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Health Digital Storytelling Projects
American Journal of Health Education
... The use of digital storytelling in different disciplines has led to different definitions (Dupain and Maguire 2007;Sarıca and Usluel 2016;Yuksel-Arslan et al. 2016). Alexander (2011) emphasizes that digital storytelling is telling stories using digital technologies. ...
... Moreover, within the context of active learning and in the process of systematic learning, digital storytelling supports various creative skills such as imagination, conducting research, collecting and organizing information, creating new ideas, design, writing, expressing oneself, producing something new and problem-solving (Dupain and Maguire 2007;Hathorn 2005;Sarıca and Usluel 2016;Yang and Wu 2012). It can be said that digital storytelling has a significant role in equipping students with and developing certain twenty-first century skills such as creativity, critical thinking, problem-solving, communication and leadership (Diermyre and Blakesley 2009;Price et al. 2015;Sylvester and Greenidge 2009). ...
... It is believed math is the subject to which this applies the most (Sağırlı 2016). The importance of digital storytelling in learning areas like math, which has an intangible and conceptual content, and its potential to make topics more understandable, develop the learner's contribution to discussion and content, and to improve participation and motivation, is quite often emphasized in the literature (Dupain and Maguire 2007;Hathorn 2005;Hull 2003;Ohler 2013;Robin 2008;Sarıca and Usluel 2016). Therefore, in order to effectively teach math, different opportunities for enriching the learning process should be presented. ...
Math is a subject in which students are generally not very interested and are unsuccessful compared to other courses. It has been suggested that digital stories designed for educational purposes could be used to prevent students’ lack of interest and failure in this subject. However, designing stories that are fit for purpose is important if the use of digital stories is to be successful. The purpose of this study is to investigate pre-service teachers’ opinions about how they utilized the steps of Gagne’s model while designing digital stories for math lessons. The participants in the study were 49 pre-service teachers studying at a Math Department at a Turkish state university in the spring term of the 2014–2015 academic year. The Pre-service Teachers’ Opinion Form and a Personal Information Form, both developed by the researchers, were used as data collection tools in the study, in which the qualitative method was adopted. Content analysis was utilized to analyze the data collected through open-ended questions. When the findings were examined it was seen that pre-service teachers had designed digital stories in which they often chose to attract attention by creating interesting characters in the “gaining students’ attention” step of Gagne’s teaching model, that the main character stated the objectives/topic in the story precisely in the “informing students of the objectives” step, and that the characters created repeated the previous topic in the “stimulating recall of prior learning” step. In the current study, the integration of digital story design into lesson plans in accordance with Gagne’s model was carried out and pre-service teachers’ opinions about their experiences of this process were investigated. © 2017 Springer Science+Business Media, LLC, part of Springer Nature
... Digital storytelling is described as the art of telling stories or presenting main ideas in the visual form incorporating multimedia tools such as images, graphics, photographs, audio and animation (Dupain & Maguire, 2007;Robin, 2008;Rofiza Aboo Bakar, & Hanani Ahmad Zubir, 2014). It is like a film but requires simplicity and not the skills of a great film director (Kajder, 2006). ...
... There have been studies that claim digital storytelling is a means that can stimulate creativity among students. In a study by Dupain and Maguire (2007), students were asked to develop digital storytelling on health topics and were found to showcase their creativity. In another study by Genereux and Thompson (2008), undergraduates in biology were reported to be highly creative by sharing their thoughts and feelings with their peers, and reflective with the development of digital storytelling. ...
... Despite the unfavourable comments received from a few of the examiners, Fikri"s digital story was still ranked the best among the other respondents with 23.2 marks over 28. His digital story was graded and averaged out by five examiners using the Digital Storytelling Grading Rubric that was adapted from Dupain and Maguire (2007). This may give an indication that he may have evaluated his work carefully. ...
Employees are expected to be highly skilled and creative in the 21st century global market. Yet, engineering graduates are being criticized that they lack creativity skills which are deemed important in the working environment. Thus, there is a need for them to be exposed to a learning means that can unleash their creative potentials. Since digital storytelling (DST) has been a promising platform for creativity as claimed by previous literature, the study aimed to understand the creative processes of two engineering students in their DST development in the English reading class. Both, one being an above-average, while the other a below-average, were selected based on their reading results in an English reading placement test. The span for the DST project was three weeks. The case study research method was employed. Data were obtained from observational field notes, documents, interview transcripts and digital stories. Results showed that both had well displayed the classic creative process outlined by Wallas (1926). Since previous literature has noted that people with higher cognitive abilities would produce better creative processes than ones with lower cognitive abilities, the former‟s creative performance was expected. Nevertheless, being focused, interested, resilient and self-disciplined, the latter proved himself praiseworthy. It is thus recommended that students who are enthusiastic will benefit from DST since they will go to the distance to be creative.
... This new way of sharing ideas opens the doorway for reinventing the way that we construct, communicate and share knowledge. In recent years, digital storytelling is being used by businesses as a method of advertising; however, it has deep roots within education (Dupain and Maguire, 2007;Royer and Richards, 2008) and other fields such as knowledge management (Brown and Duguid, 1991;Orr, 1990). The nature of storytelling, specifically the insight it gives into people's life experiences (Bell, 2002), has made it well suited for teaching and learning in disciplines such as social sciences and nursing (Ironside, 2006). ...
