Digital storytelling has been used in conjunction with the ePDP (Personal Development Plan) in several first-year seminar courses and many that are part of a themed learning community. Faculty are encouraged to think about how the digital storytelling assignment can be used as an integrative assignment.
Telling the Story: Examples
Students are often prompted to reflect upon their experiences in co-curricular programs and may even submit an artifact of their learning for their curricular or co-curricular transcript. Digital stories are an ideal medium through which students can communicate their meaning-making and illustrate the relevance of their engagement to their personal and professional growth and development.
The process of creating a digital story within a capstone experience is valuable because the process itself helps students organize their experiences, integrate their learning, and communicate what they know in a concise way. Digital stories have been used as an artifact in an e-portfolio, a meta-level reflection, or an illustration of how they see themselves contributing to society now and as a future professional.
Graduate programs are often in search of ways to capture evidence of competencies or learning outcomes and expect students to be able to recall how their experiences during their program of study (e.g., service-learning, research, clinical hours) have contributed to their growth and development. Digital stories allow students to tell their stories and how these experiences have shaped and informed the mastery of program competencies.