Online Discussion Assignment Four
For this week's assignment, you should try to find specific materials related to: Digital Storytelling Research Projects Conference Presentations on Uses of DS in Higher Education other materials related to uses of DS in Higher Education, including Citations to scholarly articles * Try to find at least one good article or other web-based resource about this aspect of digital storytelling. Again like you have been doing for previous assignments, please discuss why you think the article or resource should be added to our site. The name of the article - please include the title-several time over the last few weeks, this information has been left out The URL of the article/resource The name of the author(s) and any information about them, if available The date the article/resource was written or produced and any other publication information, if found A brief synopsis in your own words of what the material is about, especially any information related to the purpose of research conducted, including research questions, methodology and results Any other information you think would be helpful
* Note 1: Unlike last week, you may include links to articles that require authentication since these resources may be of interest to scholars, such as instructors and graduate students conducting research on various aspects of DS for a book, master's thesis or doctoral dissertation; and these visitors to our website may have access or might be willing to find ways to access these materials. We may also want to consider adding a new section under Links on the EUODS website that is something like "DS Research."
NOTE 2: For some students, the assignment for this week may be related to the articles you found last week, if one or more of them were related to research projects. If so, you may use the article again, but for this assignment, please include specific information about the research that was conducted such as a description of the purpose of the research, the research questions, the methods used, and what results, if any were published.
When you have selected an article or other resource you think should be added to our site, post a comment to Discussion Assignment Four, in which you include the following information:
Posts
38 comments:
I'm going to talk about one of the articles I found last week.
A pediatric digital storytelling system for third year medical students: The virtual pediatric patients (D'Alessandro, Lewis, and D'Alessandro) BMC Medical Education 2004
http://www.biomedcentral.com/content/pdf/1472-6920-4-10.pdf
The researchers created eight digital stories which were aimed at medical students doing their core pediatrics rotation. The stories all had a similar format: a case presentation, problem-based approach, and then discussion of disease process. The stories were 20-30 min long.
Students then used the cases and were asked to fill out an online survey about how helpful they found the cases. Most students felt the cases were helpful, at an appropriate level, and something they would remember in the future. They also felt it would help them deal with similar cases.
I think a weakness of this project is that they did not do any kind of pre- and post- knowledge testing to see if the students actually learned anything from the stories. They didn't evaluate whether this is an effective teaching tool.
They did, however, show that students seem to like learning this way, and that the students think it is helpful. This is important, and it helps pave the way for future research in this area.
Deidre,
I can see that evaluating the use of digital storytelling could be difficult on student learning in the current way we evaluate students. I think evaluation would be more qualitative than quantitative and that makes it more subjective of an evaluation. I guess this is where a good rubric would come in handy. If the student has to process information to make a coherent statement that impacts others then truly they have shown learning....how much is another thing I guess.
I found this article that seemed to be of much interest.
Digital Story Book Project 101: How to create and implement digital storytelling into your curriculum
Authors: Mandi Dupain, Ph.D Assistant professor, Wellness and Sport Sciences and also Ms. Loreal Maguire, MS Ed. assistant director, professional training and Education Millersville University.
This particular article was from the 21st annual conference on Distance Teaching and Learning. This years conference is in Aug 2009. The website for this conference is http://www.uwex.edu/disted/conference
Here is the link for the article:
http://www.uwex.edu/disted/conference/Resource_library/proceedings/05_2012.pdf
***Copyright 2005 The borad of regents of the university of wisconsin system You need permission of the authors and the annual conference on distance teaching and learning for duplication.***
If you get permission to add this to the website, I think it would be great because this article is about educators who constantly are trying to find new ways to have students engage in learning new material. DS is one of them and it discusses how DS is a great tool to learn difficult subjects because the student actually has to engage in finding the information and putting it together. DS is a great tool to be used as an individual to reflect their understanding of the subject but also in group settings because it encourages creativity and allows the personality of the individual. In the workplace, you have to learn to work together with others in projects and this is a great way to begin the learning process of working with partners to achieve one goal. "It provided an interactive and stimulating learning activity"
The purpose of this paper that the authors wanted to get to is "to discuss the pedagogical importance of implementing DS into curriculum, the proess of creating DS book projects using MS Movie Maker and also the assesment technique used to grade the projects."
