Transcript Active learning through digital storytelling

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)
• 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)
Digital storytelling
• Digital storytelling piloted (2006/7) as a
reflective tool for active learning in the first
undergraduate year
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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
What is a digital story?
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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)
Students making a digital story in
the field
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)
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’
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Group stories
30
Individual
stories
20
10
0
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5
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
Evaluation of other factors
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Voice
Language:
Structure
Images
Discipline task focus
Humour
Duration
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
Future developments :
Landscape design modules :
• continuing development of the technique
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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
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
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 :
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multiple perspectives to be explored
scaffolding in a peer learning forum
enhanced reflective learning
enrichment of discipline-based learning
communities
References
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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.