scholarly journals PROMOTIONAL INNOVATION OF GIRILOYO BATIK THROUGH DIGITAL STORYTELLING

2021 ◽  
Vol 1 (4) ◽  
pp. 104-108
Author(s):  
Yenni Sri Utami ◽  
Nur Heri Cahyana
Keyword(s):  
Digital Media ◽  
Basic Assumption ◽  
Digital Storytelling ◽  
Direct Selling ◽  
Persuasive Power ◽  
Promotional Video

This study aims to explore the use of the Giriloyo Batik promotion model by using the storytelling method in digital media. So far, Batik marketing has been carried out by direct selling, so that during the Covid-19 pandemic, batik sales fell very significantly. The basic assumption of this research is that narrative selling has persuasive power. The method used in this research is the exploratory method. The materials explored are various stories, myths and local wisdom of the Giriloyo community. This local wisdom is then transformed into a narrative associated with batik for marketing purposes. The results showed that (a) The audience who watched the promotional video was interested in the storyline which contained batik's connection with the legend of Giriloyo; (b) the audience is interested in the philosophical story of batik motifs; (c) Audience is interested in visiting Giriloyo.

Character Development for Visual Storytelling in Traditional and Digital Media

2018 ◽  
pp. 304-348
Author(s):  
Anna Ursyn
Keyword(s):  
Digital Media ◽  
Digital Storytelling ◽  
Character Development ◽  
Visual Storytelling ◽  
Text Visualization

This chapter is focused on text visualization and storytelling delivered in various literary styles. Discussion pertains storytelling by drawing, both with traditional techniques and digital storytelling for multimedia. Building characters for visual storytelling is discussed in theoretical and historical terms, followed by a description of the process of creating characters, their environment, writing a storyline, designing a storyboard and animatic. Projects offer practical examples of the visual storytelling production.

Digital Media in Rare Diseases or “Knowledge Is Power”

2021 ◽  
pp. 75-94
Author(s):  
Célia Felícia Belim Rodrigues
Keyword(s):  
Digital Media ◽  
Rare Diseases ◽  
Promotional Video ◽  
Factual Data

This chapter focuses on the use of digital media by EURORDIS-Rare Diseases Europe and is specifically committed to understand its contribution to the awareness and diagnosis of rare diseases. To perceive the use of digital media and role in creating awareness of rare diseases, the contents of its website and Facebook page were analyzed. In specific, a promotional video of EURORDIS and a collection of 12 videographically documented stories from 2018 and 2019. The results show the use of various types of content and inherently practices, such as information, clarification, personalization, support, appeal, and empowerment, and of several rhetorical resources. In the dimension of pathos, the author finds elements that motivate awareness and inspire the receiver. Some elements of the logos used are credibility of sender(ethos), testimony (ethos), description of disease and identification of symptoms, exemplification and personalization, factual data, statistic data, and the use of metaphors and repetition.

Digital Storytelling for Heritage across Media

Collections ◽  
2017 ◽  
Vol 13 (2) ◽  
pp. 103-114 ◽  
Author(s):  
Natalie Underberg-Goode
Keyword(s):  
Augmented Reality ◽  
Production Process ◽  
Digital Media ◽  
Digital Video ◽  
Digital Storytelling ◽  
Media Specialists ◽  
Mobile Augmented Reality ◽  
Digital Heritage ◽  
Digital Formats ◽  
Opening Up

This article presents insights from digital heritage and digital storytelling scholarship and practice to address the question, “How can heritage materials be presented online or through other digital formats in a useful and engaging way?” Specifically, the article focuses on opening up a dialogue between archivists/museum curators, heritage professionals and scholars, and digital media specialists in the following key areas: the affordances and constraints in developing digital storytelling projects within and across platforms, digital storytelling tips for heritage experts, knowledge of the digital media production process as an aid in the development of digital storytelling projects for archives/museums, and digital storytelling practices, tools, and tips in the areas of digital video, Internet-based storytelling, and mobile augmented-reality storytelling. The article provides examples from the author's own work and teaching along with examples of other projects—both those directed by the author and those developed by others—that illustrate these ideas at work.

scholarly journals Digital Literacy Learning In Higher Education Through Digital Storytelling Approach

2017 ◽  
Vol 13 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Banny S. K. Chan ◽  
Daniel Churchill ◽  
Thomas K. F. Chiu
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Digital Storytelling ◽  
Literacy Learning ◽  
Digital Transformation ◽  
Literacy Skills ◽  
Small Scale ◽  
Digital Competence ◽  
Classroom Activities ◽  
Purposive Sample

It is necessary to develop digital literacy skills with which students can communicate and express their ideas effectively using digital media. The educational sectors around the world are beginning to incorporate digital literacy into the curriculum. Digital storytelling, one of the possible classroom activities, is an approach which may help engage and motivate students to learn digital literacy skills. To investigate this approach, the present small-scale study employs the methods including interviewing and analysing the artefacts of three students selected from a purposive sample on a multimedia course. The findings indicate that the three students have improved in terms of three aspects of digital literacy skills, namely, digital competence, digital usage and digital transformation regardless of their prior knowledge and levels of digital literacy. 