This article supports why DS is a wonderful tool for educators and students to use in higher education. While in hygiene school, we presented many case studies and if we would have had the opportunity to do a DS, it would have been more fun to do and I think the students would have learned more and retained it better. Also, the DS's could have been accessed by students to study for their exams.
I do not think this is exactly where we are going this week but it is a listing of projects or workshops that have been done on the use of digital storytelling. I post it because I think that the topics or the sessions that this site describes is a good source for students majoring in education to prepare a lesson for or even to make a presentation/workshop of their own for teaching teachers, students....the possibilities are out there.
Texas A&M runs a summer Sea Camp for gifted students or high achieving students. Couldn't U of H do a day camp where education students teach students about digital storytelling by following plans like the ones listed in the site? Just an idea.
I am even thinking it would be a good idea for my gifted kids if I held a summer technology camp.
the EUODS website
Hey Dr. Robin! I followed your directions and I linked my site to the blog. Cool. Thanks.
I found the article titled
Online Personal Learning Environments:
Structuring Electronic Portfolios for Lifelong and Life Wide Learning
By Helen C. Barrett, Ph.D., Nathan Garrett (2008)
I am submitting it here because this article discusses the use of digital stories as a replacement to electronic portfolios that will go from school to university to workplace. Basically this collection or portfolio of work can be from personal stories, to professional work. I have often wondered if digital stories may at some time be offered as an option for the masters thesis or doctoral research project and dissertation. I think this article is an interesting look at the history of digital media.
the EUODS website
I'm intrigued by the article L Kieler posted about using DS to create ePortfolios. There has been a lot of discussion about how to make use of educational portfolios in medical school and in psychiatry residency, and I think that using DS could be part of an electronic portfolio. It's something that I think deserves more thought about how it could best be implemented.
Deidre,
I think that it is something that will become more prevalent in our worlds than just in the tech world because let's face it, the tech world is becoming our world. The other day I was laboring with some computers at school and couldn't get the flash drives to work with them. Someone told me that if those computers were old...98's the flash drive wouldn't work. I asked, "Well what did we do before flash drives?" The answer was floppys. I had forgotten about them. Then I thought back to the old floppy disks that were as big as a plate. We have come a long way in a relatively short time. I think the idea of creating an e portfolio is great. Easy to transport and gives a better clue as to who you are both personally and professionally.
I know with my population, the gifted, I already keep paper portfolios of their work but an e portfolio makes more sense. Also as a teacher, I think an e portfolio also makes sense. I am definitely going to take some time with that article and share it with my principal. I can see it also benefiting our at risk or low performing students to help each teacher track where they left off the previous year and where they still need to work. Powerful idea.
I found an interesting research article titled: Capturing Community Memory with Oral History and New Media: The Sharing Stories Project (2006). The authors are Helen Klaebe and Marcus Foth (Queensland University of Technology, Australia)
The paper outlines a research design for a public history research project that is taking place in an inner-city master-planned community in Brisbane,
Australia.
In the study, DS is used to engage members (by sharing their personal stories) of an inner city community inorder to foster a sense of social connectedness. The goal is to encourage digital creativity and media literacy with a view to help people find a voice and participate in the knowledge economy. The researchers believe that this will assist in promoting and maintaining good health and well-being. It is an ongoing study and the results have not been published.
I was intrigued by the aim of this project: to promote health and well-being by giving people a tool (DS) that they can use to get to know one another in a diverse urban community.
Here's the link:
http://eprints.qut.edu.au/4751/1/4751_1.pdf
Digital storytelling in higher education: a case study in a civil engineering laboratory
Sakka, Z.I. Zualkernan, I.A.
American Univ. of Sharjah, Washington, DC, USA; 2005
It's a research about using DS in higher education and assessing the impact on the course outcomes. In the research, the students share their experiences by DS, articulating how they solve specific problems.
