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DIGITAL STORYTELLING IN HIGHER EDUCATION GRETE JAMISSEN PIP HARDY YNGVE NORDKVELLE HEATHER PLEASANTS EDITED BY INTERNATIONAL PERSPECTIVES
HASANH MUTLU
Digital Storytelling is a Tool of Creative Development in Higher Education
2020 •
Maria Leshchenko
A. Tatnall & J. Multisilta (Eds.),Encyclopedia of Education & Information Technologies, Springer
Digital storytelling in teaching and research
2018 •
Marianna Vivitsou
This extended entry will draw from Contemporary Metaphor Theory in order to explicate the meaning of the term, based on applications in education that use digital storytelling to frame teaching and research. To this end, I will discuss digital storytelling as a phrase where the noun (storytelling) is used metaphorically and is modified by the adjective (digital) that designates the target domain of the utterance. According to metaphor theorists, a metaphor occurs when we talk about something by means of something else and, therefore, a stretch or twist is required for sense making. This metaphorical twist involves a movement to a target domain (in this case: telling stories) to explain what, for instance, technologically-enhanced practices in the field actually mean nowadays.In this sense, ‘digital storytelling’ is a 21st century metaphor that signifies mapping of two domain areas in the meaning making process. In this mapping, ‘digital’ signals the comparison between the domain of technology and that of telling stories. Digital storytelling involves multiple modes of expression through language and other symbols and media. However, contrary to traditional visual and cinematic storytelling, digital technologies have offered the possibility for interactive ways of telling stories online through the use of web-based platforms and internet services. A contemporary definition of digital storytelling should take into account these dimensions. If, for example, we consider storytelling to be an essential feature of education, the perspective on education changes. In this way, digital storytelling can possibly be a novel metaphor, given that it attributes novel meanings to the field. In this paper, dimensions of these possibilities will be discussed.
patricklowenthal.com
18. Digital storytelling: An emerging institutional technology?
Patrick Lowenthal
Education is susceptible to fads (Maddux & Cummings 2003). Technological innovations have brought about a number of fads in education that have failed to meet expectations (Oppenheimer 1997). Despite storytelling's recent renaissance, storytelling is not a fad; it has been used throughout history for teaching and learning (Abrahamson 1998). Stories help make meaning out of experience (Bruner 1996; Schank 1990). Experience, and the stories created to make sense of that experience, is key to learning (Schank 1990; Zull ...
seminar.net
Storytelling – EDU: Educational - Digital – Unlimited?
2012 •
Theo Hug
Story circle: Digital storytelling around the world
Digital storytelling—An emerging institutional technology?
2009 •
Patrick Lowenthal
Storytelling, a timeless instructional strategy, is taking on a new life in the form of digital storytelling. During the past 12 years, Digital Storytelling, pioneered by the Center for the Digital Storytelling, has grown from an idea to a movement. The Digital Storytelling Festival has been growing in popularity since 1995 and there is now even a formal Digital Storytelling Association. However, despite the popularity of digital storytelling as a tool for expression, only recently have educators begun experimenting with this emerging instructional technology. This paper investigates trends, issues, and opportunities of using digital storytelling to improve teaching and learning.
2008. Practical uses of Digital Storytelling.
Carmen Gregori-Signes
Digital storytelling is a good way to engage students in both traditional and innovative ways of telling a story. The students learn how to combine some basic multimedia tools such as graphics,animation, with skills such as research, writing, presentation, technology, interview, interpersonal, problem-solving, and assessment skills (Robin 2005, Barrett 2005). The purpose of this talk is threefold: first, I will briefly describe some of the educational uses of digital storytelling and its applicability in the new context of the Bologna Accord. Secondly, I will be showing some examples of specific instructions as to how to use Digital Storytelling in the classroom. Thirdly, I will talk about the outcomes of my own experience with digital storytelling with students from the Universitat de València.
Digital Storytelling: New Medium In Communicating Knowledge And Information
2009 •
Harryizman Bin Harun
Journal of pedagogic development
Telling timber tales in higher education: a reflection on my journey with digital storytelling
2015 •
Veronica Barnes
The challenges of the Higher Education landscape are the result of massification and globalisation. The general lack of preparedness in students and lack of academic literacy means that plagiarism is increasingly a challenge in written assignments. In the South African context, this is amplified, as students may be studying in their third or fourth language. Relying on students’ affinity for visual learning, digital storytelling was first used as an alternative assessment method (to a written assignment) in 2011. This paper is a reflection on a lecturer’s journey with digital storytelling, beginning with the first project in the Industrial Design programme at a University of Technology in South Africa. The short movie clips, known as digital stories, were created with off-the-shelf equipment and techniques, and any open source software available to the students. By evaluating the project using the lens of Authentic Learning, some of the benefits and challenges of using this alter...
Digital Storytelling as an Alternative Educational Approach in today’s educational systems: Can we enhance the IC Management and Reporting in Higher Education?
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