Mattingly "AI & Prompt Design: The Basics of Prompt Design"
Penny Gill's DST presentation
1. Digital storytelling in Nursing
Seminar: The use of digital storytelling across disciplines and
institutions. Cape Peninsula University of Technology:
Cape Town Campus
Penny Gill, Eunice Ivala, Daniela Gachago,
Linda Mkhize, Zubeida Petersen and Nazma Vajat
23rd August 2012
2. Outline of Presentation
Introduction
Digital Story-telling
- in Higher Education
- in Nursing
Theoretical Framework
Project Design
Impact of the study for Teaching and Learning
Challenges encountered in implementation of DST
Strategies for enhancing meaningful use of DST
Recommendations for future use.
4. Digital storytelling
Digital storytelling is the modern equivalent
of ancient story-telling
defined as a short first person
multi-media
video narrative
documents human life experience,
ideas or feelings through story-telling
(Center for Digital Story-telling, 2012).
5. Digital storytelling supports
learner-centred approaches,
COLLABORATIVE
LEARNING
EFFECTIVE INTEGRATION OF REFLECTION
TECHNOLOGY INTO TEACHING & FOR DEEP LEARNING
LEARNING
DIGITAL
STORYTELLING
PROJECT-BASED
DEVELOPMENT LEARNING
OF DIGITAL LITERACIES
6. DST in Higher Education
educational technology
utilizes meaningful
activities to construct
meaning in different ways.
Trilling & Hood (1999)
increase student’s
understanding of curricular
content. Sadik (2008)
7. DST in Higher Education
assists students gain
literacy skills. Robin
(2006)
addresses the needs of
students with different
learning styles.
Matthews-DeNatal (2008)
utilizes almost all the
skills the student needs
in the 21st century
Jakes(2006); Bugan &
Robin (2008)
8. DST in Higher Education
- engenders student’s
creativity, creates critical
thinkers & critical viewers
of media
- improves research skills
& builds learning
communities
9. DST IN NURSING
Many applications in under and
post graduate nursing
Can be used to challenge negative
experiences in nursing
10. DST IN NURSING
Exposes students to human
experience of being a patient and
encourage the development of
sensitive individualised and
compassionate practice. (Wood and
Wilson-Barnett, 1999; Costello and
Home, 2001; Repper and Breeze,
2004.
11. ECP NURSING CONTEXT
acute shortage of nurses
implemented in January 2008
Government DoH bursary provided to
students/Faculty funding DoE
12. Background to the study
Negative status
Impact on self-esteem
Low academic literacy skills (NBT)
Mature students, many socio-economic
problems / poverty
13. THEORETICAL FRAMEWORK
Tajfel and Turner(1979)
The Social Identity Theory
categorise themselves into one or more in-
groups,
building a part of their identity on the basis of
membership of that group and
enforcing boundaries with other groups
15. THEORETICAL FRAMEWORK
Tajfel and Turner(1979)
Social identity theory : how does
belonging to a social group impact on
student engagement and success?
Link between student’s social identities
and student engagement
Peer groups engage in social creativity
realigning their value system away from
success in class in order to maintain a
positive social identity
16. THEORETICAL FRAMEWORK
Tajfel and Turner(1979)
Is Social identity : based on social
class / race or ethnicity / track
there is high correlation between
tracking students and engagement
Kelly(2008)
17. TRACKING
Tracking greatly polarizes the differences
in attitudes and behaviours between high
and low track students (differentiation –
polarization theory)
Strategies for students:
Individual mobility
Social creativity
Direct competition
18. Reasons for disengagement
Consequences of disengagement much
less felt for students who already have
been labelled low-achievers than
students that are high achievers
Little opportunity for upward mobility
19. PROJECT DESIGN
Topic: Caring for people with disabilities,
linking personal experiences / stories
with care theory
Influenced by Centre for DS workshop
model
20. PROJECT DESIGN
3 workshops over the course of 2 months
1st Workshop: introduction, community
map, mind map in groups
Self-study: development of script and
recording, 4 weeks service learning
2nd Workshop: Finalising of scripts,
recording, MovieMaker
3rd Workshop: Screening and debriefing
(focus groups
21. Centre for Digital Storytelling
Origins from community theatre, strong
social change background
Focus on collective sharing of stories,
story circle
Focus on stories that are usually not
heard
Everybody has a story to tell
Silenced voices
22. Participation and Learning Techniques
Community map
Drawing a map of community
with resources and challenges
Link back to students’
communities and lived service
learning experiences among
students
Visual techniques to help
students with low academic
literacy
Improves meaningful learning,
transfer of theory and practice
23. Research design
Qualitative study
Focus groups with all 6 groups of
students (2 groups per focus group)
Each approximately 1 hour
Inductive method of analysis
24. Findings and discussion
Themes that arose:
Developing a nursing
identity
Empathizing with the
patient
Link to communities
Collaboration
Acquisition of
knowledge/multimodality
Challenges
25. Developing nursing identity
Extending views of
what it means to be
a nurse
Moving from self-
doubt to
achievement.