... Digital storytelling is grounded on a studentcentred learning approach. Therefore, it promotes and actively supports student involvement in their own learning process, which has been shown to produce effective learning outcomes (Dupain and Maguire, 2007). Quality of learning experience is positively related to student engagement and can help reduce student attrition (Crosling et al., 2009). ...
... For example, Bell (2002) found that digital storytelling is beneficial to both learners and educators. Some studies found that digital storytelling supplements traditional lecturing styles (Di Blas et al., 2009) by enabling learners to develop a better understanding of concepts (Dupain and Maguire, 2007). ...
One of the general challenges in today's teaching and learning environment is identifying ways to create meaningful and engaging learning experiences that go beyond a traditional lecture. The discovery-learning paradigm has a potential to address this challenge by encouraging students to be active participants in their learning process. In this paper, we report on our exploratory study of the use of digital storytelling to support discovery learning in an introductory information system (IS) course. Digital storytelling, in contrast to traditional learning, encourages students to use computeraided mixed media such as audio, video and images to construct and convey knowledge around a topic in the form of a story. The aim of the digital storytelling project was to encourage students to take ownership in their learning process by giving them the opportunity to design, create, and present their own class materials. We discuss our initial findings on whether and how digital storytelling promotes learning of complex and abstract IS concepts. The results suggest that a careful pedagogical design around story planning, digital story production and reflection are important to achieve positive learning experience of students.
... A serious game contains explicit objectives (rules and goals) and implicit objectives such as the acquisition of knowledge or the improvement of abilities [24]; in health, serious games have been applied in detection, monitoring, treatment, therapy and rehabilitation [25]. Storytelling has been proved to impact positively in learning [26], because the student is actively involved in the process [27]; it has been used for health interventions and personal and general comprehension of some diseases [27][28][29]. Accordingly, we designed a story with avatars (male and female children patients and a healthcare specialist), about a child living with a monster called Asthmaleficus, which attacks mostly at night; then, the child is trained to use the medication and the asthma accessories as well as a daily asthma diary to fight it. ...
... A serious game contains explicit objectives (rules and goals) and implicit objectives such as the acquisition of knowledge or the improvement of abilities [24]; in health, serious games have been applied in detection, monitoring, treatment, therapy and rehabilitation [25]. Storytelling has been proved to impact positively in learning [26], because the student is actively involved in the process [27]; it has been used for health interventions and personal and general comprehension of some diseases [27][28][29]. Accordingly, we designed a story with avatars (male and female children patients and a healthcare specialist), about a child living with a monster called Asthmaleficus, which attacks mostly at night; then, the child is trained to use the medication and the asthma accessories as well as a daily asthma diary to fight it. Each LO includes a serious game described in Table 2, consistent with the learning objectives of the course and one or more of the type of activities previously described. ...
One of the most common chronic diseases that causes missed school days and workdays is pediatric asthma, producing education, health and economic delays in low and middle-income countries. A patient-centered remarkable therapeutic strategy in the prevention and treatment of chronic diseases is the Therapeutic Patient Education (TPE) which denotes an outstanding difference in the outcomes, from the awareness, to the personal treatment adaption to prevent crises. In this paper, an intervention of TPE with learning objects (LOs) of a pediatric asthma course, designed to train the uncontrolled patient and the caregiver as a team on the specific knowledge to self-control the disease, was carried out at a health facility in Mexico. The Asthma Control Test (ACT) was used and the learning performance was evaluated with formative quizzes. A randomized controlled trial was designed, with pairs of children patients and caregivers during 60 days; the control group was trained with the usual approach, receiving general information about the disease. ACT measures showed statistical significance for the TPE group after the use of the LOs, achieving a controlled state, while the control group did not show difference. Also, the intervention group obtained a higher score in learning performance assessment. The users learned how to avoid risks, the personal triggers of the patient, how to correctly use the different treatments and accessories, consequently, they learned how to self-manage the disease. Our study also confirmed that control of asthma is not only a matter of knowledge, but financial issues to afford the treatment.
... The integration style of IT to the learning-teaching process mentioned here may be possible with Digital Storytelling [DST], which is a special version of Design-based Learning. The reason being bdigital storytelling feeds from student-centered learning approaches and encourages students to participate in their own learning process to produce effective learning outcomes (Dupain & Maguire, 2007). Furthermore, DST has various advantages since it has clear procedures for teachers to design teaching activities based on "learning by doing and experiencing", which is one of the constructivist learning methods (Yang & Wu, 2012). ...
... In other words, DST allows learners to actively engage in the learning process by assuming their own learning responsibility instead of passively listening (Hur & Suh, 2012;Yang & Wu, 2012). In support of this, in the digital storytelling process, various studies point out that students show a high level of engagement (Michalski, Hodges & Banister, 2005), student engagement improves (Malita & Martin, 2010;Behmer, Schmidt & Schimidt, 2006;Hathorn, 2005;Hull, 2003), students assume the role of an active participant (Quigley, 2013;Salpeter, 2005), active and collaborative learning is supported (Yüksel, Robin & McNeil, 2011;Dupain & Maguire, 2007;Behmer, Schmidt, & Schmidt, 2006;Freidus & Hlubinka, 2002) and collaborative work skills improve (Nam, 2016;Di Blas, Paolini & Sabiescu, 2012). In one of these studies, Sadik (2008) notes that the integration of DST into the course may facilitate the establishment of a classroom environment which supports student engagement. ...
