This presentation will use a number of digital stories produced by students in the architectural technology and interior design departments at the Cape Peninsula University of Technology, to illustrate how learning can be fun. Rather than writing essays, students produce all the required written and graphic work (precis, story board, script etc.) towards producing a short (3-5 minute) multi-media artefact. These projects show how interesting unintended outcomes are achieved, through authentic and fun learning practice.

1. Storytime
using digital stories for learning
Jolanda Morkel Department of Architectural Technology and Interior Design

2. extended curriculum
programme for architecture &
interior design – first year 2013
30 students

4. space - object - emotion

7. What did we learn?

8. What about the project worked?
“Students with very limited experience in
conceptualising and postulating design were
noted to develop and articulate conceptual
design into tangible, expressive and
communicative projects.”

9. What about the project didn't work?
“Students were not prepared in terms of
discerning what technology to use, where and
how to effectively communicate ideas”
“Students struggled with abstract themes
(emotion) and were better at dealing with
concrete themes (identification of sites,
working with objects)"

10. Have the learning outcomes been met?
“Yes, but students should be guided further in
the articulation of their stories into tangible and
expressive work.”
“They should rather be provided with options of
place, objects and emotions, their conceptual
thinking is then developed instead through a
partial design exercise (synthesising the abstract
and the tangible). Limited creative autonomy
should thus be given to the students”

11. Do you feel that any of the learning outcomes
have not been met?
“How students learn through their stories and
what they learn through their stories, should
be made more explicit to them. Also, how to
transfer new insights gained, to architectural
design.”

12. Were there any unintended outcomes?
"Watching and hearing each others' stories has
(had a) positive overall effect for the class as a
whole.“
“Students appeared to be very proud of their
stories. It gives the student the opportunity to
be bold and give a performance through
multimedia rhetoric , without having to expose
themselves to personal crits.”

13. What came before…

16. ECP/ first year
- Ethics
- Identity
- Ontology

29. Part time BTech Architectural
Technology (Applied Design):
blended programme 2015
25 students

30. Cowbird
- 1 image
- 1 piece of text
- 1 sound track (optional)

31. Complete off-campus &
upload to online portal
Viewing, reflection,
discussion & rework
Collaboration
Critiquing
Student voice
Support
Sharing

32. • http://cowbird.com/story/108627/Finding_Myself/

34. THE END

35. • http://digitalcommonwealth.co.uk/2014/09/18/handbook-of-
digital-storytelling/
• http://issuu.com/dgmcgillivray/docs/digital_storytelling_handbook
/45?e=0/9482674
• http://issuu.com/dgmcgillivray/docs/digital_storytelling_handbook
#download
• Fb https://www.facebook.com/groups/222040097996690/?fref=ts
• http://www.sparkol.com/blog/8-classic-storytelling-techniques-for-
engaging-presentations/
• http://elearningindustry.com/7-tips-integrate-storytelling-next-
elearning-course
• http://elearningindustry.com/7-tips-integrate-storytelling-next-
elearning-course#

36. • https://www.coursera.org/course/digitalstoryt
elling

37. • http://cowbird.com/story/87506/Anxiety_Hope_Faith/#
• Michael Dube
• http://cowbird.com/story/87556/Paradox/
• Sanele Ndumela
• http://cowbird.com/story/87534/Me__And_Where_I_Would_Love
_To_Be/#
• Abdurrazaaq
• http://cowbird.com/story/108259/My_Life_Story_Gerald_Phiri/?ut
m_source=cowbird&utm_medium=email&utm_campaign=loved
• Gerald Piri
• http://cowbird.com/story/108627/Finding_Myself/
• Patrick Gumede