Using digital storytelling to externalise personal knowledge of research processes: The case of a Knowledge Audio repository

Rambe, Patient; Mlambo, Shepherd

doi:10.1016/j.iheduc.2014.04.002

Cited by 20 publications

(14 citation statements)

References 9 publications

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“…Storytelling can be a useful tool in making sense of the world and one's experiences of problem solving, individual perspectives and insights (Egan, 1988;Rambe & Mlambo, 2014;Wyatt-Smith & Kimber, 2009). Storytelling has been included in curricula associated with literacy (Campbell, 2012;Yang, 2012), mathematics (Albano & Pierri, 2014;Casey, Kersh & Young, 2004), history and earth science.…”

Section: Digital Storytelling As the Instructional Design Frameworkmentioning

confidence: 99%

Engaging preservice primary and preprimary school teachers in digital storytelling for the teaching and learning of mathematics

Starčič¹,

Cotič²,

Solomonides³

et al. 2015

Brit J Educational Tech

107

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A significant criticism made of preservice teacher education is that it fails to prepare teachers in such a way that they would feel confident in the use of information and communication technology (ICT) in teaching, despite the assumed digital literacy of student-teachers and the children they will eventually teach. New technologies have enabled multimodal design and digital storytelling in meaning-making and communication and are now often instrumental and influential in shaping students' social practices and identities. The purpose of this study was to explore an integrative approach in applying ICT in learning with specific reference to the formation of mathematics teaching capability in preservice teachers. It takes into consideration student-teachers' lived experiences when introducing ICT supported learning into their classrooms as well as their exposure to related university courses such as educational technology, special didactics of mathematics and mathematics. This paper describes the instructional design framework and assessment criteria for mathematical problem solving and digital storytelling introduced to an ICT course for student-teachers. Based on the analysis of pre-and posttesting of the subjects' capabilities and reports of their perceptions, it is suggested that preservice teachers can efficiently develop their content knowledge in mathematics problem solving and that an integrative approach such as that described here may facilitate both mathematical problem-solving competences and pedagogical competences for applying digital storytelling in solving mathematical problems. The cohort of preservice teachers had no prior experiences of digital storytelling or multimodal design and perceived them as new practices. Their conceptions changed during the course from the passive recipients to active producers of media content. They demonstrated reflection relative to learning-by-design and representation modelling. They perceived digital storytelling as a strategy and means for empowering the "studentvoice" and the active construction of knowledge. The findings of the study contribute to British Journal of Educational Technology (2015Technology ( ) doi:10.1111 © 2015 British Educational Research Association preservice teacher education indicating that an integrated approach of instruction that deploys digital storytelling and multimodal design can help facilitate preservice teachers' pedagogical competencies and mathematical content knowledge. IntroductionThe paper discusses preservice teacher education and presents an integrated approach to preparing preservice teachers for lesson planning, design and delivery in mathematics teaching. The intervention involved a contextualised approach in which an educational technology course was associated with, and applied material from, courses in the special didactics of mathematics, mathematics, integrated through an in-school practicum for preservice teachers. The instructional design framework and evaluation criteria are presented, along with the ...

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Section: Digital Storytelling As the Instructional Design Frameworkmentioning

confidence: 99%

Engaging preservice primary and preprimary school teachers in digital storytelling for the teaching and learning of mathematics

Starčič¹,

Cotič²,

Solomonides³

et al. 2015

Brit J Educational Tech

107

View full text Add to dashboard Cite

show abstract

“…through proper acknowledgement of the expert's work and desisting from plagiarism) and has an ability to become a research authority in her own right. Yet mutual trust also depends on the existence of a shared practice and understanding of the domain in which knowledge is shared and exchanged (Wenger, 1998;Rambe & Mlambo, 2014).…”

Section: Implications Of Share Point-based Knowledge Management Modelmentioning

confidence: 99%

“…In spite of the fundamental economic benefits of knowledge management, Martins & Meyer (2012) highlight the risk of losing people's tacit knowledge as one of the prime considerations in the development of knowledge retention strategies. In knowledge creating sectors such as higher education where senior academics are retiring, aging and exiting academia at a pace faster than their rate of replacement by less experienced, junior academics, the demands for intergenerational transfer and retention of tacit research knowledge have been acute (Durst & Ferenhof, 2014;Rambe & Mlambo, 2014;Burmeister & Deller, 2016). Notwithstanding the fundamental importance of tacit knowledge retention in view of the aging and shrinking of the skilled research workforce, Burmeister & Deller (2016) highlight that research on tacit knowledge transfer in organisations is scarce, and an integrated conceptual framework for promoting tacit knowledge transfer and retention is yet to be developed.…”

Section: Introductionmentioning

confidence: 99%

“…Although there is growing consensus on the capacity of emerging technologies (ETs) to enhance and leverage research knowledge management (Rao, 2002;Dave, Dave & Shishodia, 2012;Pande, Yavatmal, Shelodkar & Khobragade, 2013;Dumay, 2015;El Badawy, Marwan & Magdy, 2015), the ideal nature of the knowledge retention process is yet to be fully understood (Burmeister & Deller, 2016). While the field of knowledge retention [drawing on ETs] is only beginning to emerge (Martins & Meyer, 2012), the call to exploit low cost, low threshold ubiquitous technologies to transfer and retain knowledge has never been louder (Rambe & Mlambo, 2014;Bozalek, Gachago & Watters, 2015;Ng'ambi & Bozalek, 2015). For this reason, this research addresses the following research questions:…”

Section: Introductionmentioning

confidence: 99%

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Technology-Enhanced Knowledge Management Framework for Retaining Research Knowledge among University Academics

Rambe

Mbeo

2017

JEBS

Self Cite

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Given the challenge of retaining the research knowledge of an aging, experienced professoriate at South African Universities of Technology, institutions with a nascent tradition of scholarly research, this paper explores the feasibility of a technology-enhanced knowledge management framework for generating, sharing and retaining tacit research knowledge to leverage research outputs at the Central University of Technology (CUT), Free State, South Africa. Since digital trails of established-novice researcher interactions are left behind whenever they interact in online platforms, an examination of such interactions can provide insights into the sharing and transferring of tacit research knowledge from senior researchers to novices. This theoretical study draws on Nonaka and Takeuchi’s Theory of Organisational Knowledge Creation, an emerging technology platform, SharePoint, mainstream literature and the authors’ reflective experiences to develop a technology-enhanced knowledge management model. The paper argues that tacit knowledge can be assimilated from a comprehensive examination of the knowledge production interactions between senior academics and novices enabled by low threshold technology and collaborative sharing of content. This study’s insights are relevant to Higher Educational Institutions (HEIs) struggling to create a sustainable culture of scholarly research and grow a new generation of competent researchers amid the attrition of senior academics and the prevalence of systemic blockages in knowledge transfer processes.

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“…Visual storytelling can (1) facilitate organisational learning (Militello & Guajardo, ), (2) increase information generation and collaborative engagement and track the development trajectory in cognitively demanding research disciplines (Rambe & Mlambo, ), and (3) improve the visual memory capacity and writing skills of students (Sarıca & Usluel, ). Koehler, Yadav, Phillips, and Cavazos‐Kottke () investigate how text and video versions of four different stories influence individuals' interest and affect, emotional engagement, recall of information, ability to summarise main points, judgments of story quality, and opinions about content matter.…”

Section: Introductionmentioning

confidence: 99%

Visual storytelling for improving the comprehension and utility in disseminating information systems research: Evidence from a quasi‐experiment

Mirkovski

Gaskin

Hull

et al. 2019

Information Systems Journal

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Since the start of human civilisation, storytelling has served as an effective medium for disseminating important knowledge within families, communities, and organisations. We make a case for the use of visual storytelling, namely, video stories, to supplement traditional scholarly articles in the Information Systems (IS) discipline, thereby exploring its potential to improve actual and perceived comprehension, perceived utility, satisfaction as well as intentions to cite, share, and accept research. Drawing on cognitive learning theory, the cognitive theory of multimedia learning and the literature on deep processing, we develop our research model, which is based on the model by Jiang and Benbasat (2007). We test our model in experimental settings with 269 research‐oriented students and academics who were randomised into four conditions: (1) reading a text‐based article, (2) reading the script for a video about the article, (3) viewing the video story of the article, and (4) viewing the video story followed by reading the article. Results showed that the article's script was significantly perceived to be the least useful in disseminating research content. The video story and text‐based article were perceived to be equally useful, and supplementing the text‐based article with a video story was perceived to be the most useful. Moreover, the video story and text‐based article supplemented by a video story were of roughly equal effectiveness; yet, the video script was the most effective, and the text‐based article was least effective relative to other formats in disseminating scholarly knowledge. Last, we discuss how to further improve the design of video stories by referring to the critical narrative theory, which has the potential to significantly promote the dissemination of IS scholarly knowledge.

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Using digital storytelling to externalise personal knowledge of research processes: The case of a Knowledge Audio repository

Cited by 20 publications

References 9 publications

Engaging preservice primary and preprimary school teachers in digital storytelling for the teaching and learning of mathematics

Engaging preservice primary and preprimary school teachers in digital storytelling for the teaching and learning of mathematics

Technology-Enhanced Knowledge Management Framework for Retaining Research Knowledge among University Academics

Visual storytelling for improving the comprehension and utility in disseminating information systems research: Evidence from a quasi‐experiment

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