Emotions, Digital Tools and Public Histories: Digital Storytelling using Windows Movie Maker in the History Tertiary Classroom

2011 ◽  
Vol 9 (9) ◽  
pp. 674-685 ◽  
Author(s):  
Catharine Coleborne ◽  
Elaine Bliss
2008 ◽  
Vol 29 (2) ◽  
pp. 193-204 ◽  
Author(s):  
Birgit Hertzberg Kaare

Abstract What are the actual inner processes taking place when youth shape and share stories about their lives through digital storytelling? In the present study, we follow an experiment in religious education in a local congregation outside Oslo. In the autumn of 2005, the Church of Norway initiated a project wherein young people raised questions of faith and life in short biographical mini-films called ‘Digital Faith Stories’. As the title suggests, digital tools are central to the project. We focus on the youth participants, analysing their role as media producers and following the construction of their stories. The adult leaders of the project are also given some attention. The analysis shows that the method of ‘Digital Storytelling’ might lead to a more systematic educational method for including the lifeworld of the young in religious training. The research has been carried out in cooperation with Prof. Knut Lundby.


2021 ◽  
pp. 135-144
Author(s):  
Maria Rosaria

The present paper aims to analyse the use of Digital Storytelling (DST) methodology in museum education context for the development of Critical Thinking (CT) skills within secondary school pupils. Starting from a brief literature review about CT promotion and cultural heritage education, an overview of active learning methodologies used in museum education for CT development is introduced. Moreover, the paper presents the first data obtained from a quasi-experiment carried out at the Galleria Lapidaria in the Capitolini Museums in Rome, which is focused on the use of DST for the promotion of CT skills for secondary school pupils within an integrated formal and informal education path.


Author(s):  
Daniele Ferraiuolo

The San Bonaventura Onlus Association was founded in 2014 within the Secular Franciscan Order (OFS), setting itself the goal of offering its contribution in the field of the enhancement of Cultural Heritage. In 2018, it created the first escape room dedicated to libraries and archives, inside the Fra Landolfo Caracciolo library in the Complex of San Lorenzo Maggiore in Naples. Starting from experiences conducted by the Association in the field of digital storytelling, gamification and development of digital tools for the enhancement of ancient books and documents, this contribution illustrates the particularities of the San Lorenzo Escape©, as well as the methods and skills used for its realization.


2016 ◽  
Vol 2 (1) ◽  
pp. 41-55
Author(s):  
Ilda Ladeira ◽  
Nicola J Bidwell ◽  
Xolile Sigaji

Digital tools for User Generated Content (UGC) aim to enable people to interact with media in conversational and creative ways that are independent of technology producers or media organisations. In this article we describe two case studies in South Africa that show that UGC is not simply something tied to technology or the internet but emerges in non-digital storytelling. At the District Six Museum in Cape Town, District Six ex-residents are central collaborators in the narratives presented. Ex-residents tell stories in the museum and can write onto inscriptive exhibits, such as a floor map showing where they used to live, and visitors can write messages on ‘memory clothes’, which are later preserved through hand embroidery. Such explicit infrastructures to access and protect cultural records are less available to rural inhabitants of the former Transkei. To address this gap local traditional leaders and villagers collaborated with a National Archives Outreach Programme by co-generating a workshop that linked various local priorities, such as representation to government, land rights and ecotourism to natural and cultural heritage. Both studies start to reveal opportunities to design technologies that increase participation in recording and sharing personal and cultural stories. They also show the need to respect values embedded in place-based oral customs, such as the importance of enabling transparency and supporting alternative views on historical events.


Author(s):  
Panagiotis Arvanitis ◽  
Pinelopi Krystalli

The main goal of this chapter is to discuss some of the most useful language teaching digital tools, then to analyze their features as well as their potential uses from the perspective of a language teacher. It attempts to outline a practical framework for implementing digital storytelling (DST) and augmented reality (AR) concepts in the field of language teaching and to provide handy guide training scenarios for use in the foreign language classroom. In addition, it focuses on the reinforcement of motivation and engagement that DST and AR can cause in foreign language teaching process due to their playful character. The chapter consists of two main sections: In the first section, the authors briefly discuss the new era of mobile-assisted language learning (MALL) and the significant changes it brings to the field of language teaching and learning in relation to DST and AR. In the second section, they discuss some of the current language teaching digital tools and environments, examine their most important features and suggest DST and AR-based scenarios for language teaching.