The result of this study states that students learn better and enjoy the activity of DS, but DS does not seem to have direct correlation with the learning outcomes in this higher educational context.
The result of this research reminds me "novelty effect" when we talk about integrating technology into classroom. I am thinking about using DS in different learning area such as forensic science. I think the research emphasize on the quantitative evidence, ignoring the qualitative changes in students' learning. It could be a good direction for DS research in higher education.
link to
Digital storytelling in higher education: a case study in a civil engineering laboratory
http://ieeexplore.ieee.org/xpl/freeabs_all.jsp?tp=&arnumber=1508701&isnumber=32317
Leon makes a good point about qualitative vs. quantitative differences in learning; in the article on civil engineering, the students felt that they were learning better with DS, whereas the knoeledge scores were actually the same. But maybe just feeling like you're learning better, even if you aren't, is important. I can imagine it might change your attitude towards the subject, and maybe it does have effects on things like long-term retention of information which are more difficult to measure directly.
Great links Lynda! Thanks.
Glad to see that Lynda has now been able to make a hypertext link in her blog posts. What about anyone else who hasn't tried this yet? Remember the instructions are on the Week 3 web page.
Now Dr. Robin, if EVERYONE links their sites to this site then I won't feel so skilled! Ha! Everyone is just being nice and letting this old lady feel like she is on the tech edge by being able to cut and paste your work into her posts! Really, guys, it is easy to do. Not that I understand why it works, it just does!
I have found this web site on digital storytelling workshops by Helen C. Barrett, who is a known author in the area (we have some of her articles in EUODS). The site offers helpful guidelines to preparing workshops on DS for teachers, activities for participants, resources for DS and products from the workshops the author has organized. I think this would be an excellent source of reference for us to take a glimpse at what other people do in promulgating DS for educational and community purposes. This is the link of the site:
The workshop site
I also find another article on DS. The researchers report the use of digital storytelling to promote students’ reflection at the University of Gloucester, UK. The staff and students involved in the study have found that this is a positive approach to encourage reflection and creative thinking, but the issue is the personal reflective nature of digital storytelling makes it difficult to perceive if progression and reflection are equally captured. The paper presents the assessment of this with the use of different models. Though the paper does not go in depth to report many aspects of the study, I find this a hot theme to engage for those who would like to research the use of DS in higher education settings. This is the information of the article:
Title: Evaluating the effectiveness of digital storytelling on student reflection
Authors: Martin Jenkin and Jo Lonsdale, Center for Active Learning, University of Gloucester, UK
This paper was presented at ASCILITE conference in Singapore, 2007. (By the way, I have found that ASCILITE is an online international conference organization promoting digital education in Australia, Asia and other countries).
URL of the paper:
the Gloucester University Article
http://www.ascilite.org.au/conferences/singapore07/procs/jenkins.pdf
Hi Leon,
Reading the abstract of theartile you found, I have the feeling that it is a very good one, and in the same direction with the article I posted: study on teh effectiveness of DS on student reflection in higher education. I would like to read it but I could not have access to it. Would you tell how you reach it? Thanks.
By the way, about the article I posted last week that has the broken link, I did not know it until I saw the link appear incomplete on the blog. So,
everybody, I suggest that if the articles you recommend need to be subscribed or paid for to read, please give more direction on how to have the full text.
L Kieler,
I think it is good to find links on DS workshops and activities from other universities or orgnizations. The important thing is to get to know how DS is taught, used and learned about in reality. This is the complementary aspect of the theoretical position to it. So I think you are on the right track. I did the same thing.
***Even though this is not a published article, Dr. Robin did state I could use this for this assignment.
Here is the posting I am using for this week's assignment:
"Researching and Evaluating Digital Storytelling as a Deep Learning Tool/Digital Storytelling Research Design" by Helen C. Barrett.
This was developed for a roundtable at the Kean University Digital Storytelling Conference in June 2005.
The link is:
http://electronicportfolios.org/
SITEStorytelling2006.pdf
Its purpose was to present to participants how collection of data can determime the relevance of DS with student learning and educational instruction for a study.
