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Integrating digital storytelling in formal educational settings: A design framework

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Integrating digital storytelling in formal educational settings : A design framework. / Rubegni, E.; Sabiescu, A.G.

In: International Journal of Arts and Technology, Vol. 7, No. 1, 2014, p. 55-77.

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Harvard

Rubegni, E & Sabiescu, AG 2014, 'Integrating digital storytelling in formal educational settings: A design framework', International Journal of Arts and Technology, vol. 7, no. 1, pp. 55-77. https://doi.org/10.1504/IJART.2014.058943

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Rubegni, E. ; Sabiescu, A.G. / Integrating digital storytelling in formal educational settings : A design framework. In: International Journal of Arts and Technology. 2014 ; Vol. 7, No. 1. pp. 55-77.

Bibtex

@article{c35ee31942c14900a1796313a630c255,
title = "Integrating digital storytelling in formal educational settings: A design framework",
abstract = "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.",
keywords = "activity design, co-design, curriculum, digital storytelling, e-learning, educational activity, educational outcomes, electronic learning, formal education, interactive storytelling, pedagogy, Co-designs, Digital storytelling, Educational activities, Electronic learning, Formal education, Interactive storytelling, Curricula, Design, Research, Teaching, E-learning",
author = "E. Rubegni and A.G. Sabiescu",
year = "2014",
doi = "10.1504/IJART.2014.058943",
language = "English",
volume = "7",
pages = "55--77",
journal = "International Journal of Arts and Technology",
issn = "1754-8853",
publisher = "Inderscience Publishers",
number = "1",

}

RIS

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 -