Marianna VivitsouUniversity of Helsinki | HY
Marianna Vivitsou
PhD
About
63
Publications
16,916
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285
Citations
Citations since 2017
Introduction
social media, social movements, social media & activism, digital storytelling, metaphors, pedagogies for democracy and justice, media for democracy and justice
Additional affiliations
March 2012 - present
Publications
Publications (63)
This study examines digital storytelling practices of 12-15 - year-old students from Finland and Greece. In online settings, students construct virtual selves through video and text-based interactions with peers and, thus, perform identity work using English as language of communication. This study examines digital storytelling as space of intertex...
This study aims to discuss and analyze Finnish and Chinese primary school teachers' practices when digital storytelling is the teaching method, aiming for student-generated stories in video format. To meet this end, teachers introduce digital storytelling in their practices and guide and support students into building and sharing digital stories in...
This study aims to use metaphor analysis in order to discuss and analyze the patterns resulting from Finnish and Greek language and science teachers’ (N= 8) interviews on how they integrate digital technologies into classroom practices. To this end, we will perform a meta-analysis of findings from two previous studies on teacher’s metaphorical thin...
This extended entry will draw from Contemporary Metaphor Theory in order to explicate the meaning of the term, based on applications in education that use digital storytelling to frame teaching and research. To this end, I will discuss digital storytelling as a phrase where the noun (storytelling) is used metaphorically and is modified by the adjec...
This study aims at discussing the integration of digital storytelling and the narrative approach into a University level Computer Science course. The pedagogical intervention took place on a project basis from October to December 2018. The pedagogical plan involved student work in groups for the production of digital stories in three phases, includ...
This commentary aims to discuss perspectives on narrative-centered learning and metaphors of AI-based learning environments. To this end, the commentary draws from James Lester’s keynote and an interview with a focus on the narrative element that underlies the use of AI in Learning. In both texts, Lester offers an account of the narrative-centered...
While the state of the world is becoming ever more unsustainable, transformation and transformative learning have become increasingly relevant and raised attention in various sustainability education discourses. This is obvious in both policy and research. As teacher educators, we have studied how this sustainability and transformative education tr...
The metaphor of digitalisation in education emerged during a period when phenomena such as budget cuts and privatisation, layoffs and outsourcing of labour marked the ethos of the twenty-first century. During this time, digitalisation was constructed as an ultimate purpose and an all-encompassing matter in education. As a result, these narratives a...
This chapter gives an overview of Digital storytelling (DST) as a pedagogical method that supports teachers’ practices and students’ learning to meet the needs and requirements of twenty-first-century skills by making student-centered knowledge creation possible at schools. Digital stories are student-generated videos that can consist of single or...
This study discusses the integration of digital storytelling and the narrative approach into a University level Computer Science course. The pedagogical intervention took place on a project basis. The plan involved student work in groups for the production of digital stories in three phases, including an abstract, a manuscript and a final story. Th...
This article examines digital storytelling practices of 12-15-year-old students from Finland and Greece. In online settings, students construct virtual selves through video and text-based interactions with peers and, thus, perform identity work using English as the language of communication. This study examines digital storytelling as space of inte...
Nowadays, the Web-based and social media use the politics of visibility to circulate metaphors that fortify the politics of fear and exclusion, very often at the expense of truth. Other times the media push to their audiences a politics of compassion, integration and inclusion. In this way, shifts in discourses take place that use multiple modaliti...
The paper was presented in Etmu 2018, Workshop 'Categorizations of Migrants: Ideologies, Negotiations and Consequences':
Categorization happens not only in everyday interaction but also through web-based and mainstream media representations of immigrants and refugees. Strategic framings of University-based web platforms and social media, for exam...
Digital storytelling is a 21 st century metaphor in teaching and research, in the sense that it involves a stretch in the ways we communicate, think and act as teachers and researchers. Oral and written storytelling, for example, that used to be the dominant and frequently unique means of classroom interaction are nowadays substituted by digital te...
