Digital Storyworlds

2022 ◽  
pp. 302-319
Author(s):  
Karen Le Rossignol
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Process ◽  
Real World ◽  
Digital Storytelling ◽  
Meaning Making ◽  
Real Life ◽  
Narrative Approaches ◽  
Non Linear ◽  
Points Of View

The digital storyworld model is conceptualised in this chapter as an innovative digital storytelling that incorporates both transmedia and meaning-making narrative approaches. Working with Aristotelian story elements in a non-linear digital series of mini-worlds, the higher education narrator-as-learner enters real-world situations mirrored in a fictional and fragmented environment. The model encourages a playful engagement in the experiential learning process through a range of points of view, encouraging empathy for differing perspectives that are transferable to real-life environments.

scholarly journals REAL LIFE EXPERIENCE IN INQUIRY-BASED EARTH AND SPACE SCIENCE INSTRUCTION

2019 ◽  
Vol 7 (5) ◽  
pp. 284-292
Author(s):  
Roldan D. Atienza
Keyword(s):  
Science Teachers ◽  
Learning Process ◽  
Real World ◽  
Life Experience ◽  
Life Experiences ◽  
Science Instruction ◽  
Real Life ◽  
Space Science ◽  
Global Issues ◽  
Teaching Learning

Science teachers play an important role in improving science literacy of their students. In achieving and building students’ interest and literacy about science, teachers must have an appropriate approach to be used in teaching. In teaching science, students must be active and participative in the learning process. Engaging students in variety of activities can help them in constructing their own knowledge by experiencing and observing results of the experiment. Teachers must provide real world experiences for students to engage with around global issues. This took the form of service-learning projects emphasizing issues of global concern, or working in teams to devise and debate solutions to real-world problems. Notably, these activities were student-centered and inquiry-based. Teachers also incorporated their own cross-cultural experiences into the classroom through informal conversation, discussions, around artifacts and photos, and lesson plans that incorporated knowledge gained and relationship built though their global experiences. The need for utilizing real life experiences in science teaching is a must in today’s classroom as the new generations of learners are ready to work with the different global issues and concerns of which can play an important role in the learning process. However, the utilization of real life experiences in science instruction grows as a measure when teachers are able to develop an engaging and positive learning environment for learners. With this, teachers should carefully plan how to utilize the students’ real life experiences efficiently and effectively in inquiry-based science instruction to enhance more the teaching-learning process. The focus of this study was to determine the real life experience in inquiry-based earth and space science instruction in public secondary schools in Batangas City. The descriptive method of research was applied in the study, with the questionnaire as the main data gathering instrument responded to by 102 science teachers. Based on the analysis, it was revealed that real life experiences in science areas were moderately utilized by the students while teachers applied inquiry-based learning activities along its phases of exploration, concept introduction, and concept application to a moderate extent. It was recommended that the proposed learning plans be used to enhance science instruction and an instrument or assessment tool may be developed to determine the impact of utilization of real life experiences in teaching-learning process.

Diversifying the discourse of progression to higher education: Digital storytelling methodology in widening participation practice

2020 ◽  
Vol 22 (1) ◽  
pp. 79-94
Author(s):  
Laura Mazzoli Smith
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Student Voice ◽  
Digital Storytelling ◽  
Widening Participation ◽  
Narrative Imagination ◽  
The North ◽  
Digital Stories ◽  
The Impact ◽  
Narrative Learning

This paper commences from a critique of the generalised discourse of individualistic capacities in widening participation to higher education. It examines the potential of digital stories to diversify understandings of progression to higher education as a reflexive learning process for participants and institutions alike, by considering one cohort of students participating in a digital storytelling award at a university in the North of England. The concepts of narrative imagination, narrative learning and reflective referentiality are utilised to advance a theoretically informed argument for the potential of this methodology, given the position set out in the paper that the impact of digital stories such as these is unlikely to be transparent or easily measurable in the positivist language of much widening participation practice. The digital storytelling methodology invites a more nuanced consideration of student voice than usually pertains in widening participation, with potential to diversify a reductive discourse of under-represented groups.

scholarly journals LINGUISTIC ASPECTS OF «UNNATURAL» NARRATOLOGY: THE IMAGE OF A NON-EXISTENT TEXT AUTHOR

2019 ◽  
pp. 17-30
Author(s):  
Florij Batsevych
Keyword(s):  
Real Life ◽  
The Body ◽  
Narrative Strategies ◽  
Story Telling ◽  
Narrative Approaches ◽  
Linguistic Pragmatics ◽  
Unnatural Narratology ◽  
Speech Genre ◽  
Points Of View ◽  
Special Points