Skills transfer
26. Empathizing with patient
New insights
Understanding and empathizing with
patient
“What I got to learn about the
unconscious patient is that they need
people around them even if they don’t
feel anything.. I think I will change like
how I treat them
27. Link to communities
Helps transferring knowledge and
experiences into community:
Combining information from personal
experience and research:
28. Collaboration
Group cohesion
Development of individual identities
within groups
Peer support, learning from each other
Distribution of roles within the group
29. Acquisition of knowledge /
multimodality
Different from normal assignments
Active/deep learning
Understanding the subject content
better with DS
30. Challenges in:
Communication amongst group
members
Access to computers and training
Diverse computer skills in groups
31. Challenges continued
Lack of time
Lack of support from lecturers
No mark for digital stories
Technical problems disappointment
with recording of the sound.
32. Discussion: Digital Storytelling
Exposes students to the human
experience of being a patient and
encourages the development of
sensitive individualised and
compassionate practice. (Wood and
Wilson-Barnett, 1999; Costello and
Home, 2001; Repper and Breeze,
2004)
33. Discussion: Digital Storytelling
engages in “meaning making”
helps build connections with prior
knowledge
good stories are remembered longer
by students than lessons that lack
them
34. Discussion
Social identity theory: comparison with
other groups, feeling of dissatisfaction
But also pride and confidence in final
product
Embodied learning, empathising with
patients
35. Discussion
Unconscious / taken for granted roles (in
and out groups / more holistic perception
of identity as nurse
Transferable skills
Blurring boundaries between formal /
informal learning (Barrett 2006)
36. Recommendations
Integration into curriculum and grading
Extra workshop for MovieMaker
Access to labs over period of time
Make sure all students develop skills
Include IT department and English
teacher in the project
37. Acknowledgements
This project was partly funded by the
2011 Research on Innovation in
Teaching and Learning Fund
Thanks to ECP lecturer Zubeida and
ECP2 2012 students
Special word of thanks to Daniela,
Eunice, Linda and librarian Nazma
Good afternoon. Today I am going to talk about Digital Storytelling in Higher Education and how research shows that if integrated appropriately into the curriculum, it can promote student-centred learning strategies. I will be discussing Digital Storytelling in a nursing context within an Extended Curriculum programme. The theoretical framework will be followed by the project design. I will then briefly discuss the impact of the study on Teaching and Learning, the challenges encountered with the implementation of Digital Storytelling the strategies for enhancing meaningful use, and the recommendations
Since ancient times, storytelling in the African culture has been a way of passing on traditions, codes of behaviour, as well as maintaining social order. The San use stories, music and dance to explain all that they experience in their world and to establish their relationship to it. They also created rock art to illustrate these stories( Brett, 2000)
Digital storytelling is the modern equivalent of traditional story-telling, and is defined as a short first person, multi-media, video narrative that documents human life experience, ideas or feelings through story-telling (Center for Digital Story-telling, 2012).
DST has entered Higher Education can promote student-centred learning strategies such as reflection for deep learning, project-based learning, collaborative learning; development of digital literacies and the effective integration of technology into teaching and learning. All of these can enhance student engagement and contribute to the student’s academic success
DST in Higher Education Educational Technology utilizes activities that may engage students to construct meaning in different ways not available before technology was introduced such as data bases simulation, games, email, discussion groups/blogs, PowerPoint, Word Movie maker. It increases student’s understanding of curricular content if teachers are willing to transform their pedagogy and curriculum to include digital storytelling.
It can be used to assist students gain literacy skills such as research, writing, problem-solving and assessment skills Addresses different learning styles for auditory, visual and kinaesthetic learners. Utilizes almost all the skills the student needs in the 21 st century
engenders student’s creativity, creates critical thinkers & critical viewers of the media - improves research skills & builds learning communities. Lowenthal (2009)
Reality shock due to dissonance experienced between expectations of newly qualified nurses and actuality of clinical practice. Use of DS to challenge negative experiences and outcomes. Creation of reflective digital stories of newly qualified nurses in their own words with personal photographs the newly qualified nurses relate stories about events they had particular challenges with during the transition from student to RN Stories were intended to provide opportunities for future students to learn and educators to reconsider the curriculum to facilitate preparation for the world of clinical practice.
