Meograph is the easiest way to create multimedia stories.
Meograph allows the user to create digital storytelling. It is available to use of the web free of charge but you can also upgrade to use in a classroom setting. Looking it is closey, Meograph seems designed for secondary school students however I can also see its application in a tertiary setting.
How it works is a student can create a story using videos, images and you can include a timeline. Once a story is completed, it can be embedded and shared on most social media sites. Meograph enables an intuitive approach to digital storytelling.
Digital storytelling is usually presented as a short video (between 2-5 minutes in length) and can utilise video, images such as photos and audio. They can range in levels of sophistication from the very basic to movies that are highly interactive.
From an information literacy perspective, digital storytelling assists with developing skills in “researching, writing, organisning, presenting, problem solving and assessment” (Robin, 2008).
The types of instruction that I can see Meograph being applied are with History where the library instructs in information literacy skills. It allows students to create their own story using a particular event or an historical figure.. Using digital storytelling in teaching and learning can assist with critical thinking and learning motivation (Yang & Wu, 2012).
Digital storytelling allows text (story) to be augmented by visuals and audio. Meograph would fall into the Modification level of SAMR, however it can move into the Redefinition level with the addition of video. It can also be further enhanced by sharing the story with others, inviting feedback and collaboration.
Robin, B. R. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory Into Practice, 47(3), 220-228.
Yang, Y.-T. C., & Wu, W.-C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & education, 59(2), 339-352.