The article tries to implement the methods of the so-called «unnatural» narratology to analyse the texts of the collection of short stories «Absolute Emptiness» («Doskonała prόżnia»), which is a set of reviews on non-existent texts. In story-telling structures of this kind, an author usually forms and a reader usually cognitively processes: (a) new types of these structures (schemes), which are not generated in non-estranged texts; (b) new narrative strategies, in particular, the reference part of the textual story may contain actors impossible to be met in «usual» texts; (c) narrative approaches to the formation and evaluation of story-telling structures where there are objects, persons, etc. absent in the real life; (d) means of «restoring» the images of the non-existent authors in the «body» of other texts (in particular, paratexts similar to reviews). The article proves that literary narratives that reflect the non-existent texts demand additional cognitive efforts from an addressee to perceive the communicative senses generated in them. The most important source of such senses creation is a specific logic of the world perception and its reflection, which is non-characteristic to the «classical» speech genre of a review. In view of linguistic pragmatics, these texts actualize special points of view, empathy, and means of their focus. The author’s standpoint about the non-existent text and its reconstruction in paratexts form a shifted focus of empathy, and, what is more, generate non-usual communicative senses, the perception of which demands additional cognitive and psychological efforts from the addressee (a reader, a listener).

scholarly journals The Challenges of Using Service Learning in Construction Management Curricula

2008 ◽  
Vol 3 (1) ◽  
Author(s):  
R. Casey Cline ◽  
Michael Kroth
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Community Engagement ◽  
Learning Process ◽  
Real World ◽  
Construction Management ◽  
Construction Materials ◽  
Academic Skills ◽  
Management Techniques

The use of experiential learning as a pedagogical mechanism to facilitate the learning of skills taught in the classroom has become common in college curricula. Service learning and community engagement models are frequently used to combine academic skills with “real-world” experience to foster understanding, and to largely broaden the perspective of the learner. Service-learning and community engagement are both commonly used in construction management (CM) curricula to allow the CM learner to develop a greater understanding of construction materials, processes, and management techniques presented in CM coursework. CM educators, in an effort to formalize the experiential learning process into course curricula, inaccurately describe the experiential learning project as service-learning rather than community engagement because there is confusion about the parameters differentiating these two experiential models. In fact, many CM courses that include experiential learning are in fact practicing community engagement and not service-learning. It is the parameters that set these two forms of experiential learning apart that make the practice of using service-learning in CM curricula a challenge.

Using Mobile Devices by Media Students as a Tool for Digital Storytelling

2019 ◽  
pp. 34-44
Author(s):  
Mohammad Ayish ◽  
Sohail Dahdal
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
United Arab Emirates ◽  
Real World ◽  
Mass Communication ◽  
Digital Storytelling ◽  
Pilot Project ◽  
Smart Phones ◽  
American University ◽  
Digital Stories

The introduction of mobile devices has brought about dramatic transitions not only in how ordinary individuals communicate with one another, but also in how media students learn to tell highly compelling digital stories. In higher education, mobile devices are increasingly proving to be quite powerful tools aiding media students in learning storytelling techniques across media platforms. This chapter draws on a pilot project involving a survey of mass communication students at the American University of Sharjah, United Arab Emirates, in which iPads and smart phones were used to generate video stories as course assignments. A survey of students involved in the project reveals they were highly passionate about doing their video storytelling assignment on iPads and smart phones as compared with traditional audio-visual capturing tools. The authors see a huge potential for mobile devices as credible media gathering tools in the emerging real-world journalistic practices.

Daily Journals Connect Mathematics to Real Life

2000 ◽  
Vol 5 (8) ◽  
pp. 526-531
Author(s):  
Lillie R. Albert ◽  
Jennifer Antos
Keyword(s):  
Learning Process ◽  
Real World ◽  
Journal Writing ◽  
Real Life ◽  
Fifth Grade ◽  
Mathematical Concepts ◽  
Daily Lives ◽  
Writing Project ◽  
Know How ◽  
Inclusion Classroom

Why are we learning this? Why do we have to know how to do this? When are we ever going to use this outside of class?” Do these questions sound familiar to you? Students in mathematics classes commonly ask these questions when they are unable to make connections between what they are learning in the classroom and their daily lives. This article discusses the importance of relating mathematics to students' everyday lives. When children make connections between the real world and mathematical concepts, mathematics becomes relevant to them. As mathematics becomes relevant, students become more motivated to learn and more interested in the learning process. This article describes a journal-writing project developed in a fifth-grade total-inclusion classroom and specifies the major features of the writing project, including the framework used to assess student learning.

