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Story Creator

Story Creator

Story Creator

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What is Story Creator?

Story Creator will boost a child's imagination and help to make a unique, one-of-a-kind story. Students can simply pick a card from the plot, background, character, item, action, and emotion, and create a story according to the cards they have picked out. The board game was developed in the form of a transparent card to help learners with their imaginations. Cards consist of the plot, background, character, item, action, emotion, and white card. You can create a story that fits the situation with a variety of backgrounds and characters.

The user-centered mobile app service, linked to the image card game, allows you to convert and save story-only stories into the footage. You can utilise a variety of contents from our content storage as well as your own photos and videos. You can create and produce your own interesting moving stories.


CompanyBusiness Name: Sam Corporation
HQ Location: Korea, Republic Of
Founded: 2019
Age Range5-7, 8-10, 11-13
FeaturesStorytelling Learning&practiceCollaborative Learning&teachingPresentation SkillsWriting&speaking CompetencesSocial SkillsMedia LiteracyMedia Education
LanguagesEnglish, Korean, French
AccessibilityRobust features
PoliciesTerms of ServicePrivacy Policy
RequirementsInternet - Low BandwidthInternet - High BandwidthDesktop - MacDesktop - WindowsDesktop - ChromebookMobile - iPhoneMobile - iPadMobile - WindowsMobile - Android

Card set is ready to use when you open a box. For online Story Creator, only internet connection prerequires.

Set Up

No set up time requires. Card set is ready to use when you open a box. For online Story Creator, only internet connection prerequires. School users will get login information (ID&Password) to access Story Creator, and other users can login with Google and Apple email accounts if they have. New users without any other login channels need to signup which take just a few minutes to get in. No worries, it is pretty simple and easy to access.

TrainingIn PersonWebinarsVideos

For school users, we provide in-person and online training for teachers on demand. For single user, we recommend to watch our instruction videos: https://www.samcorporation.net/library.

SupportEmail

Our teacher's workbook which supports tearchers for their teaching with Story Creator coming in Autumn.

Home LearningParent Access

Anyone can create the account.

We recommend adults' guidance for young children in case of help using online Story Creator application.

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Story Creator Pricing


Pricing Plans

Free TrialPaid SubscriptionOne-Off Fee

Story Creator pricing starts from 35 / one-off

We have Story Creator school package including 30 students & teachers annual subscription license and 2 cardsets. Please ask a quote for schools!

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Pedagogy

Certified Pedagogical Quality

Certified by Education Alliance Finland,

EAF Evaluation is an academically-backed approach to evaluating the pedagogical design of a product. EAF evaluators assess the product using criteria that covers the most essential pedagogical aspects in the learning experience.
Passive
Active
The overall pedagogy is very learner-centered thus active as the focus is on the player inventing the story rather than someone explaining it to her. Learners are active contributors who are in charge of their own learning. In addition, it is very easy to start using Story Creator cards which makes it a great tool for busy teachers who want to have versatile ways of supporting their students' creativity.
Rehearse
Construct
Story Creator supports learning through creative tasks which is a very nice way of teaching. As this is very learner-centred and a hands-on tool, progression is through the ability to create and not memorise certain points. Story Creator starts from the same baseline with all users as every story starts from the beginning. Every child still has their unique learning journey and Story Creator doesn't set unnecessary limitations for learning.
Linear
Non-linear/Creative
Story Creator promotes free exploration of content and offers infinitive learning outcomes. The approach allows children to explore and there is no one determined learning outcome for everyone. Every story can be different. The progression is powered by intrinsic motivation which is a great thing about Story Creator. The storyboard provides students with an equal opportunity to create stories and there is less competition to create, imagine, and produce stories.
Individual
Collaborative
Story Creator has the option for both individual and collaborative storytelling making it a versatile tool for creating stories. The overall approach is more one the individual side which in order to be creative and develop creativity, is also essential. The gallery of the platform is a great feature as learners can share their stories and also see what others have done.

Learning goals

Certified by Education Alliance Finland

The supported learning goals are identified by mapping the product against the selected reference curriculum and soft skills definitions most relevant for the 21st century.

