Grete Jamissen's research while affiliated with Oslo Metropolitan University and other places

Publications (10)

Poster
Full-text available
In accordance with a general focus on digital media and a renewed interest in a personal narrative approach to knowledge, there is an increasing interest in storytelling as a way to communicate research questions, outcomes and new knowledge. In social media we find personal posts perform better then organizational post when we analyze engagement an...
Chapter
Jamissen and Moulton describe how digital storytelling (DS) supported an interprofessional group of academics in overcoming challenges in their efforts to develop a holistic Master’s degree in Public Health. The DS workshop, part of a continuous formative evaluation program, invited the researchers to explore their own and each other’s professional...
Chapter
The aim of this section of the book is to discuss the opportunities and challenges connected to digital storytelling in relation to research primarily in two contexts: as a mode of collecting and analysing data and as a form for communicating results and sharing knowledge.
Book
This book broadens the scope and impact of digital storytelling in higher education. It outlines how to teach, research and build communities in tertiary institutions through the particular form of audio-visual communication known as digital storytelling by developing relationships across professions, workplaces and civil society. The book is frame...
Article
Full-text available
Stories are powerful aids to reflection. Thus, the use of stories may be a pathway to enhanced reflective practice and clinical reasoning skills. The aim of this study was to evaluate whether and how digital storytelling can contribute to occupational therapy (OT) students’ learning through reflections on experiences from placement education. A coh...
Conference Paper
Full-text available
of the Workshop: Evidence Based Practice is emphasized in placement, to integrate theoretical knowledge with experience and user knowledge. However, the theoretical and scientific aspects have tendencies to get most attention. At HIOA, digital storytelling has been implemented to strengthen the focus on personal and emotional experiences from place...
Article
Full-text available
The question of how to teach digital literacy attracts the attention of researchers, government agencies, parents, mass media, etc. This paper proposes that the teacher’s role is crucial: to teach digital literacies, teachers must have developed their own digital literacies. When defining digital literacies broadly, skills-based approaches to teach...
Article
Full-text available
In the field of digital storytelling research there is a focus on personal narratives, multimedia and the creative process in developing identity and voice. The project introduced in this paper has identified contexts in higher education where digital storytelling may be used as a promising tool to support students' learning, assisting them to comb...
Article
Full-text available
As school systems internationally seek to improve the models of professional development they are providing for their teachers to support them in integrating information and communication technology (ICT) in their teaching practice, growing opportunities emerge to compare and contrast approaches employed in different cultural contexts and to learn...

Citations

... McLellan (2008) claimed that EDS facilitates training in creativity, complex problem solving, cooperation, and autonomy. EDS may also promote reflection and collaboration (Jamissen et al., 2017). Other benefits include flexible pacing, increased concentration, imagination, extended reach, motivation, and cooperation (Robin, 2016). ...
... A történetmesélés különböző formái önálló vagy kiegészítő oktatási módszer¬ ként már nemcsak a köznevelésben, hanem egyre több felsőoktatási kurzusban is helyet kapnak (Kubinger-Pillmann, 2022). Az integráció elsődleges célja a szemé¬ lyes és szakmai identitás (Lanszki, 2016c;Moss, 2017) feltárása, valamint olyan ál¬ talános soft skillek fejlesztése, mint a kritikai gondolkodás, a kommunikáció és a szakmák közti együttműködés (Jamissen & Moulton, 2017). Ezenfeliil a képzési kimeneti követelményekhez és a későbbi szakmai profilhoz is illeszthetőek a tör¬ ténetmesélés digitális formái. ...
... The incorporation of technology into learning was to try and encourage autonomy over learning and spark interest via the use of technology [1,3]. Skarpaas et al. [4] in Norway used digital storytelling to explore poetic reflection in OT. The purpose of LeFrance and Blizzard [5] study was to examine and explore the perceptions students have of storytelling as a pedagogical tool to allow engagement in meaningful selfreflection and understanding the theories through the process of reflection. ...
... Lectures for teachers and students were provided by super-users and invited external instructors. This is a strategy that research has indicated is often found in projects where teachers struggle with multiple layers of frequently conflicting expectations surrounding digital technologies in schools (Beck and Jamissen 2011). ...
... Stigma can be a powerful factor in this; Martin (2010) found that many students preferred to keep their mental health to themselves out of fear of judgment or discrimination, and Gulliver et al. (2019) found that the factors that influence whether a student chooses to speak to university staff, and who they approach, are extremely complex. Our Journey may have potential to help with this; Jamissen and Skou (2010) suggest that reflection through "digital storytelling" can provide an important filter in developing identify and communicating emotional awareness. ...
... Digital storytelling is the practice of combining narrative with digital audio and visual content to create a 3-to 5-min-long film that typically contains a strong reflective, emotional and personal component (Lambert & Hessler, 2018). The narratives often center around an experience, incident, or event-a turning point-and how the storyteller reflects upon and interprets it in relation to their own life situation (Jamissen, 2008). The strength of digital storytelling lies in its simplicity, and correspondingly, its accessibility. ...
... Teacher professionalism can be improved on the formal and informal environment, such as online discussion forums. These discussion forums are commonly used by teachers, like others, Information and Communications Technology (ICT) teachers share different subjects about their professional life (Deryakulu and Olkun, 2007;Jamissen and Phelps, 2006;Prestridge, 2010). On these discussion forums, it is possible to notice ICT teachers' personal and professional characteristics as well as their cultural context. ...