The aim of this chapter is to investigate the effect of digital storytelling activities used in the Social Studies course on student engagement and motivation. To this end, a quasi-experimental pattern with pre-test and post-test control group design was used in the study. A total of 119 students were included in the study. The motivation scale and the engagement scale were used for data collection in the 10 week implementation. According to the results of the study, the students who participated in digital storytelling activities were more active in the learning process, spent more effort, had increased communication and interaction with their teachers and friends, and spent more time for activities within the scope of the Social Studies course compared to the control group students. Additionally, the use of digital storytelling in the Social Studies course was found to be more effective compared to the regular course program in terms of improving motivation.
... The integration style of IT to the learning-teaching process mentioned here may be possible with Digital Storytelling [DST], which is a special version of Design-based Learning. The reason being bdigital storytelling feeds from student-centered learning approaches and encourages students to participate in their own learning process to produce effective learning outcomes (Dupain & Maguire, 2007). Furthermore, DST has various advantages since it has clear procedures for teachers to design teaching activities based on "learning by doing and experiencing", which is one of the constructivist learning methods (Yang & Wu, 2012). ...
... In other words, DST allows learners to actively engage in the learning process by assuming their own learning responsibility instead of passively listening (Hur & Suh, 2012;Yang & Wu, 2012). In support of this, in the digital storytelling process, various studies point out that students show a high level of engagement (Michalski, Hodges & Banister, 2005), student engagement improves (Malita & Martin, 2010;Behmer, Schmidt & Schimidt, 2006;Hathorn, 2005;Hull, 2003), students assume the role of an active participant (Quigley, 2013;Salpeter, 2005), active and collaborative learning is supported (Yüksel, Robin & McNeil, 2011;Dupain & Maguire, 2007;Behmer, Schmidt, & Schmidt, 2006;Freidus & Hlubinka, 2002) and collaborative work skills improve (Nam, 2016;Di Blas, Paolini & Sabiescu, 2012). In one of these studies, Sadik (2008) notes that the integration of DST into the course may facilitate the establishment of a classroom environment which supports student engagement. ...
The aim of this study is to investigate the effect of digital storytelling activities used in the middle school Social Studies course on student engagement and motivation. To this end, a quasi-experimental pattern with pre-test post-test control group design was used in the study. A total of 119 students were included in the study, 60 students in the experimental group and 59 students in the control group. “The Motivation Scale” and “The Engagement Scale” were used for data collection in the 10-week implementation. According to the scores obtained from the scales by both groups of students, there was a significant difference between the experimental group students who participated in digital storytelling activities and the control group students in terms of engagement and all sub-dimensions of engagement. According to the results of the study, the students who participated in digital storytelling activities were more active in the learning process, spent more effort, had increased communication and interaction with their teachers and friends and spent more time for activities within the scope of the Social Studies course compared to the control group students. Additionally, the use of digital storytelling in the Social Studies course was found to be more effective compared to the regular course program in terms of improving motivation.
... Learning through experience during the education process is the most efficient way of ensuring and transferring the permanence of learning. In the literature, digital story seems to be based on active learning theory based on constructivist approach (Dupain & Maguire, 2007;Yang & Wu, 2012). According to the active learning theory, participation is considered as a prerequisite for learning (Fredricks et al., 2004;Guo, Kim & Rubin, 2014). ...
... On the other hand, digital story design activities play an important role in the acquisition and development of some 21st century skills such as creativity, critical thinking, problem solving, and communication for students (Price, Strodtman, Brough, Lonn, & Luo, 2015). It also supports many creative skills that are tried to contribute to students such as research, collecting and organizing information, creating new ideas, designing, writing, expressing themselves, putting out products, solving problems are supported in programming teaching (Csizmar Dalal, 2009;Dupain & Maguire, 2007;Hathorn, 2005;Sarıca & Usluel, 2016;Yang & Wu, 2012). At this point, it can be predicted that digital storytelling will increase the programming achievement (Park, 2014). ...
The aim of this research is to determine the effects and experiences of the use of digital story design activities in teaching applications of programming on academic achievement, participation, and programming self-efficacy. In the study, which is designed through the mixed method, quasi-experimental design is used in the quantitative dimension. The study group of the research consists of 62 fifth-grade students in a secondary school. During the 10-week application process, the experimental group was engaged in digital story design activities in the programming learning process, and the learning process of the control group was carried out without any extra activity. As a result of the research, it is found that students' level of learning of programming concepts, programming self-efficacy, and level of participation in teaching process change significantly and more positively depending on experimental process. In addition, various suggestions for application and research are presented in the research.
... The use of digital storytelling has been documented within health care education and continuing education (Cueva et al., 2012;Cueva et al., 2013;Dupain & Maguire, 2007;Hardy, 2007;Sandars et al., 2008;Sandars & Murray, 2011;Stacey & Hardy, 2011). As Hardy (2007) emphasizes, reflection is a critical skill for health care professionals; digital storytelling supports the principles of actively engaging students in reflecting upon knowledge they have gained as well as on their experiences, rather than passively receiving information from the world. ...
... Through a focus group evaluation, participants expressed that they valued the opportunity to reflect on their experiences and to create a resource, which would help other new nurses in their transition to the work environment (Stacey & Hardy, 2011). Dupain and Maguire (2007) adapted the digital storytelling approach to create a digital storybook assignment to teach students about health concepts. They found that as students participated in the collection and sorting of digital artifacts to create their stories, they experienced a deeper and active engagement in the learning process and the assignment contributed to their understanding of health-related concepts. ...