Nowadays the social media have a share in social action, as social movement activists use them to mobilize participants and spread the message, validate the relevance and enlarge the scope through a wider coverage of activities. More than organizing and spreading mechanisms, the new media encompass the expectation to democratize communications. And...
While curricula open up to make room for Computer Science (CS) nowadays, computer scientists and theorists (e.g., Gillespie 2016, Dourish 2016, Kitchin 2017, Tufekci 2016) point out the need to include both social and technical aspects in the way we think about the field. As, for example, software-based technologies increasingly shape our social an...
This study aims to investigate Finnish and Chinese primary school teachers’ pedagogical and instructional practices when digital storytelling is the teaching method. Digital storytelling is a new pedagogy aiming for student-driven knowledge creation by making and sharing online stories in video format (Niemi & Multisilta 2015, Vivitsou et al. 2016)...
Our involvement at CICERO Learning with digital storytelling is not new. We have been looking into the ways teachers integrate digital technologies into their practices and the ways students use the technologies to build up ideas, ask questions and experiment with digital stories since 2012. This talk aims to briefly present the three stages of Dig...
This thesis examines the intersection of social media with pedagogy. Pedagogy is a social experience and, as such, it entails communicative acts and generates discours- es. These can be oral, written or ones that involve a certain type of inscription and take place in a shared, collaborative milieu. For knowledge building, collaboration patterns al...
This chapter aims to offer insights into digital storytelling as a pedagogical method that allows teacher practices and students’ learning to meet the needs and requirements of 21st century skills by making student-driven knowledge creation in school possible. Through this lens, the study views digital stories as student-generated artifacts that re...
Lecture at Graduate School of Education, Department of Educational Technology, Peking University
This study discusses the experiences of young storytellers who make and share digital stories on a social network for pedagogical purposes. In order to produce their work, these students from primary schools in Greece put effort, practice and apply techniques, and convey their messages through series of pedagogical actions. In this way they reveal...
The increasing demand for global citizenship education and the expansive use of digital technologies for learning create the need for innovative pedagogical approaches and classroom practices. These should encourage active learner engagement and a critical view of the surrounding world, such as, for instance, the role of social networks in young pe...
The increasing demand for global citizenship education and the expansive use of digital technologies for learning create the need for innovative pedagogical approaches and classroom practices. These should encourage active learner engagement and a critical view of the surrounding world, such as, for instance, the role of social networks in young pe...
This study discusses the experiences of young storytellers who make and share digital stories on a social network for pedagogical purposes. In order to produce their work, these students from primary schools in Greece put effort, practice and apply techniques, and convey their messages through series of pedagogical actions. In this way they reveal...
Social media create spaces where young people produce content, publish image-based artifacts, and participate in text-based discussions. The increasing appearances of video-sharing sites (e.g., You Tube) and photo-sharing sites on the Web and the fact that social networks (e.g., Facebook and Twitter) nowadays support and encourage moving and still...
In this study we draw from the interviews of four science teachers, one from Finland and three from Greece, and two science education experts from Finland in order to discuss and analyze pedagogical decisions and choices when the learning space is enriched with social networking environments, and digital and mobile technologies. Our research intere...
This study discusses the meanings underlying a Finnish and a Greek language teacher’s pedagogical integration ofsocial media. As the research spans across the physical and the virtual pedagogical meeting, our review of the literature is also based on a two-level approach. The first level links metaphor with the pedagogical thinking, being theset of...
This article finds that the new virtual learning environments comprise more spaces and practices in which digital resources, tools, and applications are used. The article introduces how digital sto-rytelling can create virtual learning environments when it is used for learning 21 st-century skills and competencies needed in students' future working...
This book combines several perspectives on the steps the Finnish educational system has taken to provide students with the skills and competences needed for living in today’s society and in the future. The ecosystem is used as a metaphor for the educational system. The Finnish system aims to achieve sustainable education by ensuring that the system...
Instructional strategies that support learner-centered approaches and integrate information and communication technology (ICT) into teaching are effective ways of enhancing learning of both school subjects and 21st-century skills. However, there is still a need for concrete teaching methods with which teachers could implement these approaches in pr...
