Digital Storytelling Implications for Learners

Any discussion of digital storytelling and its implication for learners must draw attention to its pedagogical roots in constructivism. Constructivism is a learning approach that calls for the knowledge and experience of learners to become the focal point of knowledge dissemination (Fernando & Marikar, 2017, p.120). Fernando and Marikar (2017) further state that constructivism ensures that learners get practical knowledge through interaction, and by relating to new events. The theory rejects the notion that students are “empty vessels,” waiting to be filled with knowledge (Driscoll, 2005, p.387).

Furthermore, constructivist learning challenges traditional education techniques by encouraging the employment of learner-centered methods of education. Jumaat, Tasir, Halim & Ashari (2017) posit that teachers must establish a collaborative learning environment where students participate, and teachers are just facilitators rather than instructors. Fernando and Marikar (2017) share similar sentiments as they believe teachers should use strategies such as student-led discussions, group work, to encourage students to build on what they already know. As a result, students will improve their performance and the knowledge their gain will be more useful. Others such as Su and Cheng (2015), posit that constructivism promotes open-ended discussions and relies on cognitive terminologies that require learners to ‘classify,’ ‘create,’ ‘illustrate,’ ‘predict,’ and ‘analyze’ to frame a variety of tasks. When these elements are combined with digital storytelling, they will allow learners to become better thinkers and problem solvers.

Digital storytelling offers learners an opportunity to interpret the world objectively and generate knowledge from various sources. It is a “powerful educational tool for students at all ages and grade levels who are tasked with creating their own stories” (Robin, 2016, p. 19). Furthermore, the use of digital storytelling creates an environment for activeness, intentional, conversational, sophisticated, and constructive discussions (Ansari, Erol & Sihn, 2018). The greatest benefit in the classroom may be found when students are asked to create their own digital stories, either individually, or as members of a small group (Sadik, 2008). This will allow students to develop a deeper understanding of the lesson content itself, from their own perspective and context.

Digital Storytelling Implications for Educators and Instructional Designers

As the world continues to experience unprecedented technological advancements, the education sector will undoubtedly continue to be greatly impacted by these changes both positively and negatively. While the integration of new technologies has boosted the motivation and performance levels of the students however, educators still face the challenge of engaging students more effectively to enhance educational outcomes. There has therefore been an increased demand for the use of innovative pedagogical techniques to support meaningful learning. As an instructional tool, digital storytelling offers educators and instructional designers the opportunity to create engaging lessons that will ultimately encourage student participation and discussion. Additionally, the use of digital storytelling offers educators and instructional designers the opportunity to make one of kind content, that can be tailored to suit the specific needs of their learners. By presenting lessons as digital stories, educators and instructional designers can quickly grab learner attention, increase student understand of course content, provide real-life and personalized learning experiences, as well as stimulate learner imagination (Sadik, 2008; Boase, 2013; Moradi & Chen, 2019).

Digital storytelling can also help teachers save time and effort. Teachers who use digital storytelling can effectively encourage their students to engage in discussion, participation, as the approach allows for course content to be presented more clearly. As Robin (2008) suggests, digital stories that have been created by teachers “may also be used to enhance current lessons within a larger unit, as a way to facilitate discussion about the topics presented in a story and as a way to make abstract or conceptual content more understandable” (p.10). Moreover, digital storytelling provides teachers with a unique way to present new material without taking a long time to help students understand the difficult information. Additionally, the use of digital storytelling in teaching helps students remember new course content, as well as aids in the overall understanding of difficult course material (Robin, 2008).

Digital storytelling also makes a distinct connection between existing knowledge and the new material being presented (McLellan, 2006). Additionally, digital storytelling provides teachers with a powerful collaboration tool that can be used in their classrooms. Digital stories can also be used to encourage teachers to prepare their own stories for their students and connect with peers in other schools to build their own collaborative learning spaces. Teachers can create digital stories from the existing course content or have their students do it to demonstrate their understanding of the content.

Let’s Recap

Conclusion

In summary, further advances in technology will create opportunities for a wide variety of digital storytelling methods. This will ultimately have far-reaching implications for the education sector. In the next set of lessons, I will focus specifically on Interactive Digital Storytelling (IDS)/Interactive Storytelling.

References

Ansari, F., Erol, S., & Sihn, W. (2018). Rethinking Human-Machine Learning in Industry 4.0: How Does the Paradigm Shift Treat the Role of Human Learning?. Procedia Manufacturing, 23, 117-122.

Boase, C. (2013). Digital Storytelling for Reflection and Engagement: a study of the uses and potential of digital storytelling. Retrieved from https://pdfs.semanticscholar.org/a152/f57ef2030a47c41889626bda8080703af349.pdf

Driscoll, M.P. (2005). Constructivism. Psychology of Learning for Instruction (pp. 384-407). Toronto, ON Pearson.

Fernando, S. Y., & Marikar, F. M. (2017). Constructivist Teaching/Learning Theory and Participatory Teaching Methods. Journal of Curriculum and Teaching, 6(1), 110. https://doi.org/10.5430/jct.v6n1p110

McLellan, H. (2006). Digital storytelling in higher education. Journal of Computing in Higher Education, 19 (15), 65-79. DOI: http://dx.doi.org/10.1007/BF03033420

Moradi, H., & Chen, H. (2019). Digital Storytelling in Language Education. Behavioral Sciences (Basel, Switzerland), 9(12). https://doi.org/10.3390/bs9120147

Robin, B. R. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory into Practice, 47(3), 220–228. https://doi.org/10.1080/00405840802153916

Robin, B. R. (2016). The Power of Digital Storytelling to Support Teaching and Learning. Retrieved from https://files.eric.ed.gov/fulltext/EJ1125504.pdf

Sadik, A. (2008). Digital storytelling: a meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487–506. https://doi.org/10.1007/s11423-008-9091-8

Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268-286.