  • Learning to listen other people’s opinions
  • Practicing to argument clearly own opinions and reasonings
  • Practicing to notice causal connections
  • To guide the student to build their self image as a communicator and understand that people communicate in different ways.
  • Encouraging to build new information and visions
  • Supporting student to build their own linguistic and cultural identity
  • Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas.
  • Encourage and inspire students to tell stories and opinions and describe their experiences by speaking, writing and using images.
  • Practicing to use imagination and to be innovative
  • Practicing to notice links between subjects learned
  • Learning to combine information to find new innovations
  • Encouraging to build new information and visions
  • Learning to build information on top of previously learned
  • Practicing to notice causal connections
  • Practicing to use imagination and to be innovative
  • Encouraging students to be innovative and express new ideas
  • Practicing to recognize and express feelings
  • Support the student in building their linguistic and cultural identity and guide them to appreciate different cultures and languages. Create opportunities for the student to get acquainted with the media and culture, and produce their own culture.
  • Guide the student to produce simple narratives, and other texts, also in multimedia environments.
  • Guide the student to practice handwriting and keyboard skills. Gradually guide them to design and construct texts, and know the basics of spelling, grammar and conventions of written text.
  • Encourages and guide the student to express their thoughts and practice producing fictional, descriptive and factual texts, also in multimedia environments.
  • Encourage the student to express their experiences, thoughts and opinions and reinforce a positive image of themselves as a producer of texts
  • Practicing to improvise
  • Guide the student to strengthen their ability to act constructively in different communication environments and to express their opinions.
  • Encourages the student to develop a positive self-image as a communicator and a willingness and ability to act in a variety of interaction situations.
  • To guide the student to use their creativity and express themselves in a variety of communication and performance situations, also through drama.
  • Practicing creative thinking
  • Creating requirements for creative thinking
  • Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.
  • Learning to notice causal connections
  • Practising visual recognition
  • Practicing to observe spoken and written language
  • Appreciate our rich and varied literary heritage.
  • Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.
  • Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
  • Using technology as a part of explorative process
  • Using technology for interaction and collaboration
  • Learning to plan and design own written content and textual representations
  • Speak audibly and fluently with an increasing command of Standard English.
  • Learning to understand and interpret diverse types of texts
  • Learning to acquire, modify and produce information in different forms
  • Learning to understand and interpret diverse types of texts, from vernacular to academic
  • Guide the student to develop their imagination, language, interaction and collaboration skills by providing opportunities to participate in different group communication situations and learn about their practices.
  • To guide the student to strengthen their ability to act in different interaction situations.
  • Enabling the growth of positive self-image
  • Encourage the student in expressing themselves and guide him to express himself using holistic methods, including drama.
  • Practicing to express own thoughts and feelings
  • Practicing to use foreign language as a communication tool
  • Practicing communication through different channels
  • Select and use appropriate registers for effective communication.
  • Participate in discussions, presentations, performances, role play, improvisations and debates.
  • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.
  • Speak audibly and fluently with an increasing command of Standard English.
  • Gain, maintain and monitor the interest of the listener(s).
  • Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.
  • Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
  • Use relevant strategies to build their vocabulary.
  • Are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
  • Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas.
  • Practicing strategic thinking
  • Practicing to look things from different perspectives
  • Practicing to notice causal connections
  • Practicing to use arts as a way to express
  • Practicing to use imagination and to be innovative
  • Practicing to use imagination and to be innovative
  • Encouraging students to be innovative and express new ideas
  • Practicing to improvise
  • Practicing creative thinking
  • Creating requirements for creative thinking
  • Learning to find the joy of learning and new challenges
  • Practicing to evaluate one's own learning
  • Learning to notice causal connections
  • Practicing to observe spoken and written language
  • Practicing categorization and classification
  • Using technology for interaction and collaboration (also internationally)
  • Using technology to express one’s emotions and experiences
  • Using technology for interaction and collaboration
  • Using technology as a part of explorative and creative process
  • Learning to acquire, modify and produce information in different forms
  • Using technology as a part of explorative and creative process
  • Experiencing and exploring sounds and music from different sources