The technological advancements in the second half of the previous century generated the potential for participatory decision making in organizational and governmental institutions. Moreover, the digital networking environments on the Internet that enabled this type of
decision making were accompanied by the emergence and establishment of on-line co...
Social web asynchronous communication environments provide the space for content creation, idea sharing and knowledge construction within a participatory and collaborative framework that encourages online community establishment and evolution. However, community development is a long-term process and necessitates the adoption of appropriate theoret...
The second web generation (Web 2.0) opens up new perspectives for community building through communication and collaboration. Open Source Software (OSS) have contributed to the viability of educational courses and extended the potential of online learning. Yet, if the aim is to provide users with a dynamic context allowing collective intelligence t...
Recent rapid technological advancement has influenced communication and information management. In addition, it has facilitated collaboration, an interactive process that engages participants who work together to achieve outcomes they could not accomplish independently. Using new technologies for remote collaboration from U.K., Finland, and Greece,...
Παρουσιάζεται το πρόγραμμα ΧΑΡΤΗΣ που υλοποιήθηκε το 2004-2005 στο 4 ου ΤΕΕ Ιωαννίνων. Για την υλοποίηση του προγράμματος εφαρμόστηκαν τεχνικές «ενεργητικής-συμμετοχικής μάθησης» και πιο συγκεκριμένα η μέθοδος σχεδίων εργασίας (project). Με γνώμονα την διεπιστημονική προσέγγιση συνδυάστηκαν δραστηριότητες που άπτονται τόσο των εικαστικών τεχνών (ελ...
Vivitsou, M., Lambropoulos, N. & Paraskevas, M. (2006). The Teachers in the Life-long Learning of the 21st Century: The example of the Greek Schools Network. Οι Εκπαιδευτικοί και η Δια Βίου Μάθηση στον 21ο αιώνα: Το παράδειγμα του Πανελλήνιου Σχολικού Δικτύου. Aspects Today Journal, Greek Association of English Teachers working in Public Education...
Questions
Question (1)
A very timely study that offers an interesting bibliographical review, a sound methodology and analytical approach, and rounds off with noteworthy conclusions and suggestions for policy making.
Happy to read,
Thank you for sharing!
Projects
Projects (3)
As media affordances and modalities have the power to choose whose voices to be heard and whose visibility is more important, discourses and narratives on the Web have the ability to re-signify symbols and ‘re-tell’ stories for blame and exclusivity. As a result, categorizations of immigrants and refugees that ascribe to particular ideologies arise with rhetorics of fear and blame, while visual images and text circulate create metaphors of fear with projections of certain tropes. In this way, media practices shape communicative collective memory. Based on these considerations, this research project aims to examine the metaphors that images and representations of migration on University-related Web-based platforms and social media in Finland and Greece generate and what type of communicative memory they shape. Also, what vulnerabilities these discourses and narratives sustain.
Digital storytelling involves multiple modes of expression through language and other symbols, and media. Contrary to traditional visual and cinematic storytelling, digital technologies offer the possibility for producing and repurposing the telling of stories with web-based platforms and internet services. A contemporary definition of digital storytelling should take into account these dimensions and the ways the new media change the narrative in storytelling be investigated. Besides, given the needs of the digital era, in order to be able, for example, to tell what is fake and what is true, it is not enough to be competent computer user. It is not enough for schools to educate competent computer users either. Users should be aiming for communicativeness, taught by agentic teachers with dynamic approaches to (digital) literacies in mind, building not only structure but critical judgement. And for analytical modes of research for deeper understanding of contemporary endless storytelling and how this contributes to the construction of our consciousness, nowadays.
We have been studying digital storytelling in different contexts (e.g., Finland, Greece, California etc.) since 2012 and looking into how digital technologies are integrated into classroom practices, what kind of stories students tell, and what practices teachers adopt. Our findings so far indicate that young people deeply engage with storytelling activities and enjoy building up knowledge from both the human and the natural sciences. Digital storytelling in schools is based on collaboration and working together is favoured by teachers, students and parents.
