A summary of the online digital storytelling insights and lessons learned from this project can be found in Figure 1.
Comprehensive pre-workshop staff training is required: Providing education for the qualitative project team before developing the protocol and launching the project was very beneficial. Through participating in a virtual DST workshop series, project staff gained a nuanced appreciation of the collaborative project processes and task requirements for co-researchers creating DSTs in a virtual setting. This training highlighted both the importance of participatory methods such as active listening and experience-based feedback and how to communicate these practices in online DST workshop environments. As well, training provided firsthand experiences with DST methods and modalities that supported project onboarding discussions, working with storytellers virtually between workshop meetings and online knowledge translation approaches such as webinars and virtual presentations. Having access to pre-project training in online DST methods along with the guidance of skilled and experienced DST facilitators were factors contributing to project staff members’ ability to learn and engage with new research practices. The DST facilitators also scheduled regular debriefs/planning meetings to discuss what worked well and what we could improve for future meetings based on project staff and community co-researcher feedback. For example, building in social time at the start of each workshop session to share personal as well as project progress updates was a practice that supported a collaborative and strengths-based environment. During early workshop sessions, co-researchers prioritized sharing their contextualized, lived health experiences over discussions of technical topics such as video editing. As a result, we provided technical instructions during individual sessions.
The importance of pre-workshop project onboarding conversations: With the online format and potential for fatigue, we limited the duration of individual workshop sessions to 2 hours. Given this shortened amount of time, qualitative project team facilitated a series of individual pre-workshop discussions with community co-researchers over Zoom. During the first pre-workshop one-to-one meeting, the study information sheet and consent form for group workshop participation were reviewed and weekday evening workshop dates and time preferences recorded. Four to six weeks prior to the workshop launch, additional individual onboarding conversations took place and included the following topics: the participatory group approach, project design, time commitment, technology supports/familiarity and online workshop logistics. Online workshop logistics discussions addressed included internet connectivity, computer access, and familiarity with Zoom, use of headphones for privacy along with the availability of a quiet, low traffic home space. These pre-workshop meetings also included viewing examples of digital stories to enhance an understanding of the format for participants unfamiliar with this arts-based method along with online DST production procedures. Pre-workshop communications also involved conversations about storyteller ownership, control, agency and choice to share or not share DSTs. These pre-workshop meetings were important in preparing participants for their roles as community co-researchers actively engaged in decision-making and DST planning. These conversations strengthened rapport and trust between community co-researchers and project staff to support subsequent online workshop activities, DST task completion and knowledge translation planning. Allowing sufficient time and resources for comprehensive project onboarding and Q & A discussions was critical to the success of this initiative.
Benefits of longer workshop timelines for online settings: Translating a three full-day workshop format, popular with in-person initiatives, to a virtual digital storytelling design, required adaptations to mitigate the risks of screen fatigue and maintaining focus in online environments.[1, 14, 21] Recognizing these challenges, the breast cancer and diversity digital storytelling project was adapted to include seven weekly two-hour meetings with individual coaching time and check-ins scheduled to support work between meetings (Table 1). Individual online check-ins and coaching time acted as a proxy for informal conversation opportunities that typically take place on the fly during in-person workshops.[21] A benefit of this seven-week period for DST workshops was the opportunity to develop a supportive, interpersonal network over time. For example, community co-researchers communicated with one another through social media messaging apps and shared information about community resources and support groups. Sharing a monthly newsletter providing project updates and DST sharing opportunities further supported community co-researcher connectivity. The extended timelines of an online DST project were advantageous in developing rapport and meaningful relationships among co-researchers.
Active listening and feedback practices contributed to collaborative and engaged online workshop events: Initially, project staff members were concerned that even a two-hour online workshop session conducted over Zoom might be too long and result in screen fatigue and less engaged participation. However, the implementation of story circle practices and active listening techniques with the guidance of expert DST facilitators helped mitigate this challenge. Workshops included dedicated segments of approximately ten minutes of uninterrupted time for each community co-researcher followed by five minutes of group feedback and discussion. DST facilitators modeled strengths-based feedback techniques, well-suited for online environments. For example, the group was encouraged to express support through physical gestures such as applause and placing hands over heart. The facilitators also asked inidivdiuals to not check emails or phones during this time so that they were fully present for their co-researchers. Written feedback using the Zoom chat function was encouraged after, rather than during, individual storytelling segments. By modeling these respectful and non-distracting feedback techniques, the workshop facilitators encouraged a strengths-based environment for sharing lived experience. These intentional communication practices were experienced by our group as contributing to a sharing environment that minimized cross-talk and fostered deep engagement. Using online breakout rooms for small group discussion and focused feedback also supported community co-researcher collaboration. The size of our group (seven community co-researchers, three project staff members, two DST facilitators) and balanced representation of community co-researchers and project staff was optimal for both large group and breakout room activities.
Optional between workshop meetings with community co-researchers supported ongoing project engagement: Digital storytelling projects require the completion of workshop assignments in between meetings including developing and refining a short narrative, recording a voice-over narrative, creating/retrieving visual images (e.g. photos, artwork, graphics), selecting music and audio. DST facilitators and project staff met online/remotely with community co-researchers to support and provide guidance between meetings. The scheduling of individual and small group coaching sessions supported video narrative development and community co-researcher engagement that helped sustain project momentum. Weekly check-ins between workshop sessions that were task-driven also created an opportunity and safe space for community co-researchers to discuss how they were experiencing the project and to identify requirements for additional supports and/or resources.
Taking time between digital story creation and knowledge translation planning: To ensure there was time to reflect upon decisions related to the broader sharing of digital stories, the group opted for a one-month break between the final DST workshop session and knowledge translation session (Meeting 7). This break created time and space for community co-researchers to share their stories with their family and friends while reflecting upon whether they wanted to share their stories, how and where to share and with whom. During the knowledge translation session, co-researchers discussed their experiences of previewing their films with family, friends and personal networks. As family-friends were included or referenced in several of the digital stories, their endorsement was an important step for co-researchers before considering opportunities to share the stories in public forums. For broader digital storytelling and project results sharing, we agreed upon an engaged consensus decision-making approaches. Community co-researchers could opt in or decline participation to present at conferences and other knowledge translation opportunities. The community co-researcherscontributed to all knowledge translation activities and played an active role in reviewing and selecting conference, education, and online sharing opportunities. The digital stories were presented as a collection at national and international virtual and in-person conferences and learning sessions with graduate students. The group continues to explore future funding opportunities, advocacy and research opportunities for co-researchers and has recently launched a project webpage (healthexperiences.ca) for accessing the DSTs, community co-researcher bios and project background context. Through bi-monthly communications over email and Zoom, community co-researchers communicates DST sharing preferences and also recommended different venues and networks for socializing their work.
Early community and stakeholder engagement: Protecting sufficient funds for knowledge translation and community outreach activities is also an important lesson learned. For future work, we would recommend engaging community co-researchers and community partners through the creation of a community advisory board in the early planning phases to inform all stages of digital storytelling projects, including workshop design and knowledge translation in particular. Although many healthcare organizations and community partners support the inclusion of lived experience, stakeholders are often unfamiliar with arts-based methods; early engagement can help support efficacious and timely knowledge translation and exchange opportunities. This is particularly critical with digital stories shared through virtual events where the important role of community co-researchers as story creators and lived experience educators is often overlooked. In online forums, peer researchers presenting their stories can provide invaluable context and local knowledge insights as experience experts. While there are many online and in-person opportunities for virtual presentations of digital stories, sufficient funding is required to ensure that co-researchers can attend and introduce their DSTs and play an active role in co-designing knowledge translation events.