Creating Digital Stories with Storyjumper: A Reflective Experience

My first book 

For this activity, I chose Storyjumper as a digital storytelling tool. I selected this platform because it allows students to combine written language with visual elements in a structured yet creative way. Since I work with adult vocational learners, I wanted a tool that was simple, intuitive, and focused on language production rather than complex technical skills.

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Organisation of the Groups

Students worked in small groups of three. I deliberately formed mixed-ability groups to encourage peer support and collaboration. Each member had a specific role:

• Writer (responsible for drafting the text)

• Language monitor (checking grammar and vocabulary)

• Designer (selecting images and organising layout)

Rotating responsibilities ensured active participation and accountability.

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Sequence of Tasks

1. Introduction of the tool (brief demonstration of Storyjumper).

2. Brainstorming session: students generated ideas for a short story related to professional life (e.g., “A First Day at Work”).

3. Planning stage: groups organised the plot using a simple structure (beginning, problem, resolution).

4. Drafting stage: writing the story collaboratively.

5. Editing stage: peer correction within groups.

6. Digital creation in Storyjumper.

7. Presentation and discussion.

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Learning Objectives

The main objectives were:

• To develop narrative writing skills.

• To improve accuracy in past tenses.

• To expand workplace-related vocabulary.

• To promote collaboration and negotiation of meaning.

• To encourage creativity and autonomy.

Storyjumper helped students achieve these objectives by making writing purposeful. Instead of writing a traditional composition, they were creating a product with a real audience. The visual support also helped weaker students structure their ideas more clearly.

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Creativity and Imagination

Creativity was encouraged through:

• Freedom to choose the story context.

• Designing characters and scenarios.

• Adding dialogue.

• Personalising the narrative with humour or realistic challenges.

Many students incorporated real-life experiences into their stories, which made the activity more meaningful.

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Students’ Reactions

Students particularly enjoyed the visual aspect of the tool and the collaborative element. They felt proud of producing a “real” digital book.

Some students found the writing stage challenging, especially when negotiating ideas within the group. However, this also promoted communication and problem-solving skills.

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What I Would Change Next Time

Next time, I would:

• Provide a clearer model story before starting.

• Allocate more time for the revision stage.

• Include a vocabulary support sheet.

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Sharing and Co-evaluation

Finished projects were projected in class. Each group briefly presented their story and explained their creative decisions.

After each presentation, classmates provided feedback using two criteria:

• One positive comment.

• One suggestion for improvement.

This created opportunities for co-evaluation and reflection on both language and creativity.

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