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

• 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?

• 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’

0

10

20

30

40

50

60

1 2 3 4 5

Group stories

Individualstories

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

• 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

• 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 :• multiple perspectives to be explored• scaffolding in a peer learning forum• enhanced reflective learning• enrichment of discipline-based learning

communities

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.