DIGITAL STORY TELLING

Introduction The technique of digital storytelling has been piloted at the Centre for Active Learning in a  number of different learning contexts, particularly to encourage student reflection. Digital stories are  media artefacts combining still images and sound, created and edited by individuals or groups using  cameras and computers. This technique combines the use of technology with the benefits and skills of  storytelling, e.g. ‘selecting, comparing, inferring, arranging and revising’ (Robinson & Hawpe, 1986), and  provides the potential for an engaging student-centred approach. Digital storytelling within the University  of Gloucestershire The different learning contexts at the University of Gloucestershire in which digital  storytelling have been piloted include: •

Student induction (transitions into higher education) activity (Jenkins & Lynch, 2006). • Landscape  Design, where the tutor was interested in encouraging reflection on developing design ideas and the use  of models. • Accountancy, as a means of presentation for a first year skills module. • Second year Sports  Development students reflecting on how their chosen sport has influenced their own personal  development. The student induction and use by Landscape Design students examples provide the main  focus for this analysis. Central to the use of digital storytelling in both cases was the desire to encourage  and capture student reflection.

The digital stories could be seen as a discipline resource to enable further reflection and storytelling to  encourage deep learning. The individual stories showed much deeper reflection but were part of a  learning process that traditionally uses a studio model, where learning is both social and public. The  showing of the digital stories in this peer-learning forum might give students a chance to connect with the  thought processes of others, and may allow for ‘scaffolding’ to occur. Where formal critiquing of these  stories takes place, the possibility of enhanced reflective learning could occur, and may allow the voicing  of tacit understandings. This point was reinforced in one of the other cases of digital storytelling use in  the University, where they were used by accountancy students for presentation purposes.

The use of digital storytelling in higher education is still in its infancy but does offer new ways for  students to present their work and to reflect upon it. The straightforward technology used does not seem  to hamper even the ‘digital immigrants’ (Prensky, 2001) and students appear to like the product as  something that is engaging and something to be proud of. As McDrury & Alterio (2003: 47) note  “students find stories appealing if they connect with their own experience” and this technique does offer  an opportunity to enable this.


DIGITAL STORY TELLING Introduction The technique of digital storytelling has been piloted at the Centre for Active Learning in a number of different learning contexts , particularly to encourage student reflection . Digital stories are media artefacts combining still images and sound , created and edited by individuals or groups using cameras and computers . This technique combines the use of technology with the benefits and skills of storytelling , e.g. ‘ selecting , comparing , inferring , arranging and revising ’ ( Robinson & Hawpe , 1986 ) , and provides the potential for an engaging student - centred approach . Digital storytelling within the University of Gloucestershire The different learning contexts at the University of Gloucestershire in which digital storytelling have been piloted include : • Student induction ( transitions into higher education ) activity ( Jenkins & Lynch , 2006 ) . • Landscape Design , where the tutor was interested in encouraging reflection on developing design ideas and the use of models . • Accountancy , as a means of presentation for a first year skills module . • Second year Sports Development students reflecting on how their chosen sport has influenced their own personal development . The student induction and use by Landscape Design students examples provide the main focus for this analysis . Central to the use of digital storytelling in both cases was the desire to encourage and capture student reflection . The digital stories could be seen as a discipline resource to enable further reflection and storytelling to encourage deep learning . The individual stories showed much deeper reflection but were part of a learning process that traditionally uses a studio model , where learning is both social and public . The showing of the digital stories in this peer - learning forum might give students a chance to connect with the thought processes of others , and may allow for ‘ scaffolding ’ to occur . Where formal critiquing of these stories takes place , the possibility of enhanced reflective learning could occur , and may allow the voicing of tacit understandings . This point was reinforced in one of the other cases of digital storytelling use in the University , where they were used by accountancy students for presentation purposes . The use of digital storytelling in higher education is still in its infancy but does offer new ways for students to present their work and to reflect upon it . The straightforward technology used does not seem to hamper even the ‘ digital immigrants ’ ( Prensky , 2001 ) and students appear to like the product as something that is engaging and something to be proud of . As McDrury & Alterio ( 2003 : 47 ) note “ students find stories appealing if they connect with their own experience ” and this technique does offer an opportunity to enable this .