Digital storytelling on social media brings assessment data to life

2021 ◽  
Vol 24 (10) ◽  
pp. 1-6
Author(s):  
Claudine McCarthy
Keyword(s):  
Social Media ◽  
Digital Storytelling ◽  
Assessment Data

The impact of the digital storytelling rubrics on the social media engagements

2019 ◽  
Vol 59 (3) ◽  
pp. 269
Author(s):  
Rami Malkawi ◽  
Malek Alzaqebah ◽  
Bilal Abul Huda ◽  
Ali Al Yousef
Keyword(s):  
Social Media ◽  
Digital Storytelling ◽  
The Social ◽  
The Impact

scholarly journals Finding their Place in the World: Using Digital Storytelling to Understand the Intersections Between Students Technology Use and their Work, Life, Play and Learning

2019 ◽  
pp. 499-508
Author(s):  
Peter Bryant
Keyword(s):  
Social Media ◽  
Technology Use ◽  
Business School ◽  
Digital Storytelling ◽  
Learning Experience ◽  
Work Life ◽  
The World ◽  
Digital Stories ◽  
Methodological Approaches ◽  
The University

Understanding how and with your students participate in learning and how technology and social media supports that learning is a key challenge for modern higher education institutions. Learning practices intersect personal, professional and educational lives in complex, inter-connected and personally defined and managed ways. Drawing on the analysis of digital stories told by 100 students at the University of Sydney Business School, this paper will explore the unique methodological approaches of digital storytelling and student-led research to understanding how technology shapes and intersects the learning experience. It will also identify how students use technology (and especially extended forms of social media) to forms connections between their work, life, play and learning.

Social Stories: Digital Storytelling and Social Media

Forum Journal ◽  
2018 ◽  
Vol 32 (1) ◽  
pp. 39-46 ◽  
Author(s):  
Jessica Marie Johnson
Keyword(s):  
Social Media ◽  
Digital Storytelling ◽  
Social Stories

Investigating digital storytelling for the creation of positively engaging digital content

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nicholas Nicoli ◽  
Kine Henriksen ◽  
Marcos Komodromos ◽  
Dimitrios Tsagalas
Keyword(s):  
Social Media ◽  
Digital Storytelling ◽  
Short Form ◽  
Methodological Approach ◽  
Digital Content ◽  
Media Campaigns ◽  
Content Type ◽  
Emotional Appeal ◽  
Digital Stories ◽  
Networked Publics

PurposeThis study explores how digital storytelling (DST) approaches can be used for social media campaigns to create more engaging digital content. The ability to better engage with networked publics offers benefits to entities of different scale and scope, since in doing so they establish stronger relationships with their consumers and publics.Design/methodology/approachA digital discourse analysis combined with a five-layer coded film analysis is applied to a DST video, viewed on Facebook.FindingsFour overarching and overlapping approaches are identified. These are emotional appeal based on clear human ideals, equality and simplicity of characters, simplicity and universal representations.Research limitations/implicationsSimilar studies are required across varying targeted digital stories of different length and subject matter to distinguish effectiveness.Practical implicationsDespite advanced technological capacity for audience segmentation, social media campaigns often include unengaging content. DST offers universal characteristics that can be used by entities to engage with their consumers and publics.Social implicationsDST has been used to create learning and pedagogical environments and more participative democracies. Yet its use to strategically engage with networked publics is empirically lacking. The findings of the study can facilitate more effective digital content strategies for entities of all purposes to pursue.Originality/valueFew studies have sought to deconstruct effective short form DST for strategic purposes. This study applies a methodological approach best suited for analysing digital content. The findings provide insights into how strategists and social media managers can create more engaging digital content.

Integrating Mobile Learning, Digital Storytelling and Social Media in Vocational Learning

2014 ◽  
pp. 365-386 ◽  
Author(s):  
Miikka Eriksson ◽  
Pauliina Tuomi ◽  
Hanna Vuojärvi
Keyword(s):  
Social Media ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Student Attitudes ◽  
Digital Storytelling ◽  
Video Application ◽  
Digital Stories ◽  
Use Of Social Media ◽  
Tourism Attractions ◽  
Vocational Learning

In this chapter, the focus falls on integrating mobile learning, digital storytelling, and social media into vocational learning practices. The literature review introduces the development of mobile learning and digital storytelling and presents ways in which these concepts can piggyback the interactive features of social media. A case study during which participating students used mobile phones and videos with a mobile social video application (MoViE) to design and produce representative digital stories based on local tourism attractions is also presented. Twenty-five students participated in the internet inquiry about student attitudes towards the use of social media as part of their vocational expertise and their learning experiences with mobile devices and MoViE. This chapter illustrates the benefits as well as the shortcomings of the used learning concept in order to produce more concrete knowledge of the use of mobile devices and social video applications in learning.

