Digital storytelling in the classroom: how to tell students to tell a story

Brailas, Alexios

doi:10.1504/ijtcs.2017.084407

Cited by 8 publications

(9 citation statements)

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“…Moreover, showing positive behaviours in problem solving became a tool for self-improvement since it guides good and desirable behaviours to students. These are advantages of multimedia social stories as they can be used to prepare students for encountering social situations as well as behavioural and situational changes (Brailas, 2017). Multimedia social stories employed in this research are similar to the research conducted by Zhu et al's (2016) when he designed interactive social stories (ISS), a game for teaching social skills about greeting and making new friends in school aiming to encourage students to communicate and express themselves appropriately in real life situations.…”

Section: Discussionmentioning

confidence: 69%

The Development of Social Emotional Learning Programmes in a Cross-Cultural Elementary Classroom

Pinchumphonsang

Chanchalor

2020

IJIL

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The purpose of this study was to develop an intervention to improve the SEL skills of learners in a cross-cultural school context. The study involved the development and trial of an intervention program designed to develop social emotional skills. Participants were 30 Thai learners as well as six learners from Myanmar, Cambodia and Laos in a socio-economic and culturally diverse classroom. Prior to participation, the 36 students completed the SDQ. The SDQ was also completed by parents/guardians and teachers of the 36 students. The intervention lasted 15 weeks and structured learning blended with nine multimedia social stories along with various activities. The results are presented as pre-post for the whole group which was statistically significant, meaning that the intervention was effective in improving the social skills.

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Section: Discussionmentioning

confidence: 69%

The Development of Social Emotional Learning Programmes in a Cross-Cultural Elementary Classroom

Pinchumphonsang

Chanchalor

2020

IJIL

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“…Many digital comic strip production tools are available online, allowing anyone to create professional-looking products without the need to be graphic artists themselves. These applications allow users to set the comic strip background by selecting predefined patterns, to drag and drop characters onto the backgrounds, and to add text bubbles (Brailas, 2017). In this particular intervention, students utilized StoryboardThat (http://storyboardthat.com), a freemium online comic strip creation platform with a simple-to-use interface and a short learning curve.…”

Section: The Comics To Stop Bullying Projectmentioning

confidence: 99%

“…The inclusion of non-verbal modalities in a community project allows participants to access and communicate their lived experiences in a radically new way (Brailas, 2020b;Vakali & Brailas, 2018). A digital story is any multimodal digital artifact that can be experienced offline or online and serves a specific aim, communicates a message, tells a story, by utilizing more than one modality (Brailas, 2017;Kress, 2010;Tham, 2015). Digital stories can take the form of a cloud document, video, comic book, presentation, blog, or any other possible digital format.…”

Section: Introductionmentioning

confidence: 99%

Digital storytelling and the narrative turn in psychology: Creating spaces for collective empowerment

Brailas¹

2021

Preprint

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In this article, we propose a model that combines digital storytelling with narrative practice to create a facilitated peer-to-peer experiential learning space for collective empowerment. This model was inspired by an educational intervention that utilized participatory digital comic strip making to raise students’ awareness of bullying and its consequences. The makerspace involved allows for the creation of digital artifacts representing participants’ personal narratives. Narrative practice is grounded in the idea that there are no problematic people but rather not effective narratives about how people are supposed to act. Making digital stories, getting constructive peers feedback, and then releasing more polyphonic and adaptive sequel versions is proposed here as an effective way to raise participants’ awareness and help them integrate different points of view, as well as enrich their narratives on critical social phenomena. A significant advantage of the digital storytelling genre employed is that the digital artifacts produced have a concrete material presence: they can be shared, performed, or modified. Participants, with the help of their peers, participate in a group process facilitated by their teacher, aiming to locate and change problematic elements in their stories, and by doing so they materialize and consolidate the improvement in their personal narratives.

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“…Ταυτόχρονα, η καλλιτεχνική έκφραση είναι εξαιρετικά πολύτιμη καθώς προσφέρει εμπειρικό υλικό που οι άλλες τεχνικές έρευνας δεν μπορούν να προσεγγίσουν (Brailas, 2017), ενώ ταυτόχρονα ενθαρρύνονται πρακτικές πέραν των τυπικών μορφών ποιοτικής έρευνας (Beveridge, 1957). Συγκεκριμένα, o Beveridge (1957) αναφέρει ότι «τα δεδομένα και οι θεωρίες είναι νεκρά από μόνα τους χωρίς τη φαντασία, ενώ τα όνειρα και οι εικασίες είναι μάταιες φαντασιώσεις χωρίς την ύπαρξη της λογικής που θα τα μετατρέψει σε κάποιο χρήσιμο σκοπό» (σ.…”

Section: η τέχνη ως άλλη μορφή επικοινωνίαςunclassified

"Me and my students' smartphones in the classroom": A case study using arts-based methods

Vakali¹,

Brailas

2018

HomVir

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There is a new area flourishing within qualitative research based on methods using all forms of art: music, theatre, visual arts, and literature. In this paper we present an overview of the basic features of arts-based research; emphasizing on their meaning on education research, on the freedom of expression given to the participants in the research, and on the method the researcher applies to evaluate the collected data. We then present an arts-based research case study where the research questions relate to teachers’ reactions to the use of smartphones by students in the classroom. In this case study, teachers, especially those working on secondary education, are invited to portray their thoughts, emotions, and images that respond to these questions by painting them on a paper using markers. The findings show that the majority of the teachers are negative about the children using their smartphone in the classroom, along with evidence for teachers’ emotional response and how to confront the phenomenon.

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Digital storytelling in the classroom: how to tell students to tell a story

Cited by 8 publications

References 0 publications

The Development of Social Emotional Learning Programmes in a Cross-Cultural Elementary Classroom

The Development of Social Emotional Learning Programmes in a Cross-Cultural Elementary Classroom

Digital storytelling and the narrative turn in psychology: Creating spaces for collective empowerment

"Me and my students' smartphones in the classroom": A case study using arts-based methods

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