Experiential learning, Cases, and Simulations in Business Communication

1997 ◽  
Vol 60 (1) ◽  
pp. 97-114 ◽  
Author(s):  
Peter M. Saunders
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Theory ◽  
Learning Process ◽  
Paradigm Shift ◽  
Business Communication ◽  
Experiential Learning Theory ◽  
American Higher Education ◽  
Basic Understanding ◽  
Made In

The inclusion of cases and simulations in our curricula may reflect a funda mental paradigm shift in American higher education. Now, colleges must do more than instruct; they must also prove that learning takes place. While the movement toward experiential learning has grown, surprisingly little mention has been made in the literature of the need to ground the use of cases and simulations in experiential learning theory. A basic understanding of the experiential learning process and the nature of cases and simulations as expe riential activities will help instructors of business communication develop, evaluate, and use these tools more effectively.

scholarly journals Critical Thinking Using Project-Based Learning: The Case of The Agroecological Market at the “Universitat Politècnica de València”

2020 ◽  
Vol 12 (9) ◽  
pp. 3553
Author(s):  
Pablo Aránguiz ◽  
Guillermo Palau-Salvador ◽  
Ana Belda ◽  
Jordi Peris
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Critical Thinking ◽  
Experiential Learning ◽  
Real Life ◽  
Project Based Learning ◽  
Three Dimensions ◽  
Action Research Project ◽  
Sustainable Food ◽  
Technical Systems

Higher education institutions play an important role in the transition processes to sustainable development through developing critical thinking (CT) in their students. The case of the Research Methodology course of the International Cooperation Master’s degree at the Universitat Politècnica de València is a paradigmatic case of experiential learning, where students face their own realities related to sustainable topics through an action research project with the Agroecological Market (AM). The learning methodology is project-based learning and helps the participants to deeply analyze problems related to the transition of socio-technical systems, such as sustainable food. The objective of this research was to analyze the contribution of project-based learning to students’ critical thinking through a qualitative analysis of the pedagogical outputs obtained during the course. The analysis and results are structured in three dimensions of critical thinking: (i) students’ critical attitude towards reality; (ii) students’ ability to reason and analyze in order to form their own rigorous judgments; and (iii) students’ capacity to construct and deconstruct their own experiences and meanings. The results show that project-based learning using a real-life scenario helped students reflect on their critical thinking and the challenges that our societies face for a transition to sustainability.

scholarly journals Facilitating learning of community-based rehabilitation through problem-based learning in higher education

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Eva Yin-han Chung
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Problem Solving ◽  
Learning Process ◽  
Real World ◽  
Relevant Literature ◽  
Problem Based Learning ◽  
Community Based ◽  
Problem Solving Skills ◽  
Community Based Rehabilitation

Abstract Background The quality of community-based rehabilitation (CBR) personnel is one of the key factors that contributes to the success of CBR programs. Integrating knowledge and practical skills in various stages of the learning process is essential in community-based rehabilitation. Problem-based learning (PBL) is a pedagogical strategy that uses real-world situations as the basis for developing knowledge and problem-solving skills. Through PBL, learners are guided and facilitated in assuming active problem-solving roles in real-world situations. This study developed and tested a framework and a PBL protocol for use in teaching community-based rehabilitation (CBR) in higher education. Methods Part I of this study focused on the development of a framework and a protocol for PBL. An initial framework for the development of this protocol was formed based on a review of relevant literature. Concrete guidelines were delineated to describe the application, process, and delivery of teaching and learning. PBL was implemented in three CBR related courses. Students were facilitated to learn CBR in passing various stages of PBL through a self-directed learning process. The cumulative efforts of each group were compiled, recorded, and displayed using e-portfolios. In Part II, the processes and outcomes of using this new learning mode were evaluated using a case study approach to examine the protocol’s efficacy. Focus group interviews, a questionnaire, and a detailed examination of the e-portfolios were administered for evaluation. Results One hundred thirty-three students from three CBR related courses were recruited. PBL was regarded as an effective, realistic and practical method that enables critical thinking in CBR. Practicality was addressed by covering context-related materials with the use of real cases or examples. Participants were actively engaged in the learning process and their CBR competence was enhanced. Conclusions Through the new protocol, the students were equipped with active learning, critical thinking, and problem-solving skills that should facilitate success in CBR.

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