scholarly journals KLINIK PEMASARAN DIGITAL BAGI DOSEN BERWIRAUSAHA

2021 ◽  
Vol 4 (2) ◽  
pp. 443
Author(s):  
Alin Liana ◽  
Sulfaidah Sulfaidah ◽  
Maisya Zahra Al Banna
Keyword(s):  
Social Media ◽  
Digital Media ◽  
Waste Treatment ◽  
Electronic Devices ◽  
Digital Marketing ◽  
Goods And Services ◽  
Second Stage ◽  
Promotional Video ◽  
Two Stages ◽  
The Web

ABSTRAKPemasaran digital merupakan strategi promosi produk barang dan jasa dengan memanfaatkan media digital yang terintegrasi pada perangkat elektronik dan menggunakan koneksi jaringan internet. Terdapat 6% dosen STKIP Pembangunan Indonesia  mengelola usaha mikro secara mandiri, yang bergerak dalam bidang kuliner, kosmetik, pakaian, pemanfaatan sagu, budidaya tanaman dan usaha pengolahan limbah plastik. Usaha mikro yang digeluti oleh dosen masih cenderung konvensional, dan belum memanfaatkan peluang digitalisasi dalam pemasaran produknya, sehingga perlu dilakukan pelatihan pemasaran digital untuk mengimbangi besarnya tantangan persaingan usaha saat ini. Kegiatan ini dibagi menjadi dua tahap, tahap pertama merupakan pemberian materi marketing digital yang terdiri atas (i) pemanfaatan website dan media sosial sebagai media promosi produk, (ii) penguasaan teknik dasar iklan, dan (iii) pemanfaatan video untuk iklan. Sedangkan tahap kedua merupakan praktek pemanfaatan web atau media sosial oleh peserta untuk mempromosikan produk yang dijual. Dari hasil pelatihan ini seluruh peserta dapat menerapkan pemasaran digital dalam mempromosikan produk yang dijual, dan terdapat satu orang peserta yang telah berhasil memanfaatkan video promosi untuk meningkatkan jumlah produk yang terjual. Kepuasan peserta terhadap pelatihan diukur menggunakan kuesioner, yang menunjukkan bahwa 88% peserta menyatakan puas terhadap pelatihan ini. Kata kunci: pemasaran digital; dosen; STKIP Pembangunan Indonesia. ABSTRACTDigital marketing is a strategy to promoting goods and services products by utilizing digital media integrated in electronic devices and using internet network connections. There are 6% lecturers of STKIP Pembangunan Indonesia managing micro businesses independently, engaged in culinary, cosmetics, clothing, sago, decorative plants and plastic waste treatment business. Micro businesses pursued by lecturers still tend to be conventional, and have not taken advantage of digitalization opportunities in the marketing of their products, so it is necessary to conduct digital marketing training to offset the magnitude of the challenges of business competition today. This activity is divided into two stages, the first stage is the provision of digital marketing materials consisting of (i) the utilization of websites and social media as a product promotional media, (ii) mastery of basic advertising techniques, and (iii) the utilization of video for advertising. While the second stage is the practice of using the web or social media by participants to promote the products sold. From the results of this training all participants can apply digital marketing in promoting their products, and there is one participant who has successfully utilized the promotional video to increase the number of products sold. Participants' satisfaction with the training was measured using a questionnaire, which showed that 88% of participants expressed satisfaction with the training. Keywords: digital marketing; lecturer; STKIP Pembangunan Indonesia.

scholarly journals Grease Trail Storytelling Project

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Johanna Sam ◽  
Corly Schmeisser ◽  
Jan Hare
Keyword(s):  
Digital Media ◽  
Indigenous People ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Deficit Thinking ◽  
Open Educational Resource ◽  
Community Settings ◽  
Community Members ◽  
Intellectual Traditions ◽  
Online Spaces

Background: Indigenous learners and community members are often excluded from online learning environments, as both consumers and producers of knowledge, resulting in an educational digital divide. Further, Indigenous knowledges represented through digital practices and online spaces risk misrepresentation and appropriation, which leads to stereotypes and deficit thinking about Indigenous people, their histories, and their current realities. There is a need for educational approaches that give space, voice, and agency to Indigenous people. Aim: This article is a reflection on a teaching enhancement project that weaved together local land-based learning, Indigenous storytelling, and digital media. Project Overview: Indigenous pre-service teachers created an open educational resource, the Grease Trail Digital Storytelling Project, to enhance the preservation and accessibility of Indigenous histories, stories, and memories embedded in local landscapes. Their approach to Indigenous digital storytelling uses the principles of respect, relevance, responsibility, and reciprocity to document and curate their digital storytelling practices and Indigenous knowledgetraditions. Discussion: The Grease Trail Digital Storytelling Project may serve as a helpful resource for those interested in learning how Indigenous digital storytelling could be approached for the preservation of Indigenous intellectual traditions that bring together land, story, and memory in online spaces and integrated as a tool for teaching and learning in school and community settings.