Digital storytelling is a method of using storytelling, group work, and modern technology to facilitate the creation of 2–3 minute multi-media video clips to convey personal or community stories. Digital storytelling is being used within the health care field; however, there has been limited documentation of its application within occupational therapy. This paper introduces digital storytelling and proposes how it can be applied in occupational therapy clinical practice, education, and research. The ethical and methodological challenges in relation to using the method are also discussed.
... This method is thus considered a creative means of conveying narratives, and has been described as 'empowering', 'cathartic' (Gubrium, 2009), 'exciting' and 'rewarding' (Dupain and Maguire, 2007), as well as yielding a strong sense of satisfaction, confidence and recognition (Sawhney, 2009). Furthermore, Hughes (2011) explains that, when used as a research method, DST allows a person to 'express, capture and represent wholeness . . . ...
... DST is currently employed in many different contexts, such as documenting narratives of intergenerational dialogue (Lalor, 2009); as a teaching technique to explain health concepts (Dupain and Maguire, 2007); or in health promotion research and practice (Gubrium, 2009). Furthermore, the lived experiences of people with a disability are increasingly conveyed through digital narratives. ...
This paper reflects on the wider potential of digital narratives as a useful tool for social work practitioners. Despite the
multiple points of connection between narrative approaches and social work, the influence of narratives on practice remains
limited. A case study of a digital storytelling (DST) process employed in a research project with a small group of lone mothers
from refugee backgrounds is used to trigger discussion of broader applications of DST as part of everyday social work practice.
The use of DST acknowledged women's capacities for self-representation and agency, in line with participatory and strengths-based
approaches inherent in contemporary social work. The benefits of using DST with lone mothers from refugee backgrounds illustrate
how this method can act as a pathway to produce counter-narratives, both at the individual and broader community levels. Documenting
life stories digitally provides the opportunity to construct narratives about experiences of relocation and settlement as
tools for social advocacy, which can assist social workers to ensure meaningful outcomes for service users. These propositions
can serve to inform social work practices with people from refugee backgrounds and address some of the intricacies of working
in diverse and challenging contexts.
... İn such a case, a rational action would be exposing students to creating digital storytelling. Previous literature has suggested that digital storytelling, described as an art of telling stories with the incorporation of multimedia tool use like graphics, photos, audio, video and animation to tell a concept in teaching and learning, be utilized in classrooms to enhance creativity (Di Blas, Garzotto, Paolini & Sabiescu, 2009;Dupain & Maguire, 2007;Genereux & Thompson, 2008;Jenkins & Lonsdale, 2007;Robin, 2008;Rofiza Aboo Bakar, 2015;Stuart, 2010). ...
The chapter discusses digital storytelling guidelines that class practitioners may consider when they begin to integrate digital storytelling in their classrooms. The guidelines provide useful information that will help class practitioners teach students all phases of the digital storytelling creative process, including researching on a topic, opting for suitable materials, formulating strategies, improving work, zipping up the digital story, and
assessing the digital story.
... Digital storytelling is grounded on a student-centered learning approach (Bromberg et al., 2013). Therefore, it promotes and actively supports student involvement in their learning process, which has been shown to produce effective learning outcomes (Dupain & Maguire, 2007). Research has shown that active learning is an effective way to learn subject-matter (Roussou, 2004). ...
Digital storytelling blends the ancient art of storytelling with a range of contemporary tools to weave stories together with the author’s narrative voice, including digital images, graphics, music and sound. Digital storytelling, as both a teaching method
and a learning resource, has been applied in many innovative ways at all levels of education. Digital storytelling supports student learning and allows teachers to adopt innovative and improved teaching methods. Storytelling is a proven and popular pedagogy, while digital storytelling is relatively recent and still seldom used in the setting of early childhood education. Using a case study of a storytelling–art–science club in Jakarta, Indonesia, the researcher explored how and why digital storytelling is used in early childhood education. This club is one of the few organizations that use digital storytelling for teaching and learning programs in early childhood. Data were collected qualitatively using in-depth interviews with four teachers, document analysis, and twice-observations of storytelling activities in each session with 35 and 37 children. The collected data were analyzed using analytical memoing methods. The results indicate that teachers in this club used digital storytelling for several important reasons. They claimed that simple digital technology made storytelling more entertaining, captivat- ing, engaging, communicative and theatrical. This study suggests that the ability of teachers to use digital technology should be enhanced; schools’ information and communication technology (ICT) devices should be equipped; some funding should also be allocated by the government to modernize school equipment; while the curriculum should be tailored to meet technological developments, and provide opportunities for children to learn how to make good use of technology.
... Although an emerging body of research in the educational domain highlights the benefits of journal writing as an instrument to encourage students' critical and reflective thinking (Jarvis, 2001), the use of narration is not limited to general education. The positive role of narrative pedagogy (coined by Diekelmann, 2001) in nursing education, for instance, has been investigated in many studies (e.g., Bowles, 1995;Davidhizar & Lonser, 2003;Dupain & Maguire, 2007;Futch, 2004;Houston, 2015;Leight, 2002;Lunt, 2000;Ramsey, 2000;Smeltzer & Vlasses, 2004;Sochacki, 2010;Weissman, 2000). It has been found that because narrative communication is a convenient way of transferring information, it can help prevent and control cancer through overcoming resistance to health messages, expressing emotional issues, providing an opportunity for social communication, and assisting information processing or at least encourage personal growth and responsibility on the part of listeners (Pelusi & Krebs, 2005; see also Hiver, Obando, Sang, Tahmouresi, Zhou, & Zhou, 2019;Hiver, Zhou, Tahmouresi, Sang, & Papi, 2020). ...
