The Decision-Making Process and the Construction of Online Sociality through the Digital Storytelling Methodology

Abstract

Digital storytelling (DST) is a teaching methodology (and tool) that is very widespread in different types of training: formal and informal, professional, and for adults. Presently, education is evolving and moving towards digital storytelling, starting from the models of Lambert and Olher. Today, although DST is usually used in the training that students receive for narrative learning, experimentation on the psychological and social consequences of this online teaching practice is still scarce. The literature acknowledges the widespread use of DST online, from psychology to communication and from marketing to training, providing Lambert’s and Olher’s models as references. Thus, the purpose of experimentation in this subject has been to try to mix these two models by selecting the phases of the model that focus most on creativity and narrative writing. The purpose of this study is to illustrate the experimentation conducted in the initial training of teachers to monitor the processes of negotiating content, making decisions and building a group atmosphere through the use of a narrative technique in an educational context. The sample was offered comprehension activities on narrative categories, creativity and autobiographical writing. The process in the group choice phase (negotiation) of the story was monitored through a questionnaire that includes three scales (the Melbourne Decision Making Questionnaire, Organisational Attitude, and Negotiations Self-Assessment Inventory). The study concluded that the standardised planning of activities that, to a greater degree of depth, promote participation and emotional involvement allows the creation of strong group thinking and affects the decision-making and negotiation processes of the activities being carried out by the participants.

Use of Music and Openness in a Group of Teachers-in-Training Receiving a Musical Intervention

“…The intervention, called 'DST music and soundtracks', was constituted in the model of the University of Foggia (present below) (Limone et al, 2021) in a theoretical lesson on listening to music, musical intelligence and three international good practices (Toto, 2017) of technology-mediated music teaching in which students observe student treatment, behaviour and outcomes of this teaching practice. As an alternative to the latter theme, it is possible to replace it with a lesson on rhythm for which no prior knowledge of musical content is required.…”

The Challenge of an Interactive Audiovisual-Supported Lesson Plan: Information and Communications Technologies (ICTs) in Adult Education

“…Undoubtedly, the new audiovisual theory was suggested mostly for adult media studies learners and targeted at the educational process quality utilizing technology-enhanced learning [4]. Additionally, on the other hand, following the relevant literature [51,116,120,[186][187][188][189][190], the digital storytelling methodology focuses on the application of digital storytelling (narration form here on) through educational techniques which is commonly created and used from and through ICT-tools in order to bring a narrative to life utilizing audiovisual content [4,8,177]. Despite what we already know about the influence of the ICTs in education and ICT-supported educational techniques [4] (p. 8), the most recent literature has also shown that their effectiveness is determined by the educational needs of the learners themselves [1,4,8].…”

The Effects of the COVID-19 Pandemic on the Digital Competence of Educators

“…Antón-Sancho et al [11] analyzed the degree of acquisition of soft skills in Latin American university teachers using hybrid educational models. Limone et al [12] illustrated the experimentation conducted in the initial training of teachers to observe the processes of negotiating content, making decisions, and group building through the use of Digital storytelling (DST) in an educational context. Wu et al [13] proposed a method combined with the parsing trees of program codes and the fuzzy membership function to detect plagiarism in an online, blended programming course during the COVID-19 pandemic.…”