The study lays the foundation for the ensuing development work of the Tell Your Story project. It sums up the results of national and transnational desk-based research activities. The state of the art focuses on three key areas, firstly the current situation regarding prevention of, intervention against, and compensation of early leavers from education and training in the countries participating in the project (FR, AT, BE, SI, UK, IT) and in other European countries and at European level. Early School Leavers are a non-homogeneous group. The youngsters with difficulties at school are mainly studying in a vocational high school rather than secondary schools. The main causes of dropping out are: i) the school environment, ii) pupil-related such as low levels of performance and family-related like single parenthood. The research examines some solutions and progress made within the strategic framework Education and Training 2020 and synthesises the present state of research on the potential for story-telling and digital story mapping to engage young people at risk. The report explores policies at different scales, strategies for engagement, the reported use of tools, pedagogical approaches, success stories and concludes with recommendations that influence the rest of the Tell Your Story project.

1. PROJECT NUMBER – 2016-1-FR01-KA204-023943
Karl Donert
President EUROGEO
kdonert@yahoo.com
IO1: LITERATURE REVIEW
ON TELLING DIGITAL STORIES

2. PROJECT NUMBER – 2016-1-FR01-KA204-023943
O1 Method
• More than 110 academic articles identified
• Also Web sites and other sources
• Shared out between partners for review
• