Digital Story-Making in Support of Student Meaning-Making

2013 ◽  
pp. 192-203 ◽  
Author(s):  
Gail Matthews-DeNatale
Keyword(s):  
Student Learning ◽  
Case Studies ◽  
Meaning Making ◽  
Sensory Experience ◽  
Visual Media ◽  
Learning Sequence ◽  
Digital Story ◽  
Digital Stories ◽  
Student Meaning ◽  
The Impact

Learning design is critical to success when using visual media to enhance learning. This process involves beginning with the end goals in mind and working backwards to craft a thoughtful learning sequence. Through a pair of case studies, this chapter demonstrates the role student-generated digital stories can play in helping students make meaning of firsthand learning experiences. Digital story-making engages students in a multi-modal, multi-sensory experience that deepens engagement and improves the memorability of learning. Educators are under increasing pressure to provide evidence of the impact that coursework has on student learning, and student-generated digital stories provide valuable artifacts of learning.

Reconsidering Literacy in the 21st Century: Exploring the Role of Digital Stories in Teaching English to Speakers of Other Languages

RELC Journal ◽  
2018 ◽  
Vol 49 (2) ◽  
pp. 179-194 ◽  
Author(s):  
Phillip A. Towndrow ◽  
Andrew J. Pereira
Keyword(s):  
New Media ◽  
Teaching And Learning ◽  
Meaning Making ◽  
Language Instruction ◽  
Socially Constructed ◽  
Speakers Of Other Languages ◽  
Technological Developments ◽  
Digital Stories ◽  
Key Terms ◽  
The Impact

The call for an expanded, critical and socially-constructed view of literacy in response to contemporary semiotic and technological developments is not new. However, an under investigated area relates to the impact and influence of new media in the teaching and learning of English to speakers of other languages (ESOL). Following an overview of some key terms and concepts in the fields of Multimodal Composition and Communication, we describe and critique a number of the multimodal elements in ESOL textbooks. Subsequently, we present a case for cultivating a ‘personal’ sense of semiotic awareness and illustrate this with a brief analysis of an ESOL teacher’s exploration of meaning making through digital storytelling. Finally, we end by listing several benefits of introducing multimodality into ESOL supporting the irreducible viewpoint that envisages teachers as designers of apt learning environments in contrast to the static and immutable realms of content- and skills-based language instruction.

Examining the Impact of Case Studies on Student Learning, Interest, Motivation, and Belonging in Undergraduate Human Physiology

HAPS Educator ◽  
2021 ◽  
Vol 25 (2) ◽  
pp. 30-43
Author(s):  
Mackenzie Pekary ◽  
Juanita Jellyman ◽  
Michael Giang ◽  
Paul Beardsley
Keyword(s):  
Human Physiology ◽  
Student Learning ◽  
Case Studies ◽  
Learning Interest ◽  
The Impact

MODIFIKASI MODEL PEMBELAJARAN PROBLEM POSING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Lita Amalia ◽  
Alda Dwiyana Putri ◽  
Alfajri Mairizki Nurfansyah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Problem Posing ◽  
Reasoning Skills ◽  
The Impact ◽  
Answering Questions

The purpose of this paper is to describe the Problem Posing learning model with Task and Forced Strategy. As for the background of this writing is because of difficulties in understanding the material and also lack of enthusiasm of students in learning the material so that the impact on student learning outcomes is still low. The low student learning outcomes are, of course, many factors, one of which is the problem of applying a learning model that is still teacher-centered, so students tend to be passive. For this reason, the teacher can use the Problem Posing learning model that is modified by the task and force strategy (Task and Forced). Problem Posing learning model is a learning model that requires students to develop their systematic reasoning skills in making questions and answering questions. While the task and force strategy (Task and Forced) is a learning strategy that has little effect on students to complete the task until it is completed and on time to avoid the punishment given by the teacher as a consequence. So that students will be motivated in listening, understanding the material delivered and doing assignments on time. By combining this model and strategy can be a solution so that the learning process becomes quality.

Navigating the New Retail Landscape

2020 ◽  
Author(s):  
Alan Treadgold ◽  
Jonathan Reynolds
Keyword(s):  
Case Studies ◽  
Business Models ◽  
Retail Industry ◽  
Drivers Of Change ◽  
Economic Crises ◽  
Global Pandemic ◽  
Personal Leadership ◽  
Practical Guidance ◽  
The Impact ◽  
Rapid Emergence

The retail industry globally is in an era of profound, perhaps unprecedented, change, change which has been further accelerated for many by the impact of the COVID-19 global pandemic and its attendant health and economic crises. This book is intended to serve as a wide-ranging, robust, practical guide to leaders of enterprises tasked with understanding and delivering success in the new landscape of retailing. Part 1 describes the major directions and drivers of change that define the new global landscape of retailing. Accelerating changes in technology, the rise to prominence globally of internet enabled shoppers and the rapid emergence of entirely new retail enterprises and business models are combining to re-shape the very fundamentals of the retail industry. The new landscape of retailing is unforgiving: success can be achieved more quickly than ever before but failure is equally rapid. Opportunities in the new landscape of retailing are profound, but so too are the challenges. Part 2 discusses the structures, skills and capabilities that retail enterprises will need to be successful in this new landscape and the skills and capabilities required of the leaders of retail enterprises. More than 25 detailed case studies of innovative, successful enterprises internationally and more than one hundred smaller examples, all updated and many new since the first edition, are used to illustrate the themes discussed. Frameworks are presented to provide practical guidance for enterprise leaders to understand and contextualize the nature of change re-shaping retail landscapes globally. Clear guidance is given of the capabilities, skills and perspectives needed at both an enterprise and personal leadership level to deliver success in the new landscape of retailing.

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