In this book, we try to provide a practical, down-to-earth guide for those who are involved in language learning and teaching. We hope that this book will be a useful reading for those who would like to incorporate higher-order thinking skills (HOTS)-enhancing techniques in their teaching practice. We set out from the position that, although it is hardly doubtful that it is at the heart of education, critical thinking is in reality often not given its due attention in pedagogy, particularly in language education. This book offers readers some practical advice on how to implement HOTS in their own practice. It has been written to take the reader through each technique with the ultimate goal of promoting HOTS step-by-step.
In the introductory chapter, we present an overview of the theory behind HOTS, its definition, its relation to Bloom’s Taxonomy, its two dimensions (critical thinking and reflective thinking), and the ideas of some influential thinkers in this area. The subsequent chapters present six HOTS-enhancing techniques that classroom teachers can draw from, namely graphic organizers, critical discourse analysis, argumentation, emotion regulation and emotional intelligence enhancing techniques, reflective journals, and mindfulness-based strategies.
As the book draws on a wide-ranging review of literature with exercises for direct use with language learners, we hope that this provides both theoretical and practical support for the teaching process to help language learners become effective critical thinkers.
The compilation of the ideas in this book took us a long time, over a decade. Something that takes such a long time requires much engagement and life experience; so did this book.
... Although an emerging body of research in the educational domain highlights the benefits of journal writing as an instrument to encourage students' critical and reflective thinking (Jarvis, 2001), the use of narration is not limited to general education. The positive role of narrative pedagogy (coined by Diekelmann, 2001) in nursing education, for instance, has been investigated in many studies (e.g., Bowles, 1995;Davidhizar & Lonser, 2003;Dupain & Maguire, 2007;Futch, 2004;Houston, 2015;Leight, 2002;Lunt, 2000;Ramsey, 2000;Smeltzer & Vlasses, 2004;Sochacki, 2010;Weissman, 2000). It has been found that because narrative communication is a convenient way of transferring information, it can help prevent and control cancer through overcoming resistance to health messages, expressing emotional issues, providing an opportunity for social communication, and assisting information processing or at least encourage personal growth and responsibility on the part of listeners (Pelusi & Krebs, 2005; see also Hiver, Obando, Sang, Tahmouresi, Zhou, & Zhou, 2019;Hiver, Zhou, Tahmouresi, Sang, & Papi, 2020). ...
Nowadays, many people seem to see, think, and act in a robot-like way. In those moments, they break contact with what is deepest in themselves and what possibly affords them their greatest opportunities for creativity, learning, and growing. When such moments persist, one could fall into the trap of automaticity and unawareness (Kabat-Zinn, in Mindfulness meditation in everyday life. Piatkus Books, London, 2001). When their mind is automatic, this may result in a multitude of behaviors without any particular sentience, awareness, intentionality, planning, or deliberate decision-making.
... Although an emerging body of research in the educational domain highlights the benefits of journal writing as an instrument to encourage students' critical and reflective thinking (Jarvis, 2001), the use of narration is not limited to general education. The positive role of narrative pedagogy (coined by Diekelmann, 2001) in nursing education, for instance, has been investigated in many studies (e.g., Bowles, 1995;Davidhizar & Lonser, 2003;Dupain & Maguire, 2007;Futch, 2004;Houston, 2015;Leight, 2002;Lunt, 2000;Ramsey, 2000;Smeltzer & Vlasses, 2004;Sochacki, 2010;Weissman, 2000). It has been found that because narrative communication is a convenient way of transferring information, it can help prevent and control cancer through overcoming resistance to health messages, expressing emotional issues, providing an opportunity for social communication, and assisting information processing or at least encourage personal growth and responsibility on the part of listeners (Pelusi & Krebs, 2005; see also Hiver, Obando, Sang, Tahmouresi, Zhou, & Zhou, 2019;Hiver, Zhou, Tahmouresi, Sang, & Papi, 2020). ...
Critical thinking enables us to ensure that we have good reasons to believe or do what people attempt to persuade us to do or to believe. When the question why? is involved, we look for a reason for doing an activity, or for believing what we believe. Trying to persuade somebody else by providing good reasons is to give an argument. In some respects, an argument is an alternative term for critical thinking. But it should be noted that the latter has more and broader elements, in that the process of argumentation is part of the processes of critical thinking. There are also some important differences between making an argument and thinking critically. There is a sense that one argues for a specific purpose, perhaps to “win a point,” while critical thinking emphasizes “good processing” of evidence.
... Although an emerging body of research in the educational domain highlights the benefits of journal writing as an instrument to encourage students' critical and reflective thinking (Jarvis, 2001), the use of narration is not limited to general education. The positive role of narrative pedagogy (coined by Diekelmann, 2001) in nursing education, for instance, has been investigated in many studies (e.g., Bowles, 1995;Davidhizar & Lonser, 2003;Dupain & Maguire, 2007;Futch, 2004;Houston, 2015;Leight, 2002;Lunt, 2000;Ramsey, 2000;Smeltzer & Vlasses, 2004;Sochacki, 2010;Weissman, 2000). It has been found that because narrative communication is a convenient way of transferring information, it can help prevent and control cancer through overcoming resistance to health messages, expressing emotional issues, providing an opportunity for social communication, and assisting information processing or at least encourage personal growth and responsibility on the part of listeners (Pelusi & Krebs, 2005; see also Hiver, Obando, Sang, Tahmouresi, Zhou, & Zhou, 2019;Hiver, Zhou, Tahmouresi, Sang, & Papi, 2020). ...
