Mobile storytelling                            in adult education            Promoting self-representation                ...
Preliminary remarksMobile storytellingIs a subset of digital storytelling conducted through mobiledevices and adopted for ...
Targets and contextsYoung adults, i.e. graduate students, from 20 to 30 years old,in search of a first job after completin...
Focus and expected resultsYoung adultsThe focus of this scenario is to support young adults’ identityformation and to deve...
Design principlesYoung adultsTo activate participants’ pre-existing knowledge and abilitiesabout media, narrative techniq...
Procedures                  Young adults                  Full immersion workshop during a weekend, with 8 hours of       ...
Examples of products from the workshopsMobile self presentation
Examples of products from the workshopsMultimedia CV
Thank you!University of Florence in collaboration with the Italian Association of Media Education (MED)Maria Ranieri (Aggr...
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Maria Ranieri and Isabella Bruni Mobile Storytelling

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Transcript of "Maria Ranieri and Isabella Bruni Mobile Storytelling"

  1. 1. Mobile storytelling in adult education Promoting self-representation skills for job searchUniversity of Florence in collaboration with the Italian Association of Media Education (MED)Maria Ranieri (Aggregate professor) and Isabella Bruni (PhD student, Media Educator of Med)Via Laura 48 │ 50121 Florence │ ItalyTel +39 055 275 61 80Mailto maria.ranieri@unifi.it │ isabella_bruni@yahoo.itWebsite www.scform.unifi.it/lte │ Blog http://multimediacv.wordpress.com
  2. 2. Preliminary remarksMobile storytellingIs a subset of digital storytelling conducted through mobiledevices and adopted for educational purposes as a tecnique toproduce multimedia self-presentations.Mobile device affordancesBasic mobile phones - can be used as digital cameras andarchives, drawing on multimedia materials stored in them,particularly images for the creation of personal narratives.Smartphones – can be used also to record and edit digitalnarratives with some specific apps and to share productionson the web.
  3. 3. Targets and contextsYoung adults, i.e. graduate students, from 20 to 30 years old,in search of a first job after completing their academic career.Intermediate level of digital competence and skills.The context is characterised by a strong cooperation withUniversity and their job placement services, that may providesupport in the provision of infrastructures and equipment,advertising and target group involvement.Disadvantaged adults from 40 to 60 years old with difficultiesin finding a new job, in particular immigrants looking for newopportunities in the marketplace.Low level of digital competence and skills.The context is characterised by a strong cooperation with localbodies operating in the field of adult education, andparticularly with job centers that may provide support in theprovision of infrastructures and equipment, advertising andtarget group involvement.
  4. 4. Focus and expected resultsYoung adultsThe focus of this scenario is to support young adults’ identityformation and to develop their capacity to express andrepresent themselves by using digital media.The expected results refer to different dimensions: the development of technical skills; to support young adults’ identity formation the development of strategies for self-representationDisadvantaged adultsThe main idea of this activity is to increase professional awareness and visibility for job searching through the production of a multimedia CV.The expected results refer to different dimensions: the development of technical skills; the increase of professional awareness; the development of strategies for self-promotion.
  5. 5. Design principlesYoung adultsTo activate participants’ pre-existing knowledge and abilitiesabout media, narrative techniques and job searchTo engage participants in a full immersion with practicaltasks in order to exploit their familiarity with media;To organize participants in small groups promoting peerlearning and exchange of information and knowledge.Disadvantaged adults To adopt a strategy of gradual appropriation of tools tomanage the cognitive load and to develop self-confidence inthe use of the available tools;A learning by doing approach is suggested, in order to alwaysintegrate theory into practice;Individual work to maximize personal involvement..
  6. 6. Procedures Young adults Full immersion workshop during a weekend, with 8 hours of sessions per day for an overall amount of 16 hours. Getting Implementing started with Designing aActivation of Brainstorming and personal multimediapre-existing on self- disseminating digital self- knowledge presentation mobile self- storytelling presentation presentation Getting ImplementingTechnological Brainstorming Designing a started with andfamiliarization on personal multimedia multimedia disseminating CV CV CV multimedia CV Disadvantaged adults Workshop of two months, with one 2-hour session per week for an overall amount of 16 hours.
  7. 7. Examples of products from the workshopsMobile self presentation
  8. 8. Examples of products from the workshopsMultimedia CV
  9. 9. Thank you!University of Florence in collaboration with the Italian Association of Media Education (MED)Maria Ranieri (Aggregate professor) and Isabella Bruni (PhD student, Media Educator of Med)Via Laura 48 │ 50121 Florence │ ItalyTel +39 055 275 61 80Mailto maria.ranieri@unifi.it │ isabella_bruni@yahoo.itWebsite www.scform.unifi.it/lte │ Blog http://multimediacv.wordpress.com

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