Author(s):  
Luisa Margarida Cagica Carvalho ◽  
Adriana Backx Noronha

Digitalization is more than a trend. It is a reality that influences firms, citizens, and organizations in general. Concerning education, digitalization becomes a key issue. Students try to use technology as a facilitator for learning. Digital tools are largely appreciated by new generations, particularly the millenniums. Telling stories is an ancient practice that shares information, values, and history between generations of families around the world. Digital storytelling (DIST) could be recognized as the use of digital tools according to a specific methodology to share stories and use this ancestral practice for learning in a context of network apprenticeship. This chapter presents a literature review about both storytelling and digital storytelling learning tools in Higher Education. The chapter also discusses the application of this digital tool in entrepreneurial education.


CCIT Journal ◽  
2013 ◽  
Vol 6 (3) ◽  
pp. 251-264 ◽  
Author(s):  
Elisa Bonacini

The aim of this paper is to show how the evolution of ICTs in the field of digital cultural participation has helped turn geo-social tagging into a new form of creation of cultural value through user-generated contents (UGC). In order to demonstrate the potential of these digital tools, we will base our study on some examples of geotagging and geo-social blogs, in Italy and abroad. Tagging a place is giving that place a story: this means being able to write digital stories on geographies. Tagging a place enables us to rediscover our territory in a new and shared way, creating forms of real social tagging and urban digital storytelling


Author(s):  
Jessica Lynn Lantz ◽  
Joy Myers ◽  
Reece Wilson

Using Puentedura's framework for transformative use of technology for learning, and the guidelines for developmentally appropriate practice, practitioner vignettes, and practical strategies highlight the possibilities for integrating digital storytelling activities in the PK-3 classroom in support of literacy learning. The chapter explores ways in which digital storytelling can be a transformational way for young children to develop an array of literacy skills. The vignettes share examples of teachers integrating digital storytelling activities in transformative ways to enhance children's learning. The chapter provides suggestions for lesson ideas and digital tools for engaging young children in a variety of storytelling projects.


2020 ◽  
Vol 5 (1) ◽  
pp. 174-183
Author(s):  
Joana K. Y. Tse ◽  
Stephanie W. Y. Chan ◽  
Samuel K. W. Chu

AbstractDigital storytelling, an innovative way of writing, has been introduced to young learners who are taught to construct stories with digital tools to convey their knowledge and ideas. In 2018 and 2019, 31 digital stories created by Hong Kong primary school students were published on a digital story writing platform and linked from an online gamified reading platform. Each book on average gained 4,000+ views from across the globe and received 3,000+ favorable comments in total. While the digital stories are popular in these platforms, their quality and education value are uncertain. A review of the literature shows there is a lack of robust tools for assessing digital stories by young authors. The research team for this paper thus constructed their own framework in evaluating digital stories. An assessment of the stories has been done by two capable assessors, who found that the stories overall were of good quality and suggested room for improvement. This paper made three contributions: (1) “invention” of a digital story assessment framework; (2) it shows that stories created by students (with support from educators) can be an enjoyable and useful educational resource for their peers; and (3) digital storytelling can help foster the development of young authors.


HOW ◽  
2020 ◽  
pp. 83-104
Author(s):  
Pedro Alejandro González Mesa

This article describes the implementation of digital storytelling in an English language class of eleventh graders at a private school in Mosquera, Colombia. It is a descriptive qualitative study, carried out for about six months by using digital tools to foster language production in the language learners. The implementation contained digital storytelling as a pedagogical strategy for developing the writing literacy practice. The personal stories and media literacy allowed the participants to combine both narratives and digital elements when writing in English in a collaborative work-group in which they co-constructed their stories. The data collected was analyzed by using ATLAS ti. Open questions looked for information about the writing process and the digital tools implemented when creating the stories. The findings revealed that the participants developed writing and speaking manners while assuming different roles. In addition, the digitalization of stories strengthened their multi-literacies. The participants’ recordings of their voices helped them improve their oral production without worrying about their classmates’ opinion. Finally, negotiation in the group roles, as writer, designer and media creator, played an important role when working in groups.


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