There were a couple of things I liked about this article. First, it illustrates how a DS is created by students using: engagement, reflection, project based learning, and integration of technology. Secondly, it listed research questions for students to reflect through their DS process so they would be proud of their work (in other words-take pride in their work and not look at it just as an assignment). It also gave some good references for them to use. Third, it gave an good example of a reseach design (this sure looked familiar from last year). Lastly, I thought the rubrics were great; however, if I had to choose one, I would probably choose the Scott County Digital Storytelling Rubric but not use the category "OK"-I would probably use the term "Satisfactory". "OK" does not seem professional nor should it be a term used in higher education. Another reason for my choice is it seemed a little more to the point and it seemed to be able to combine some of the components into one category.
I believe someone had mentioned using a rubric for the creation of DS in education. Lynda, I think it was you so this might be something for you to take at peek at and see if it is something you might want to use with your future projects.
Tatiana, I liked this article because it to the point and presented a format for the creation of a DS.
The Digital Story Books Grading Rubric example was very simplistic. In my opinion, I would think it would be better suited for middle-high school students.
I found this digital project. It is part of the Speak Up Speak Out campaign and gives survivors of sexual assault a way of telling their stories.
http://www.taasa.org/latest_news/article02012006.php
It is an interesting way to give people who have survived painful situations a way of healing through the telling of their stories. I can see it used in other areas.
I'm going to try posting a hot link to the digitales website
the EUODS website
this is a great site with lots of info on workshops, classroom uses etc.
Yea! The hot link worked. I also liked the info. on ePortfolios. Something like this would be great at the school I work at because we have such a high mobility rate, our students leave and come back, sometimes several times a year. It would be great if they kept a e portfolio. It would help the teacher to assess, and help the student keep some consistancy in their education.
this is another great site about a digital storytelling workshop that shows educational uses. It even has video of a family heritage lesson being done in a class. I discusses how to get started, the mechanics of DS. Great teaching site.
the EUODS website
Deidre,
I couldn't agree more with you on the weaknesses of this research. A pre-post knowledge is necessary to see if they really learned something from the DS. I imagine that with this generation of students, DS would be a wonderful way to learn because it different than the usuall lecture.
http://storiesforchange.net/
I chose to highlight the Stories For Change site that I found from my review of the resources page of the Ohio State Digital Storytelling site. This site is an incredible resource dubs itself, “an online meeting place for community digital storytelling facilitators and advocates,” where you can, “Learn more about how we're using this unique medium for social change and join the network,“ and perhaps the best part is the research, curriculum, and related resources found at:
http://storiesforchange.net/resources/presentations
I’d really like to see our DS site evolve into a major research center, complete with a team of scholars, graduate students, and federal funding.. okay, maybe the federal funding is wishful thinking, but I think there’s a lot of potential in creating a real “center” that supports the virtual center.
Stories For Change offers a lot of cool components, like featuring a story of the week, offering training and other curriculum sessions and information, and even links to their presentations and other academic work.
I also found this -
From the Center for Social Media - More Copyright Insight, perhaps?
I thought the class might enjoy this – I stumbled across it while looking at other DS sites and research - And I watched, “10 Things I Hate About Commandments,” also – just to see if it was funny…
Anyway, this may be interesting or useful to you.
http://www.centerforsocialmedia.org/resources/publications/recut_reframe_recycle
Tatiana
I liked this article Digital Story Book Project 101: How to create and implement digital storytelling into your curriculum. It's pretty much what we, as educators, already know; that students tend to learn more by doing and helping others, but it is so nice to see more research that reinforces that. This article reinforces what I see in my classroom when we do these projects. The kids really do learn from each other, and they learn and retain more using hands on digital media. I'm glad you found this site!
L Kieler -
I think your idea of UofH Tech students holding a "summer camp" for students in the use of digital storytelling is excellent! It would be fun to do that. Piggybacking on that idea, since my school is basically doing the research for our district in the use of one-to-one instruction using technology, I think it would be great if we held a tech camp for students during the summer. Thanks for the idea, I'm suggesting it tomorrow!
