Getting off the straight and narrow: Exploiting non-linear, interactive narrative structures in digital stories for language teaching

2014 ◽  
Author(s):  
Andrew Prosser
Keyword(s):  
Language Teaching ◽  
Interactive Narrative ◽  
Narrative Structures ◽  
Non Linear ◽  
Digital Stories

scholarly journals Desenvolvimento de uma Aplicação Web para Auxílio na Abordagem do tema Cyberbullying no Ensino Fundamental

2021 ◽  
Author(s):  
Ariel Carlos Peres Vieira ◽  
Valguima Victoria Viana Aguiar Odakura
Keyword(s):  
Learning Process ◽  
Primary Schools ◽  
Web Application ◽  
User Interaction ◽  
Cyber Bullying ◽  
Interactive Narrative ◽  
Usability Test ◽  
Non Linear

The paper describes a Web application focused on the theme cyber- bullying. The application aims to help educators in the approach of cyberbullying in primary schools, through a non-linear interactive narrative. The interaction of students with the application makes the learning process more attractive and interesting. The tool was evaluated based on an usability test, aiming to analyze aspects of user interaction with the system. The results show that the applica- tion complies with what is proposed, and that there was satisfaction on the part of the evaluation participants.

scholarly journals The Ordinary Social Media User as a Historian: Ways to Create a Historical Narrative on YouTube

2019 ◽  
pp. 323-337
Author(s):  
G.I. Zvereva
Keyword(s):  
Historical Narrative ◽  
Digital Products ◽  
Production Methods ◽  
The Past ◽  
Narrative Structures ◽  
History Of ◽  
Digital Stories ◽  
Network Communications ◽  
Digital Algorithms ◽  
Folk Stories

The article discusses the features of the participation of ordinary users of the YouTube platform in the creation of digital products that look like “folk” stories about Russian history of the twentieth century. Such stories are created by ordinary users within the framework of standard digital algorithms and technologies for their production. This gives rise to the effect of invariance of storytelling and makes it possible to identify repeating structural and substantial elements in them. The aim of the study is to study the specifics of technologies for creating digital stories and identifying narrative structures in them that are correlated with the components of a mediatized cultural memory. The focus of the research is video stories created by ordinary users and the semantic extension of video stories in user comment threads. The article suggests typologization of video stories by formats and production methods, as well as by their content and rhetoric. The following describes the principles of constructing stories about the past in the comments. This allows us to identify the different roles that users choose when creating macro- and microhistories. Video stories and comments on them should be considered as integral works, the interactive digital content of which is formed and transformed in the process of socio-cultural network communications.

Snow Fall in de polder

2021 ◽  
Vol 49 (2) ◽  
pp. 100-126
Author(s):  
Renée van der Nat ◽  
Piet Bakker ◽  
Eggo Müller
Keyword(s):  
The Netherlands ◽  
Digital Media ◽  
English Language ◽  
Interactive Multimedia ◽  
Anglo Saxon ◽  
Content Type ◽  
Additional Information ◽  
Narrative Structures ◽  
Non Linear ◽  
Snow Fall

Abstract Snow Fall in the polder. Interactive multimedia productions in Dutch journalism Interactive multimedia productions are a recent journalistic format. The format has been studied in the Anglo-Saxon context as digital longform and interactive documentary. Research has consequently focused on English language productions. This article presents an overview of these types of productions created in the Netherlands and also proposes an analytical apparatus and conceptualization that does justice to the main properties of this new genre; multimediality and interactivity. The results show that this journalistic form is mainly produced by established national newsrooms. Furthermore, the potential of digital media is used sparsely. Despite the use of complex narrative structures like multi-linear and non-linear stories, familiar media forms are used. Interactive features are mostly utilized to provide additional information to users.

scholarly journals Critical environmental education in tertiary English language teaching (ELT): A collaborative digital storytelling project

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
I Gusti Agung Paramitha Eka Putri
Keyword(s):  
Higher Education ◽  
Environmental Education ◽  
Student Teachers ◽  
English Language ◽  
Digital Storytelling ◽  
Language Teaching ◽  
Environmental Issues ◽  
Local Environment ◽  
English Language Teaching ◽  
Digital Stories

Environmental issues have recently been incorporated into English materials. Hundreds of ELT materials concerning environmental issues are available worldwide in mainstream or assigned coursebooks and may simply be adapted by teachers for their classroom use. To respond to this, the present study explores an initial endeavor to integrate critical environmental education into ELT in a higher education context. In this study, a collaborative digital storytelling project was enacted. Student teachers created digital stories about Subak, their local environment, to evaluate its problems and propose solutions to the problems. Data gleaned from a questionnaire, an interview, and digital stories were thematically analyzed. Findings indicate that digital storytelling served as a multidimensional platform for student teachers to explore economic, political, and social aspects linked to subak. Thus, their digital stories could be considered as authentic materials for environmental education. This suggests that digital storytelling (DST) is a form of a powerful campaign against environmental destruction. The main contributions of this article are to provide empirical evidence regarding the implementation of a collaborative DST project in higher education and to show pedagogical implications for English language teaching (ELT) and critical environmental pedagogy.

