Digital storytelling: student ID in higher education

Identity achievement is related to personality, as well as cognitive and interpersonal development. In tandem with the deep structural changes that have taken place in society, education must also shift towards a teaching approach focused on learning and the overall development of the student. The integration of technology may be the drive to foster the needed changes. We draw on the literature of multiple subject areas as basis for our work, namely: identity construction and self-representation, within a psychological and social standpoint; Higher Education (HE) in Portugal after Bologna, college student development and other intrinsic relationships, namely the role of emotions and interpersonal relationships in the learning process; the technological evolution of storytelling towards Digital Storytelling (DS) – the Californian model – and its connections to identity and education. Ultimately we propose DS as the aggregator capable of humanizing HE while developing essential skills and competences. Grounded on an interpretative/constructivist paradigm, we implemented a qualitative case study to explore DS in HE. In three attempts to collect student data, we gathered detailed observation notes from two Story Circles; twelve student written reflections; fourteen Digital Stories and detailed observation notes from one Story Show. We carried out three focus groups with teachers where we discussed their perceptions of each student prior to and after watching the Digital Stories, in addition to their opinion on DS in HE as a teaching and learning method and its influence on interpersonal relationships. We sought understandings of the integration of DS to analyze student selfperception and self-representation in HE contexts and intersected our findings with teachers’ perceptions of their students. We compared teachers’ and students’ perspectives, through the analysis of data collected throughout the DS process – Story Circle, Story Creation and Story Show – and triangulated that information with the students’ personal reflections and teacher perceptions. Finally we questioned if and how DS may influence teachers’ perceptions of students. We found participants to be the ultimate gatekeepers in our study. Very few students and teachers voluntarily came forth to take part in the study, confirming the challenge remains in getting participants to see the value and understand the academic rigor of DS. Despite this reluctance, DS proved to be an asset for teachers and students directly and indirectly involved in the study. DS challenges HE contexts, namely teacher established perception of students; student’s own expectations regarding learning in HE; the emotional realm, the private vs. public dichotomy and the shift in educational roles.

Digital storytelling: emotions in higher education

The results presented in the article are part of a wider PhD project developed under the Doctoral program in Multimedia in Education from the University of Aveiro. The project, which sought to understand student ID in Higher education through the use of Digital Storytelling, was made possible through the Doctoral Grant awarded by Fundação para a Ciência e Tecnologia (FCT).

Intercultural awareness through. Digital storytelling

In today’s globalized world, communication students need to be capable of efficiently communicating across the globe. At ISCAP, part of the 3rd year syllabus in Translation and New Technologies course is focused on culture and the need to be culturally knowledgeable. We argue the approach to incorporate cultural aspects in HE needs to be studentcentered, in order to encompass not only intercultural awareness, but also the 21st century skills students need to be successful and competent citizens. Additionally, as studies have shown, the manipulation of digital tools fosters greater student involvement in learning activities. We have adopted Digital Storytelling - multimodal storytelling technique - to promote a personal, student-centered reflection on intercultural communication. We intend to present student and teacher perspectives on this learning experience and assess its relevance in HE contexts, based on the content analysis of student expressed perspectives on this activity as well as a multimodal analysis of the digital stories created. A preliminary analysis of our case study has demonstrated that Digital Storytelling potentiates two complimentary types of reflection: on the one hand, students felt the need to reflect on their own intercultural knowledge, create and adapt their finding in the form of a story; on the other hand, viewing others’ stories they have raised questions and demonstrated points of view otherwise ignored.

Documenting InStory – Mobile Storytelling in a Cultural Heritage Environment

This paper describes the process and problems that had to be faced during the elaboration of a digital interactive narrative for the Instory project (http://img.di.fct.unl.pt/InStory/) implanted in «Quinta da Regaleira», Sintra, Portugal, and classified as World Heritage by Unesco. It also explores some of the practical and theoretical issues in what regards the literary terminology and strategies involved.

Of Songwriting and Storytelling as learned through the composition of WAG! The Musical

La version intégrale de cette thèse est disponible uniquement pour consultation individuelle à la Bibliothèque de musique de l’université de Montréal (www.bib.umontreal.ca/MU).

