Digital storytelling promoting twenty-first century skills and student engagement

Niemi, Hannele; Multisilta, Jari

doi:10.1080/1475939x.2015.1074610

“…In the process of producing their own learner-driven content, students acquire important 21st century competences such as knowledge creation, analytical and critical thinking, creativity and self-regulated learning, and digital and information literacy (Niemi and Multisilta 2015;Robin, 2008).…”

Section: Resultsmentioning

confidence: 99%

The development of the reflective practitioner through digital storytelling

Challinor

¹

,

Marín

²

,

Tur

³

2017

IJTEL

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This paper presents a multiple case study on the use of digital storytelling to support the development of reflection and digital skills in professional education. Students from two universities, one group studying health and social care, the other training to be teachers, were asked to produce two artefacts, at the beginning and end of their respective modules, in which they reflected on the aspects of professional and personal learning. The artefacts, some of which were produced in groups, others by individual students, were analysed for recurring themes, levels of reflection and digital competence, particularly in the use of open educational resources. Findings from the analysis support the use of digital storytelling methods to develop a range of key skills pertinent to professional education in general but concluded that the deeper levels of reflection may be most evident in individual artefacts produced in the later stages of professional education. The study provides some important insights for teaching and learning in professional education as it suggests that digital storytelling provides a highly engaging way of introducing both reflective and open educational practices.

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“…During late years, the research about storytelling or digital stories have proliferated notably [11][12][13]. These studies referenced the advantages of digital stories [14][15][16], such as the improvement in academic, social and communication skills, imagination, creativity, critical thinking, expression, etc.…”

Section: Introductionmentioning

confidence: 99%

Psychometric Study of a Scale of Measurement of the Digital Stories Creation Using Utellstory

González

¹

,

Gea

²

,

Regaña

³

et al. 2020

Sustainability

2

0

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The purpose of this paper is to validate a scale about learning how to use the Utellstory software for the creation of digital stories. The questionnaire was provided to a sample of 142 and 276 students from Masters in Inclusive Education and Early Childhood Education Degree of the University of Córdoba (Spain), respectively. The data were subjected to an analysis of reliability and validity through the use of exploratory and confirmatory factorial analyses. The results revealed an instrument with correct validity and reliability that demonstrate that the model is stable and consistent with the starting theoretical assumptions. Sustainability 2020, 12, 3204 2 of 12In addition, they learn to use the Internet, as well as to analyze and synthesize the big amount of information they receive, so they have to organize their ideas properly. On the other hand, they learn to solve problems, to take control over their learning process, to reflect about themselves critically [21], and to develop their emotional intelligence [22].The authors of [23] focused their research on the pedagogical repercussion that is derived from digital storytelling. They say these digital narrations are a pedagogical tool, which promotes the student-centered learning strategies. This tool has the following features: (a) Student active participation, (b) reflexive learning, (c) project-based learning, and (d) effective technology integration.These benefits provided by the use of digital storytelling, related to the current importance of the use of an active, participative, and inclusive methodology, are fundamental, as they allow reaching the objectives proposed and the development of competencies that are needed for the comprehensive development of the student [19,20]. However, for this, it is indispensable that the teachers have the necessary qualifications, as they must possess the digital knowledge and abilities needed for adding these new digital tools to the classroom, to make the most out of their use [24][25][26]. Starting from the initial training of the future teachers, it is necessary to promote the development of digital competencies that prepare them to adapt the educational system [27] to the new transformations derived from the digital era, that convert the more traditional methodologies into more innovative, motivational, and autonomous ones for the students [28,29].There are many studies that have addressed the creation of digital stories through different software programs. Reference [26] proposed an approach that measured the degree of competencies acquired by the students through an evaluation rubric that considered four dimensions: Digital, narrative, creative, and didactic competencies; however, it lacked a research methodology.Also, the authors in [17] use the collaborative design of the story to promote sociability and creativity in school children, through the use of a Likert-type questionnaire with four response options, with a total of 15 items. In this case, the validation of the instrument utilized was not addressed.O...

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“…In order to make digital technology accessible to all and to enhance both the production and consumption of media as important aspects of online environments (Niemi and Multisilta, 2015), the use of OER is essential. The concept of OER derives from the open source philosophy and refers to media that are freely available on the internet and with few restrictions on their reuse (Hylén, 2005); for example, individuals are able to use, adapt, reuse and build upon a resource, with the provision that the original creator is recognised as the author of his/her work.…”

Section: Digital Competence and Skillsmentioning

confidence: 99%

“…In order to equip students with the essential 21st century skills, the integration of ICT into everyday learning is pivotal, enhancing the skills of inquiry and knowledge creation, analytical and critical thinking, creativity and the capacity to work both independently and collaboratively (Niemi and Multisilta, 2015).…”

Section: Digital Competence and Skillsmentioning

confidence: 99%

“…Combining the transformative power of narrative with the ease-of-use of emerging technologies (Hall, 2012), students have the potential to become highly engaged in the process of their own learning (Niemi and Multisilta, 2015). With the increasing prevalence of multimedia technologies in recent years, Cheng and Chan (2009) show that an alternative to text-mediated reflective practice, especially digital video, can help foster learner self-reflection, especially in an e-portfolio environment, where users have access to a range of digital and web-based technology.…”

Section: Digital Competence and Skillsmentioning

confidence: 99%

See 1 more Smart Citation

The development of the reflective practitioner through digital storytelling

Challinor

¹

,

Marín

²

,

Tur

³

2017

IJTEL

View full text Add to dashboard Cite

This paper presents a multiple case study on the use of digital storytelling to support the development of reflection and digital skills in professional education. Students from two universities, one group studying health and social care, the other training to be teachers, were asked to produce two artefacts, at the beginning and end of their respective modules, in which they reflected on the aspects of professional and personal learning. The artefacts, some of which were produced in groups, others by individual students, were analysed for recurring themes, levels of reflection and digital competence, particularly in the use of open educational resources. Findings from the analysis support the use of digital storytelling methods to develop a range of key skills pertinent to professional education in general but concluded that the deeper levels of reflection may be most evident in individual artefacts produced in the later stages of professional education. The study provides some important insights for teaching and learning in professional education as it suggests that digital storytelling provides a highly engaging way of introducing both reflective and open educational practices.

show abstract

Digital storytelling promoting twenty-first century skills and student engagement

Cited by 113 publications

References 20 publications

The development of the reflective practitioner through digital storytelling

The development of the reflective practitioner through digital storytelling

Psychometric Study of a Scale of Measurement of the Digital Stories Creation Using Utellstory

The development of the reflective practitioner through digital storytelling

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