  • Enabling the growth of positive self-image
  • Practicing to express own thoughts and feelings
  • Practicing to use foreign language as a communication tool
  • Practicing communication through different channels
  • Encouraging to build new information and visions
  • Supporting student to build their own linguistic and cultural identity
  • Learning to combine information to find new innovations
  • Encouraging to build new information and visions
  • Learning to build information on top of previously learned
  • Practicing to notice causal connections
  • Encouraging the growth of positive self-image
  • Practicing to recognize and express feelings
  • Encourages students to expand their selection of texts and read literature aimed at children and young people. Encourage to read and share reading experiences and to active use of the library.
  • Support the student in building their linguistic and cultural identity and guide them to appreciate different cultures and languages. Create opportunities for the student to get acquainted with the media and culture, and produce their own culture.
  • Guide the student to strengthen his awareness of language and inspire him to study and observe language and its different variants, and to practice using concepts to talk about language and its structures and to help understand the effects of language choices.
  • Encourage the student to express their experiences, thoughts and opinions and reinforce a positive image of themselves as a producer of texts
  • Encourages and guide the student to express their thoughts and practice producing fictional, descriptive and factual texts, also in multimedia environments.
  • To guide the student to use their creativity and express themselves in a variety of communication and performance situations, also through drama.
  • Encourages the student to develop a positive self-image as a communicator and a willingness and ability to act in a variety of interaction situations.
  • Guide the student to strengthen their ability to act constructively in different communication environments and to express their opinions.
  • Guide the student to appreciate their own language and culture as well as cultural diversity. Introduce and inspire some forms of children's culture and to encourage them to produce their own culture together with others.
  • Encourages the student to develop their language awareness and knowledge of the basic concepts of language, and to guide them to make observations about spoken and written language. Help them see that their own use of language has an effect on the behavior of others.
  • Guide the student to produce simple narratives, and other texts, also in multimedia environments.
  • Encourage and inspire students to tell stories and opinions and describe their experiences by speaking, writing and using images.
  • Guide and inspire the student to learn reading skills and practice comprehension skills, and help him to observe his own reading.
  • To guide the student to build their self image as a communicator and understand that people communicate in different ways.
  • Encourage the student in expressing themselves and guide him to express himself using holistic methods, including drama.
  • Guide the student to develop their imagination, language, interaction and collaboration skills by providing opportunities to participate in different group communication situations and learn about their practices.
  • To guide the student to strengthen their ability to act in different interaction situations.
  • Practicing to express own thoughts and feelings
  • Practicing keyboard skills and touch typing
  • Practicing to use information independently and interactively
  • Practicing communication through different channels
  • To guide the student to notice the effects of their own linguistic and communicative choices and to consider the needs of others in group communication situations.
  • To guide the student to use their creativity and express themselves in a variety of communication and performance situations, also through drama.
  • Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.
  • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.
  • Consider and evaluate different viewpoints, attending to and building on the contributions of others.
  • Practicing to use arts as a way to express
  • Practicing to use imagination and to be innovative
  • Practicing to use imagination and to be innovative
  • Encouraging students to be innovative and express new ideas
  • Practicing to improvise
  • Practicing creative thinking
  • Creating requirements for creative thinking
  • Learning to find the joy of learning and new challenges
  • Practicing persistent working
  • Enabling the growth of positive self-image
  • Practicing to use foreign language as a communication tool
  • Learning to listen other people’s opinions
  • Practicing to work with others
  • Encouraging the growth of positive self-image
  • Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
  • Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.
  • Encourages and guide the student to express their thoughts and practice producing fictional, descriptive and factual texts, also in multimedia environments.
  • Encourage the student to express their experiences, thoughts and opinions and reinforce a positive image of themselves as a producer of texts
  • Encourage and inspire students to tell stories and opinions and describe their experiences by speaking, writing and using images.
  • Encourage the student in expressing themselves and guide him to express himself using holistic methods, including drama.

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Last updated 14th June 2024
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Story Creator
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