on encouraging experienced activists to ‘spread the story’, inspire others and finding more people to support the cause = Metro line A1. It also focuses on getting people into activis, for those who want to become activists, are interested in starting, or who have not yet been part of an activist project = Metro line A2. Though the two metro lines have a similar curriculum, there has to be a different startingpoint of the curriculum. Experienced activists start with Session 1 “Share your story” because they already have a story to tell and know what activism means for them. Inexperienced activists first have to learn about social change and its impact and start with session 0 “What is social change / change making”. They both follow the same stops with a different focus on their “own story” (A1) or a “sample story” (A2). Both targetgroups end with prototyping a social campaign and thinking about next steps. Experienced activists, those who have or are currently are conducting activities, learn:
- how to share their story (stop 1),
- about storytelling methods (stop 2),
- to analyze their story (stop 3),
- about digital tools and media content (stop 4),
- about social media and its impact (stop 5),
- how to choose digital tools and social media (stop 6),
- to script their story (stop 7),
- to translate their scripted story to the chosen digital tool and medium by creating, editing and finalizing the digital storytelling (stop 8),
- to use social media (stop 9),
- how to distribute your story and why (stop 10),
- how to prototype a social campaign and next steps (stop 11) They also can share experiences with other activists in the same or in a different field of activism. Inexperienced activists, those who are interested in activism, are starting a project or haven’t been part of an activist’s project, learn:
- about social change and change making (stop 0),
- how to share a sample story (stop 1),
- about storytelling methods (stop 2),
- how to analyze a sample story (stop 3),
- about digital tools and media content (stop 4),
- about social media and its impact (stop 5),
- how to choose digital tools and social media (stop 6),
- to script a sample story (stop 7),
- to translate a scripted story to the chosen digital tool and medium by creating, editing and finalizing the digital storytelling (stop 8),
- to use social media (stop 9),
- how to distribute a sample story and why (stop 10),
- how to prototype a social campaign and next steps (stop 11)
- Experienced and inexperienced (social) activists being for example citizens, interested people, students, members of NGOs & citizen’s initiatives, municipality workers and apprentices in the field of activism, city making and civic engagement as well as change makers and multipliers.
- Informal training.
- Medium sized room depending on number of participants.
- Ideal group size 10-14.
- Tables, chairs, flipchart, whiteboards, pens, other material depending on the content (e.g. crafting materials), internet access, and provided laptops / computers / smart phones if participants can’t bring their own.
- Depending on what digital tools to teach: Provided free access to the digital tools (test accounts) and technology (e.g. cameras, edit programmes…) Scenario 2: Learning digitally / remote (digital platforms)
- Provided platforms e.g. for meeting: Zoom, Microsoft teams, Big Blue Button, Jitsi… / for remote work: Discord, Slack, Google Docs & Spreadsheets, Cryptpads etc..
- Ideal group size 10-14.
- Each participant must log in on their laptop or computer. Therefore they have to have internet access and the
- Depending on what digital tools to teach: Provided free access to the digital tools (test accounts).
- Depending on the depth, engagement and chosen session activities e.g. a series of days with several hours, training with consecutive days (‘block-learning’/seminar).
Material for Lecture & exercise on social change and change making
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Worksheet Session activity A1.4.3 / A2.4.3Background insights - what does it take?
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Session activity A1.7.1/ A2.7.1 Hero’s journey – 6 steps / adapted from Christoph Vogler
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