Active learning through digital storytelling

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

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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

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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)

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Students making a digital story in the field
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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)

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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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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

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Evaluation of other factors

• Voice
• Language
• Structure
• Images
• Discipline task focus
• Humour
• Duration

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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

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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

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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

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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

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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.