Critical discourse analysis (CDA) is the field of study interested in analyzing discourse to find hidden meanings and to uncover the relationships among discourse, ideology, and power (Fairclough in Discourse and social change. Polity Press, Cambridge, 1992). Fairclough (Critical discourse analysis. Longman, London, 1995), the father of modern CDA, defined it as: “The kind of discourse analysis which aims to systematically explore often opaque relationships of causality and determination between (a) discursive practices, events and texts, and (b) wider social and cultural structures, relations and processes; to investigate how such practices, events and texts arise out of and are ideologically shaped by relations of power and struggles over power; and to explore how the opacity of these relationships between discourse and society is itself a factor securing power and hegemony (pp. 132–133)”.
... Although an emerging body of research in the educational domain highlights the benefits of journal writing as an instrument to encourage students' critical and reflective thinking (Jarvis, 2001), the use of narration is not limited to general education. The positive role of narrative pedagogy (coined by Diekelmann, 2001) in nursing education, for instance, has been investigated in many studies (e.g., Bowles, 1995;Davidhizar & Lonser, 2003;Dupain & Maguire, 2007;Futch, 2004;Houston, 2015;Leight, 2002;Lunt, 2000;Ramsey, 2000;Smeltzer & Vlasses, 2004;Sochacki, 2010;Weissman, 2000). It has been found that because narrative communication is a convenient way of transferring information, it can help prevent and control cancer through overcoming resistance to health messages, expressing emotional issues, providing an opportunity for social communication, and assisting information processing or at least encourage personal growth and responsibility on the part of listeners (Pelusi & Krebs, 2005; see also Hiver, Obando, Sang, Tahmouresi, Zhou, & Zhou, 2019;Hiver, Zhou, Tahmouresi, Sang, & Papi, 2020). ...
The roots of emotional intelligence (EI) stem from the notion of social intelligence. Thorndike (in Intelligence and its uses. Harper’s Mag 140:227–335, 1920) regarded EI via the lens of social intelligence, stating that social intelligence is the capability to empathize with others and perform sensibly in human relationships (see Goleman in Working with emotional intelligence. Bantam Books, New York, 1998). Nonetheless, his opinions were not greatly welcomed until years later. Emotional thought was viewed to be in the domain of intelligence.
... Although an emerging body of research in the educational domain highlights the benefits of journal writing as an instrument to encourage students' critical and reflective thinking (Jarvis, 2001), the use of narration is not limited to general education. The positive role of narrative pedagogy (coined by Diekelmann, 2001) in nursing education, for instance, has been investigated in many studies (e.g., Bowles, 1995;Davidhizar & Lonser, 2003;Dupain & Maguire, 2007;Futch, 2004;Houston, 2015;Leight, 2002;Lunt, 2000;Ramsey, 2000;Smeltzer & Vlasses, 2004;Sochacki, 2010;Weissman, 2000). It has been found that because narrative communication is a convenient way of transferring information, it can help prevent and control cancer through overcoming resistance to health messages, expressing emotional issues, providing an opportunity for social communication, and assisting information processing (Kreuter et al., 2007) or at least encourage personal growth and responsibility on the part of listeners (Pelusi & Krebs, 2005; see also Hiver, Obando, Sang, Tahmouresi, Zhou, & Zhou, 2019;Hiver, Zhou, Tahmouresi, Sang, & Papi, 2020). ...
The focus of this book is on cultivating higher order thinking skills (HOTS) in language classes. It aims to serve as a guidebook for language teachers and students. Although the book is intended to be a practical toolkit for readers, some introductory discussion on HOTS from a theoretical standpoint is helpful in ushering the reader to the practical chapters that follow. Although it might be tempting to leap to HOTS-enhancing techniques and procedures without exploring theoretical standpoints, this may actually result in a superficial and cursory understanding of the following chapters. One of the tenets underlying the present book is that teachers and teacher educators need to realize the significance and rationale of HOTS and become familiar with the different dimensions of HOTS before they can effectively foster these skills in their students.
... Although an emerging body of research in the educational domain highlights the benefits of journal writing as an instrument to encourage students' critical and reflective thinking (Jarvis, 2001), the use of narration is not limited to general education. The positive role of narrative pedagogy (coined by Diekelmann, 2001) in nursing education, for instance, has been investigated in many studies (e.g., Bowles, 1995;Davidhizar & Lonser, 2003;Dupain & Maguire, 2007;Futch, 2004;Houston, 2015;Leight, 2002;Lunt, 2000;Ramsey, 2000;Smeltzer & Vlasses, 2004;Sochacki, 2010;Weissman, 2000). It has been found that because narrative communication is a convenient way of transferring information, it can help prevent and control cancer through overcoming resistance to health messages, expressing emotional issues, providing an opportunity for social communication, and assisting information processing or at least encourage personal growth and responsibility on the part of listeners (Pelusi & Krebs, 2005; see also Hiver, Obando, Sang, Tahmouresi, Zhou, & Zhou, 2019;Hiver, Zhou, Tahmouresi, Sang, & Papi, 2020). ...