Pre-Service Language Teachers' Experiences in the Digital Storytelling Process

2020 ◽  
pp. 87-112 ◽  
Author(s):  
Melih Derya Gürer
Keyword(s):  
Digital Storytelling ◽  
Language Teaching ◽  
Language Teachers ◽  
Descriptive Statistics ◽  
Teachers Perceptions ◽  
Teachers Experiences ◽  
Pedagogical Skills ◽  
Information And Communication ◽  
Digital Stories

This study investigated pre-service language teachers' experiences and capabilities in digital storytelling (DST) about creating digital stories and their views on the use of DST in language teaching. A case study design was adopted. Eighty-three pre-service teachers participated in the study, and they created 25 digital stories. Data of this study came from the evaluation of digital stories and open-ended questionnaire. Pre-service teachers' digital stories were analyzed using rubrics and subjected to descriptive statistics. Moreover, the data from an open-ended questionnaire on pre-service teachers' perceptions regarding the DST in language teaching were analyzed using content analysis. The results revealed that despite being novice DST-developers, pre-service teachers were capable of creating digital stories. They reported that DST had the potential to enhance students' learning outcomes. In addition, they were eager to adopt DST in their future teaching. However, they complained that DST required too much time and effort with information and communication and pedagogical skills.

scholarly journals Nonlinear Factors Analysis of Chinese Cross-Cultural Context

2016 ◽  
Vol 2 (1) ◽  
pp. 57
Author(s):  
Wu Ping
Keyword(s):  
Cultural Context ◽  
Language Teaching ◽  
Chinese Language ◽  
Cross Cultural ◽  
Nonlinear Characteristics ◽  
Factors Analysis ◽  
Non Linear ◽  
Language Study

<p align="LEFT">The context of Chinese international</p><p align="LEFT">education is a kind of cross-cultural context,</p><p align="LEFT">and its particularity reflects the structure</p><p align="LEFT">diversification and multiplicity. This context</p><p align="LEFT">contains diversity and dynamics in the aspects</p><p align="LEFT">of the time, place, object, task, psychology,</p><p align="LEFT">culture and the like. These factors are not</p><p align="LEFT">arranged and operated in an ordered way, but</p><p align="LEFT">are endowed with the nonlinear characteristics</p><p align="LEFT">of uniqueness, openness and polytrope. Language</p><p align="LEFT">system is often interfered by the internal subtle</p><p align="LEFT">uncertainty or some minor factors from external</p><p align="LEFT">interference, can lead to a lot of, unpredictable</p><p align="LEFT">fluctuations. In Chinese language and Chinese</p><p align="LEFT">language teaching, there are a lot of nonlinear</p><p align="LEFT">problems, which cannot be solved by linear</p><p align="LEFT">analysis. Therefore, the analysis of non-linear</p><p align="LEFT">factor in Chinese language study is very essential</p><p align="LEFT">for promoting the development of Chinese</p><p>language teaching.</p>

The Effect of Using Digital Stories in Teaching English as a Second Language

2020 ◽  
pp. 191-208
Author(s):  
Fatma Gizem Karaoglan Yilmaz ◽  
Busra Koseoglu ◽  
Cansu Ayvali ◽  
Tugba Ozturk
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Digital Storytelling ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
State University ◽  
Digital Stories ◽  
Motivation And Learning ◽  
Academic Year ◽  
Development Of Students

The purpose of this study is to analyze the effect of using digital storytelling on motivation and learning strategies in foreign language teaching. This study was conducted with 20 students enrolled in the preparatory class to learn English as a foreign language for a year in 2018-2019 academic year in a state university in Turkey. Motivation scale and learning strategies scale were used to obtain data. According to the result, there was no significant distinction between digital storytelling and the use of learning strategies in foreign language teaching. This study indicates that the use of digital storytelling in foreign language teaching had no effect on the development of students' use of learning strategies.

Should Pre-Service Language Teachers Develop Digital Stories?

2020 ◽  
pp. 429-445
Author(s):  
Melih Derya Gürer
Keyword(s):  
Content Analysis ◽  
Language Teaching ◽  
Language Teachers ◽  
Descriptive Statistics ◽  
Technology Skills ◽  
Teachers Perceptions ◽  
Teachers Experiences ◽  
Information And Communication ◽  
Digital Stories

This study investigated pre-service language teachers' experiences and capabilities in DST as well as their views on the use of DST in language teaching. A case study design was adopted in the current study. Eighty-three pre-service teachers participated in the study, and they created 25 digital stories. Data of this study came from the evaluation of digital stories and open-ended questionnaire. Pre-service teachers' digital stories were analyzed using rubrics and subjected to descriptive statistics. Data from an open-ended questionnaire on pre-service teachers' perceptions regarding the DST in language teaching were analyzed using content analysis. The results revealed that despite being novice DST-developers, pre-service teachers were capable of creating digital stories. They reported that DST had the potential to enhance students' learning outcomes. In addition, they were eager to adopt DST in their future teaching. However, they complained that DST required too much time and effort, and sophisticated information and communication technology skills.

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