Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Integrating digital storytelling in formal educational settings
T2 - A design framework
AU - Rubegni, E.
AU - Sabiescu, A.G.
PY - 2014
Y1 - 2014
N2 - This article discusses the educational potential of digital storytelling as an emerging research and practice area, and focuses on modalities of bridging the gap between research-based innovation and implementation in formal education. The main argument put forward is that the educational potential of DST can be best exploited by its conceptualisation as an educational activity, aligned to the pedagogical curriculum and designed with a view to reaching specific educational objectives. The feasibility of this position is exemplified by introducing digital storytelling as an educational activity (DSTEA), a framework for the design, implementation and evaluation of DST experiences in formal educational settings. The three main features of DSTEA: 1) alignment to the scholarly curriculum; 2) focus on generation of educational outcomes; 3) co-design involving researchers and school teachers-frame DST as an educational activity customisable to the needs of each pedagogical context, and prone to become part of the structured approach to learning that schools worldwide employ.
AB - This article discusses the educational potential of digital storytelling as an emerging research and practice area, and focuses on modalities of bridging the gap between research-based innovation and implementation in formal education. The main argument put forward is that the educational potential of DST can be best exploited by its conceptualisation as an educational activity, aligned to the pedagogical curriculum and designed with a view to reaching specific educational objectives. The feasibility of this position is exemplified by introducing digital storytelling as an educational activity (DSTEA), a framework for the design, implementation and evaluation of DST experiences in formal educational settings. The three main features of DSTEA: 1) alignment to the scholarly curriculum; 2) focus on generation of educational outcomes; 3) co-design involving researchers and school teachers-frame DST as an educational activity customisable to the needs of each pedagogical context, and prone to become part of the structured approach to learning that schools worldwide employ.
KW - activity design
KW - co-design
KW - curriculum
KW - digital storytelling
KW - e-learning
KW - educational activity
KW - educational outcomes
KW - electronic learning
KW - formal education
KW - interactive storytelling
KW - pedagogy
KW - Co-designs
KW - Digital storytelling
KW - Educational activities
KW - Electronic learning
KW - Formal education
KW - Interactive storytelling
KW - Curricula
KW - Design
KW - Research
KW - Teaching
KW - E-learning
U2 - 10.1504/IJART.2014.058943
DO - 10.1504/IJART.2014.058943
M3 - Journal article
VL - 7
SP - 55
EP - 77
JO - International Journal of Arts and Technology
JF - International Journal of Arts and Technology
SN - 1754-8853
IS - 1
ER -