Diedre and L Kieler -
Using DS instead of eportfolios is an excellent idea. Students in school have to take a portfolio with them into high school, and maintain it through graduation. I think using DS in place or, or in addition to, is a good and entertaining way for them to do this. Aside from the personal record of what they learn, they will have more fun, and retain more if they create a DS rather than trying to accumulate a mass of papers, or information and keep up with that.
klrutter,
I am not sure that DS would take the place of an e portfolio but could be part of a whole collection of digital products. I am hoping that I have enough year left in this school year after the students finish their independent research and products to help them take photos of their work, clips of videos I took of them in action and synthesis it into a reflection of their learnings and work this year. I have also visited with them about basically creating a resume of their work, awards, contributions to our community, etc.. and adding to it each year so that they will have a total collection when they go to apply for scholarships, college entrances or special programs. It is a shame I can not follow these GT kids of mine from k-12
Tatiana,
Perhaps you will want to go to the following website and look at the course offerings for students in the medical/dental/health field offered at this institution.
Perhaps you might want to call and get more info from them so that you guys can start something like this down here.
Courseofferings
name:Storytelling in the Web 2.0 Era
website: http://www.speedofcreativity.org/2008/02/07/research-based-support-for-digital-storytelling-and-dual-coding-theory/
author: Dr. Glen Bull
date: feb 2008
Research-based support for digital storytelling and Dual-Coding Theory is the main title of the website. On the page is list a various research being conducted on digital storytelling. Because of that aspect alone the site should be added to the page. The research i chose from the page is name above by Dr Bulls. The resaerch is over the vast ways digital storytelling can be used in higher education. The link to the full research however is for members only.
http://electronicportfolios.org/digistory/ResearchDesign.pdf
I also looked at this article titled “Digital Storytelling Research Design” written by Helen C. Barrett, Ph.D. in 2005. She discussed the use of digital storytelling to look at reflective learning. She also discussed the use of data collection and conducting research which can assess student performance using this technology in the classroom. I am also interested in this article since there is increasing interest in academic anesthesia on the topic of reflective learning.
http://drugeducationforum.wordpress.com/2008/09/12/researching-the-effects-of-digital-storytelling-as-a-brief-alcohol-intervention-for-young-people-delivered-in-non-medical-settings/
I found another interesting article titled “Researching the Effects of Digital Storytelling as a Brief Alcohol Intervention for Young People Delivered in Non-Medical Settings”. This article was published in September 08. Its’ research aim is to assess the effectiveness of using digital storytelling to intervene and reduce the prevalence of young people’s binge drinking in Caerphilly.
I have not found to many articles which uses digital storytelling for uses in medical intervention, much less research in this field. Besides the pediatric digital storytelling for third year medical students, and the use of digital storytelling for creating e-portfolios, this article is unique in that it uses this new technology for medical intervention.
It appears that there is a new book out by Anne Fields, subject specialist for English and Karen Diaz, Instruction Librarian, at the Ohio State University, which focuses on using Digital Storytelling to help educate students on formal research processes.
Having only skimmed the text, it looks to be somewhat useful in terms of the community building aspects it imparts. The other, important benefit lies with the pedagogical subtext: using digital storytelling as a means to reach students while teaching them to become better researchers is a promising, cross-discipline concept that has far-reaching potential (beyond just library education).
The information for the text:
Diaz, K., and Fields, A. (2008). Fostering Community through Digital Storytelling: A
Guide for Academic Libraries. ISBN 1-59158552-X; ISBN-13: 978-1591585527.
Libraries Unlimited.
A Review of the Book can be found here:
http://ezproxy.lib.uh.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=38510000&site=ehost-live
The Impact of Digital
Storytelling on Social AgencyThis is a paper that talks about the use of digital storytelling in online learning and distance education. This study was carried out in 3 steps, firstly the faculty were trained in making and using DS for instruction, secondly the students were made familiar with the technology, and finally the students had to develop digital stories as a team effort. This study as well confirmed the ability of DS as a powerful instructional tool.
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