Exposes students to human experience of being a patient and encourage the development of sensitive individualised and compassionate practice
acute shortage of nurses affecting the availability of newly registered nurses ECP Nursing implemented in January 2008 >90% pass rate in first and second year (ECP) Join 2 ND year mainstream Government DoH bursary provided to students/Faculty funding DoE
Negative status of ECP students Impact on self-esteem of students Low academic literacy skills (NBT) Mature students, many socio-economic problems / poverty 2 years for nurturing / building up of confidence before students enter mainstream 2 nd year
THEORETICAL FRAMEWORK Tajfel and Turner(1979) The Social Identity Theory is all about becoming part of different groups, and how membership to these groups helps construct our identities. Individuals strive to maintain a positive social identity They suggested that people have an inbuilt tendency to categorise themselves into one or more in-groups, building a part of their identity on the basis of membership of that group and enforcing boundaries with other groups
There are three elements Categorisation (put ourselves and others in categories i.e (Christians, black, white, Australians student, mother) identification : adopt identity of the group we have categorized ourselves into i.e. (your collective identity becomes your in-group, your family, your class, boosts your self- esteem and creates a sense of belonging and important source of pride . comparison i.e. people compare themselves and groups with other groups see favourable bias to own group, younger people divide themselves into social groups or subcultures based on clothing/music i.e goths/hoodies
Social identity theory: how does belonging to a social group impact on student engagement and success? Tajfel and Turner found a link between student’s social identities and student engagement Peer groups engage in social creativity realigning their value system away from success in class in order to maintain a positive social identity
Is Social identity: based on social class/ race or ethnicity / tracking –low/high Research by Kelly(2008)shows that although there is little evidence for direct correlation of social class and race with student engagement, there is high correlation between tracking students and engagement
In the case of tracking the evaluative dimension is academic ability. Tracking greatly polarizes the differences in attitudes and behaviours between high and low track students (According to Hargreaves and Lacy’s differentiation – polarization social identity theory) students labelled low track by the educational institution need to look elsewhere for positive self-image. Tend to think they deserve the track placement There are certain strategies that low track students use to obtain a positive social identity: can engage in Individual mobility(which is the desirable choice) via trying to move themselves out of low track to high track Can also engage in Social creativity excelling in something else such as sport, cool well dressed Direct competition with high track
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Extending views of what it means to be a nurse : “So its really interesting because we didn’t know that. We were just coming for being nurses. We didn’t know that we can do something else except being a nurse” Moving from self-doubt to achievement . “I was not confident that we can make it but today I feel that we can make it and I am looking forward to doing it again. Skills transfer .” We going to use these skills in other things” “Its health education that we can give over then I think we could use it most effectively
New insights” “ a depressive person like a story saying this kind of person is maybe lazy but now you know it’s not like that” Understanding and empathizing with patient “ with the research that we did and now we understand what they(patient’s) go through” “I didn’t know how that person felt or how I affected his life” when it came to emotions and feelings and personal experiences it was kind of difficult to put yourself in that -That was enjoyable because you put yourself in the shoes of someone else and thinking as part of the project”
Helps transferring knowledge and experiences into community : “ We know how to deal as groups and then we know to teach now, the communities and the individuals and the families to deal with this – Combining information from personal experience and research : “some of the information is the things that we see in our communities and in our families and then we compile this with others from the Internet...we used our computers to combine everything” “and the research we did and we understand what they(patients) go through..”
Group cohesion / “getting to know your peers better. Pride of creating something together” Development of individual identities within groups , e.g. Director, editor, singer, collecting of images, based on skills and experience Peer support, learning from each other : “we helped more than we used to work as a group”
Different from normal assignments : “ it got to stimulate our creativity because we had to do the theory but now we needed to convert it into a story and ....it was different and exciting” Active/deep learning “ It’s going to be easier for me to write in the exams, because I will remember all these wonderful movies we saw today” “ I enjoyed the pictures, the people and how the pictures then tell a story about that person’s behaviour”
In Communication among group members , especially during service learning Access to computers and training : “ it would be lovely if we went with our groups to the lab and maybe you could show us – everyone to get involved with a computer and start . Because it doesn’t help that one group member knows how to do this MovieMaker and others didn’t know” Diverse computer skills in groups, which made some students take over technical aspects of project and led to some feeling isolated : “those people who don’t know computers because for sure sometimes as if we are isolated” easy to get the images and writing the story but to put it on the computer as a movie was difficult” “lack of equipment to work on stories at home”
Lack of time “ So it was just two hours they introduced us to the story and now you have to do the actual story and it is a bit difficult to do it”. Lack of support from lecturers “ most of us are not computer literate” No mark for digital stories and dovetailing with other assignments that are marked Technical problems disappointment with recording of the sound. “We don’t know what the problem was if you listened on the computer the sound was perfect but when it was screened it was there’s no sound
engages in “meaning making” reflecting on what they know and examining their assumptions. Gazarian (2010) helps build connections with prior knowledge and improves memory. Schank (1990) , good stories are remembered longer by students than lessons that lack them(Rex, Murnen, Hobb & McEaache (2002