Storytelling : cosas que no se olvidan... si aprendemos a contarlas

Este libro es fruto del itinerario formativo en ingl??s previsto para el profesorado de educaci??n infantil. Las autoras, coordinadas por la asesora de Lenguas Extranjeras del CPR de Gij??n, participaron en las fases formativas iniciadas en 2005 con un curso intensivo de Lengua inglesa en el CPR de Gij??n y finalizado en el curso de English-in-York en el Reino Unido. En la ??ltima fase de este itinerario formativo han creado estos materiales sobre varias historias inventadas para ser contadas y para ser explotadas pedag??gicamente en infantil y primer ciclo de primaria. Los objetivos de este material son promover el desarrollo de la expresi??n y comprensi??n oral, aprovechar las t??cnicas narrativas para fomentar la creatividad y madurez del alumnado y usar destrezas y t??cnicas variadas desde un enfoque constructivista. Los temas abordados son: 1) Elaboraci??n de unidades did??cticas de ingl??s en educaci??n infantil. 2) Little Pumpkin and the Halloween Party. 3) Whitie's Trip. 4) The Proud Rainbow. En la primera parte se explica el proceso de dise??o, desarrollo y evaluaci??n de una unidad did??ctica. En las dem??s, se incluyen actividades, juegos, rimas, cuentos, canciones y juegos ilustrados y disponibles para su uso escolar.

Types of chart and storytelling

Two lectures, first part on charts, second on data stories

Systematic Storytelling: Interactivity, Agency and Non-linear Narratives

In this lecture we go over the fundamentals of interactive game narratives. Defining what we mean by narrative, and placing games in context with other ergodic literature. We look at non-linear structures, agency, and the narrative paradox. Concluding with a set of mechanisms that games designers use to manage agency in their narrative games.

Storytelling y teatro en inglés.

El artículo forma parte de un monográfico de la revista dedicado a las lenguas extranjeras

Storytelling with children.

Proporciona gran variedad de ideas para el uso de cuentos que enseñan inglés a los niños. Estas narraciones les hacen disfrutar y les motivan a escuchar y a aprender, les ayudan a darse cuenta de los sonidos y a sentir el inglés, además se combinan con teatro, poesía y música. Incluye muchas actividades que se pueden utilizar con cualquier otra historia y hojas para ejercicios que pueden fotocopiarse.

Storytelling.

Actividades para estimular el aprendizaje del inglés de una manera creativa y divertida. El libro está dividido en dos secciones: cuatro historias para niños de cuatro a siete años y seis cuentos para niños de siete a doce años. Cada historia representa un género en particular: un cuento tradicional, una leyenda, una fábula, una historia en un ambiente familiar. El nivel del lenguaje tiende a ser más avanzado a medida que se avanza a través de las páginas del libro.

Digital storytelling : guide for educators.

La narrativa digital es una narración con texto generado a través de ordenador y con contenidos multimedia, pues tanto la web 2.0 como las herramientas de que disponen la mayoría de los ordenadores, permiten a los estudiantes producir historias digitales que combinan texto, música, imágenes, sonidos, narración en audio y formato video. Este recurso proporciona a los educadores recursos, ideas y directrices par la utilización de herramientas digitales para crear, producir y construir relatos y otros contenidos a través de un medio electrónico.

Storytelling in song: television music, narrative and allusion in 'The O.C.'

Television’s long-form storytelling has the potential to allow the rippling of music across episodes and seasons in interesting ways. In the integration of narrative, music and meaning found in The O.C. (Fox, FOX 2003-7), popular song’s allusive and referential qualities are drawn upon to particularly televisual ends. At times embracing its ‘disruptive’ presence, at others suturing popular music into narrative, at times doing both at once. With television studies largely lacking theories of music, this chapter draws on film music theory and close textual analysis to analyse some of the programme's music moments in detail. In particular it considers the series-spanning use of Jeff Buckley’s cover of ‘Hallelujah’ (and its subsequent oppressive presence across multiple televisual texts), the end of episode musical montage and the use of recurring song fragments as theme within single episodes. In doing so it highlights music's role in the fragmentation and flow of the television aesthetic and popular song’s structural presence in television narrative. Illustrating the multiplicity of popular song’s use in television, these moments demonstrate song’s ability to provide narrative commentary, yet also make particular use of what Ian Garwood describes as the ability of ‘a non-diegetic song to exceed the emotional range displayed by diegetic characters’ (2003:115), to ‘speak’ for characters or to their feelings, contributing to both teen TV’s melodramatic affect and narrative expression.