Graphic organizers as a communication tool employ visual symbols to express knowledge, concepts, thoughts, ideas, and their associations. Graphic organizers encompass several variants, such as knowledge maps, concept maps, semantic maps, and advanced organizers with the concept maps as one of the most widely used in the educational domain (see examples below in this chapter). Concept maps facilitate comprehending the association among ideas by constructing a visual map of the connections.
... Although an emerging body of research in the educational domain highlights the benefits of journal writing as an instrument to encourage students' critical and reflective thinking (Jarvis, 2001), the use of narration is not limited to general education. The positive role of narrative pedagogy (coined by Diekelmann, 2001) in nursing education, for instance, has been investigated in many studies (e.g., Bowles, 1995;Davidhizar & Lonser, 2003;Dupain & Maguire, 2007;Futch, 2004;Houston, 2015;Leight, 2002;Lunt, 2000;Ramsey, 2000;Smeltzer & Vlasses, 2004;Sochacki, 2010;Weissman, 2000). It has been found that because narrative communication is a convenient way of transferring information, it can help prevent and control cancer through overcoming resistance to health messages, expressing emotional issues, providing an opportunity for social communication, and assisting information processing or at least encourage personal growth and responsibility on the part of listeners (Pelusi & Krebs, 2005; see also Hiver, Obando, Sang, Tahmouresi, Zhou, & Zhou, 2019;Hiver, Zhou, Tahmouresi, Sang, & Papi, 2020). ...
A reflective journal, also known as a reflective narrative, is a collection of thoughts, feelings, observations, notes, and other related resources created over a period of time. It typically supplements the study cycle, fieldwork, or a placement experience. The purpose of a reflective journal is to enrich individuals’ learning through the actual process of writing and thinking about their personal experiences. It is a growing document written by the learner to record their learning progress.
... Digital stories can rise up in different types ranging from personal narratives or instructional stories to narratives that recount historical events and in many different fields ranging from social science to science Coutinho, and Banaszewski pointed out that educational technologies have progressively taken place in education and instruction environment, accordingly, digital story have become widespread in classroom setting and in various fields of study as stated by many academicians, researchers and educators. [12] Though the term -digital storytelling‖ is, generally familiar to educators, many still don't know what it is or how it works. ...
... To this end, more interesting and meaningful real life situations may be created by integrating certain teaching methods and techniques with technology. One of these is the digital storytelling [DST] method which supports the traditional storytelling method with multimedia elements (Dupain & Maguire, 2007;Yuksel, Robin, & McNeil, 2011). ...
This study investigated effects of the use of digital storytelling activities in 6th grade social studies course on perceived satisfaction of students related to the course. In this context, a 10-week case study was designed and implemented in the social studies course. The study data were collected via reflection reports prepared by the learners once every two weeks and semi-structured interviews and focus group sessions held after the implementation. The content analysis was used for data analysis. As a result of the content analysis, a total of 18 codes were encoded 296 times under three categories: " perceived satisfaction " , " perceived dissatisfaction " , and " perceived improvement in motivation ". According to the results of the study, the Social Studies course became more enjoyable for students and digital storytelling allowed students to be more productive and improved their satisfaction. However, one hour of the Social Studies course was carried out in the IT Laboratory and it was found that classroom management became more difficult for the teacher and therefore problems related to classroom management. Negative student behaviors arising from this situation were frequently emphasized under the perceived dissatisfaction category.
... Digital storytelling is described as the art of telling stories or presenting main ideas in the visual form incorporating multimedia tools like graphic, images, still photographs, audio, video and animation (Dupain & Maguire, 2007;Robin, 2008;Sandars, Murray & Pellow, 2008). In this study, digital storytelling refers to the using of computer to create a story containing textual contents, images, videos and songs based on the understanding of expository texts in the multimedia form. ...
Creativity is an essential trait for engineering students to be innovative and successful in current and future global economy. Thus, it is important for their creative potential to be nurtured. Since digital storytelling has been portrayed by previous studies as being influential in enhancing creativity, the purpose of this study is to explore the creative processes of two engineering students in their development of digital stories in the English reading class. Both of them were chosen based on their reading performance in an English reading placement test. One of them was considered an above-average reader, while the other a below-average reader. The duration for the digital storytelling project was three weeks. The study employed a case study research method. Data sources included observational field notes, interview transcripts and digital stories. The findings of this study showed that both students exhibited the preparation, incubation, illumination and verification steps of the creative process as proposed by Wallas (1926). However, it was found that the above-average reader prepared extensively, wanted to be different from the other students, and was more self-critical of and not easily satisfied with his work. The below-average reader, on the other hand, completed his work through trial and error, did not worry much of the project and was generally satisfied with his work.