Integrating Mobile Learning, Digital Storytelling and Social Media in Vocational Learning

2013 ◽  
pp. 68-90
Author(s):  
Miikka Eriksson ◽  
Pauliina Tuomi ◽  
Hanna Vuojärvi
Keyword(s):  
Social Media ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Student Attitudes ◽  
Digital Storytelling ◽  
Video Application ◽  
Digital Stories ◽  
Use Of Social Media ◽  
Tourism Attractions ◽  
Vocational Learning

In this chapter, the focus falls on integrating mobile learning, digital storytelling, and social media into vocational learning practices. The literature review introduces the development of mobile learning and digital storytelling and presents ways in which these concepts can piggyback the interactive features of social media. A case study during which participating students used mobile phones and videos with a mobile social video application (MoViE) to design and produce representative digital stories based on local tourism attractions is also presented. Twenty-five students participated in the internet inquiry about student attitudes towards the use of social media as part of their vocational expertise and their learning experiences with mobile devices and MoViE. This chapter illustrates the benefits as well as the shortcomings of the used learning concept in order to produce more concrete knowledge of the use of mobile devices and social video applications in learning.

scholarly journals Shaping the ‘me’ in MySpace: The framing of profiles on a social network site

2016 ◽  
Author(s):  
David R Brake
Keyword(s):  
Social Media ◽  
Social Network ◽  
Young People ◽  
Digital Storytelling ◽  
Social Network Site ◽  
Network Site ◽  
The Social

This paper analyses the social and technical context in which young people create and maintain social media profiles. The analysis was based primarily on ten semi-structured hour-long interviews conducted with MySpace users—all young people between 16 and 19 years of age from two UK schools, supplemented by a questionnaire and examination of the texts they produced. An overview is given of the nature of the profiles created by the interviewees. The process of profile creation and maintenance is then placed in the wider context of the uses of MySpace as described by those interviewed, and some of the influences which appear to have shapedwhat was produced are outlined. In the conclusion, the implications of the manner in which these practices are shaped for institutions involved in digital storytelling are explored.

scholarly journals Using Slowmation for animated storytelling to represent non-Aboriginal preservice teachers' awareness of "relatedness to country"

2011 ◽  
Vol 27 (1) ◽  
Author(s):  
Anthony McKnight ◽  
Garry Hoban ◽  
Wendy Nielsen
Keyword(s):  
Preservice Teachers ◽  
Cultural Diversity ◽  
Digital Storytelling ◽  
Aboriginal People ◽  
Ways Of Knowing ◽  
Assessment Data ◽  
Relational Approach ◽  
Special Place ◽  
The Subject ◽  
Stop Motion

<span>In this study, a group (N=15) of final year non-Aboriginal preservice teachers participated in an elective subject that aimed to raise their awareness about Aboriginal ways of knowing. A vital aspect of the course was developing the preservice teachers' awareness of "relatedness to country" which is a key belief for Aboriginal people. The non-Aboriginal preservice teachers selected their own special place and then experienced Aboriginal ways of knowing throughout the course and visited local Aboriginal sites to hear and listen to stories shared by an Aboriginal Elder. At the end of the subject, the preservice teachers created their own animated story about their special place using an approach called called </span><em>Slowmation</em><span> (abbreviated from "Slow animation"), which is a narrated stop-motion animation that is played slowly at 2 photos/second to tell a story. It is a simplified way for preservice teachers to make animations that integrates aspects of claymation, digital storytelling and object animation. To research this approach, the preservice teachers were interviewed at the beginning and end of the course as well as submitting their animation for assessment. Data collected revealed that all the preservice teachers were able to make an animated story explaining their relationship to their "special place" and most developed a deeper understanding of what a relational approach to country means. Getting the preservice teachers to make animated stories helped them to reflect upon their special place and was a creative way to develop their awareness of cultural diversity, especially about Aboriginal ways of knowing.</span>

Cultural educating of Palestinian youth through collaborative digital storytelling

2019 ◽  
Vol 16 (2) ◽  
pp. 136-150
Author(s):  
Sohail Dahdal
Keyword(s):  
Social Media ◽  
Pilot Study ◽  
Oral History ◽  
Digital Storytelling ◽  
Cultural Knowledge ◽  
Social Media Platforms ◽  
Digital Stories ◽  
Collaborative Game ◽  
Multi Phase ◽  
Village Elders

Youth reliance on social media platforms as their main source of media consumption presents an opportunity to increase their cultural knowledge through engaging them in digital storytelling of their village oral history. This paper examines the results of a pilot study conducted in Palestinian villages with youth who were trained on local interviewing village elders to create digital stories. The process was designed in a collaborative game-like environment to obtain maximum engagement, thus creating a state of flow as stipulated by Csikszentmihalyi’s flow theory. The surveys conducted at the beginning and end of the project, combined with ethnographic action research, demonstrate that it is possible for the youths’ level of interest in the creation of the digital stories attains a state of flow when the process can be immersive and engaging such that a multi-phase plan that includes skilling then challenges at each phase – not unlike a game.

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