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Active Learning through digital storytelling Speaker: Jo Lonsdale Postgraduate Researcher

Active Learning through digital storytelling Speaker: Jo Lonsdale Postgraduate Researcher Centre for Active Learning, University of Gloucestershire. Active learning : the Gloucestershire approach. learning is created through the transformation of experience (Kolb 1984)

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Active Learning through digital storytelling Speaker: Jo Lonsdale Postgraduate Researcher

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  1. Active Learning through digital storytelling Speaker: Jo Lonsdale Postgraduate Researcher Centre for Active Learning, University of Gloucestershire

  2. Active learning : the Gloucestershire approach • learning is created through the transformation of experience (Kolb 1984) • based on Kolb (1984) and Blythe and Associates (1998) • students are enabled to construct theoretical understanding by reflection on their activities and experiences Based on Kolb (1984) and Blythe and Associates (1998)

  3. Digital storytelling • Digital storytelling piloted (2006/7) as a reflective tool for active learning in the first undergraduate year • to develop reflective practice • to make reflection explicit in the learning process • to reflect as an individual or collaborative process • use of technology and images to provide stimulating ways to engage and reflect • incorporating emotional content / personal voice

  4. What is a digital story? • a media artefact / mini-movie • created from digital images and sounds • easily accessible technique • combines technology and narrative to enable new approaches to reflection and engagement • Examples of digital stories : • induction (group) • module (individual)

  5. Students making a digital story in the field

  6. Evaluating digital stories • Evaluation of : • 29 group stories at induction • 5 individual stories for assessment in a module • Evaluation undertaken using: • ‘Map of Learning’ (Moon 1999) • ‘Model of Reflective Learning’ (McDrury and Alterio 2002) • other factors (number of speakers, voice, use of discipline language, structure, task centredness and image relevance)

  7. Evaluation using ‘Map of Learning’ (Moon 1999) • Increasing levels of reflection : 1: ‘Noticing’ 2 : ‘Making sense’ 3 : ‘Meaning making’ 4 : ‘Working with meaning’ 5 : ‘Transformative learning’

  8. Evaluation using ‘Model of Reflective Learning’ (McDrury and Alterio 2002) • Problems with using this model for evaluation • reflections rather than stories • not interactive • BUT were associated with higher levels of reflection

  9. Evaluation of other factors • Voice • Language: • Structure • Images • Discipline task focus • Humour • Duration

  10. Future developments : Induction 2007 /08 • possible changes to include : • students to own creation of stories • feedback of stories in tutor-led discipline groups to facilitate deepening reflection and learning • greater emphasis on a well structured reflective task • within landscape design will continue to use storytelling and digital storytelling as a focus for developing learning and community building

  11. Future developments :Landscape design modules : • continuing development of the technique • developing articulation of tacit learning • developing reflective practice • developing communication skills and community • using a studio model to critique individual stories • piloting new ways to use the technique for example : using narratives to explain design concepts

  12. Digital storytelling : Conclusions • the technique provides new ways of reflecting on the process and products of learning • uses simple inclusive technology (Prensky 2001) • useful as an engaging focus for collaborative reflection

  13. Digital storytelling : Conclusions • the creation of formal settings for review of stories may help to “bring about thoughtful and reasoned change to practice” (McDrury and Alterio 2002)through scaffolding (Vygotsky 1978) • a studio model (Schön 1983; 1987) may assist : • multiple perspectives to be explored • scaffolding in a peer learning forum • enhanced reflective learning • enrichment of discipline-based learning communities

  14. References • Blythe, T. and Associates, (1998) The Teaching for Understanding Guide, Jossey-Bass. • Kolb, D. (1984) Experiential Learning: Experience as a Source of Learning and Development. New Jersey: Prentice Hall. • McDrury, J. and Alterio, M.G. (2003) Learning through Storytelling in Higher Education Using Reflection and Experience to Improve Learning. London: Kogan Page. • Moon, J. A. (1999) Reflection in Learning and Professional Development. London: Kogan Page Ltd. • Moon, J. A. (2004) A Handbook of Reflective and Experiential Learning: Theory and Practice. London: Routledge Farmer. • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon. NCB University Press, 9 (5). • Schön, D. (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books. • Schön, D. (1987) Educating the Reflective Practitioner. New York: Jossey Bass. • Vygotsky, L. (1978) Mind and Society: The development of higher mental processes. Cambridge, MA: Harvard University Press.

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