scholarly journals Personalisation of learning through digital storytelling

2019 ◽  
Vol 24 (1) ◽  
pp. 153-166 ◽  
Author(s):  
Lina Kaminskienė ◽  
Nano Khetsuriani
Keyword(s):  
Classroom Management ◽  
Digital Media ◽  
Classroom Environment ◽  
Digital Storytelling ◽  
Management Practices ◽  
Curriculum Management ◽  
Teacher Student ◽  
New Learning ◽  
Learning Scenarios ◽  
Management Changes

The article discusses curriculum management changes while trying to respond to the challenge of learning personalisation in the field of lower-secondary education in Lithuania. The paper investigates what transformations learning personalisation might bring into educational practices and how they change regular curriculum management practices starting from learning environment, new roles of teachers, combining individual and group work in the classroom environment and development of new learning scenarios. This article is based on the findings of a case study of one of the Lithuanian lower secondary schools, when a new learning scenario was implemented creatively applying a digital storytelling method. The research indicates that students’ active classroom participation increased, driven by the personalised approach and the use of diverse digital media. The article reveals that learning personalisation supported by technologies brings changes to the classroom management practices and strengthens teacher-student and peer-to-peer collaboration.

Digital Storytelling as a Part of Participatory Culture in Communication and Public Relation Practices

2019 ◽  
pp. 271-291
Author(s):  
Yeliz Kuşay
Keyword(s):  
Problem Solving ◽  
Public Relations ◽  
Digital Media ◽  
Digital Storytelling ◽  
Participatory Culture ◽  
Digital Content ◽  
Problem Solving Skills ◽  
The World ◽  
Digital Stories ◽  
Main Material

The digital content that constitutes the main material of the participatory culture put the digital storytelling concept with the creation of digital stories to the agenda. Users exhibit digital narratives as part of participatory culture by combining their imagination skills, editing skills, problem solving skills, creators, ideas they want to tell or share, with the possibilities provided by digital media. In the scope of the study, the elements of digital storytelling, communication, and public relations which are used by different disciplines are emphasized. In the context of these elements, examples of communication and public relations in the world and in Turkey are being interpreted. As a result, the digital storytelling activities that are important in the participatory culture are evaluated in terms of their reflection on communication and public relations practices, contribution to the field, and the aspects that need to be considered.

Digital Media in Rare Diseases or “Knowledge Is Power”

2020 ◽  
pp. 154-178
Author(s):  
Célia Felícia Belim Rodrigues
Keyword(s):  
Digital Media ◽  
Rare Diseases ◽  
Promotional Video ◽  
Factual Data

This chapter focuses on the use of digital media by EURORDIS-Rare Diseases Europe and is specifically committed to understand its contribution to the awareness and diagnosis of rare diseases. To perceive the use of digital media and role in creating awareness of rare diseases, the contents of its website and Facebook page were analyzed. In specific, a promotional video of EURORDIS and a collection of 12 videographically documented stories from 2018 and 2019. The results show the use of various types of content and inherently practices, such as information, clarification, personalization, support, appeal, and empowerment, and of several rhetorical resources. In the dimension of pathos, the author finds elements that motivate awareness and inspire the receiver. Some elements of the logos used are credibility of sender(ethos), testimony (ethos), description of disease and identification of symptoms, exemplification and personalization, factual data, statistic data, and the use of metaphors and repetition.

scholarly journals Digital storytelling: multimodal meaning making

2021 ◽  
pp. 103-108
Author(s):  
Judith Buendgens-Kosten
Keyword(s):  
Language Learning ◽  
Digital Media ◽  
Digital Storytelling ◽  
Meaning Making ◽  
Target Language ◽  
Video Production ◽  
Linguistic Resources ◽  
Primary School Student ◽  
Similar Vein ◽  
New London

What is it? Robin (n.d.) defines digital storytelling as “the practice of using computer-based tools to tell stories”, stressing that “they all revolve around the idea of combining the art of telling stories with a variety of multimedia, including graphics, audio, video, and Web publishing” (n.p.). Ohler (2009) suggests that “digital storytelling […] uses personal digital technology to combine a number of media into a coherent narrative” (p. 15). Very often, digital storytelling involves some kind of video production (see examples on https://digitalstorytelling.coe.uh.edu). Including stories and storytelling for language learning barely needs justification. The ability to tell a story is important in many life settings, from hanging out with friends to selling a product. But why digital storytelling? In 1996 The New London Group argued that the traditional perspective on literacy should be extended to encompass a broader range of meaning-making practices, including those involving digital media. In a similar vein, The Douglas Fir Group (2016) argues that “language learning is semiotic learning” (p. 27), and goes beyond the acquisition of words and structures. While engaging in digital storytelling, learners practise the target language in a potentially highly motivating context, use the target language and other linguistic resources to engage in discussion and negotiation about the process, and in the production of their stories (e.g. in a task-based language teaching tradition); also extending their repertoire of meaning-making resources through practice and reflection – cf. The New London Group’s (1996) notion of critical framing. Students of many different levels of proficiency can create engaging digital stories – from the A1-level primary school student telling a story via the Puppet Pals app, to the adult language learner engaging in a complex cross-media storytelling project.

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