Bu araştırmanın amacı öğrencilere verilen dijital vatandaşlık eğitiminin insani değer algılarına olan etkisine bakılmak amacıyla yapılmıştır. Araştırma bu amaç doğrultusunda deneysel desen modellerinden yarı deneysel desen yöntemi ile gerçekleştirilmiştir. Bu araştırmada çalışma grubu olarak 2021-2022 eğitim öğretim yılı içerisinde öğrenim gören 7.sınıflardan gönüllülük esasiyle seçilen 40 öğrenciden oluşturulmuştur. Araştırmada Dilmaç (2007) tarafından geliştirilen İnsani Değerler Ölçeği kullanılmıştır. Deney grubunun insani değerler ölçeğinde ön test ve son test puanları arasında anlamlı farlılık olup olmadığını araştırmak için yapılan analizde deney grubunun eğitim sonrasında puanlarında artış olduğu tespit edilmiştir. Kontrol gurubunda ise alınan puanlara yönelik yapılan istatistiklere göre anlamlı bir farlılık oluşmamıştır. Çalışma sonucunda uygulanan insani değerler ölçeğinin son test puanlarına bakıldığında, deney grubunun kontrol grubuna göre anlamlı olarak deney grubunun lehine olduğu tespit edilmiştir. Deney grubu ile yapılan çalışma sonucunda sorumluluk, dostluk/arkadaşlık ve saygı değerlerine yönelik istatistiki anlamda farklılık oluşmuştur. Sonuç olarak hazırlanan dijital vatandaşlık eğitiminin insani değerlere yönelik olarak etkili olduğu kanısına varılmıştır.
The contribution presents the results of an experiment conducted in the context of the iconography and iconology workshops of the Single cycle degree programme (LMCU) in Primary Teacher Education, University of Bologna, with a dual objective: 1) to relate the different levels of image reading and the activation of specific cognitive dimensions in technological environments, with particular reference to the design and production of visual digital storytelling; 2) to collect the perceptions of future trainee teacher students.KeywordsImages Based EducationDigital storytellingVisual teaching and learningKindergarten and primary school
Özet
Bu çalışmada bilgi ve iletişim teknolojileri dersinde genel olarak teorik bir içeriğe sahip olan " bilgi teknolojilerinin temelleri " ünitesinin işlenişinde dijital hikâyeleme etkinliklerinin kullanımının öğrencilerin motivasyonları üzerindeki etkisi incelenmiştir. Çalışmada son-test kontrol gruplu yarı deneysel desen kullanılmıştır. Bu araştırma 2015-2016 yılında Ankara ili Sincan ilçesinde bulunan bir Anadolu lisesinde yürütülmüştür. Çalışma grubu deney grubunda 132 ve kontrol grubunda 129 öğrenci olmak üzere toplam 261 katılımcıdan oluşmaktadır. Uygulama sürecinde deney grubu öğrencileriyle ders dijital hikâyeleme etkinlikleri kullanılarak işlenmiştir. Kontrol grubunda ise konular ders programına uygun olarak yürütülmüştür. Çalışmada veri toplama aracı olarak beklenti değer teorisini temel alan motivasyon ölçeği kullanılmıştır. Araştırmanın bulgularına göre bilgi ve iletişim teknolojileri dersi bilgi teknolojilerinin temelleri ünitesinin öğretiminde dijital hikâye etkinliklerinin kullanılmasının öğrencilerin derse karşı motivasyonları üzerinde anlamlı etkisinin olduğu belirlenmiştir. Buna göre genel olarak teorik içeriklerle ilgili gerçekleştirilen öğrenme öğretme etkinliklerinde dijital hikâye anlatımı etkinliklerine yer verilmesinin öğrencilerin derse karşı istekliliklerinde olumlu yönde değişimler sağlayabileceği öngörülmektedir.
Abstract:
In this study, the effect of the use of digital storytelling on the students' motivation was examined in the subject of fundamental of information technologies which has a theoretical content in the course of information and communication technology. Semi-experimental design with post-test control group was used in the study. In the implementation process, the experimental group was taught using the course digital storytelling activities. In the control group, the subjects were carried out in accordance with the course schedule. Motivation scale based on the value-expectancy theory was used as data collection tool. According to the findings of the research, it was determined that the use of digital story in the teaching of the unit of information technologies had a significant effect on the students' motivation towards the course. Accordingly, the use of digital storytelling in the teaching of theoretical content can make students more willing to learn about these topics.
Many educational development resources recommend making conventional lectures more interactive. However, there is little firm evidence supporting either the acceptability (to students) or efficacy of doing so. This research examined the use of short ‘interactive windows’ (discussions and problem-solving exercises) in first year evolution lectures delivered to between 73 and 126 students over five years. Semi-structured evaluations of the teaching, involving more than 500 responses, identified the interactive nature of the lectures as the single most popular feature of the sessions. The division of the year class into two separate groups allowed the opportunistic testing of how interactive windows influenced learning about discrete problems within each lecture. Two short problem-solving or discussion sessions were devised for each lecture; one of these sessions was taught interactively to the first student group, the second was taught interactively to the second group. Comparing test scores achieved in questions addressing these paired problems showed strong evidence for a generally weak, positive influence of the interactive windows on recall and learning.
The impact of learning activities and college environments on learning were examined. The GRE Verbal and Quantitative subtest scores for a national sample of 2,281 students were used as dependent variables. Student involvement in learning activities and environments most directly related to the learning outcomes were found to enhance learning. Mixed results were obtained with regard to group learning activities.
This paper examines the effectiveness of active learning implemented in two undergraduate programmes at the Hong Kong Polytechnic University. Several learning activities were implemented during student seminar sessions. The effectiveness of these activities was investigated using questionnaires and interviews to explore student attitudes as well as the Study Process Questionnaire to measure student approaches to learning. Results showed that active learning made a valuable contribution to the development of independent learning skills and the ability to apply knowledge. It also helped to create interest in the curriculum and to prepare students for their future careers. The activities used affected the quality of student learning by shaping the way that students studied and meeting desired learning outcomes. The results are discussed in the context of student approaches to learning and in relation to the programmes' educational objectives.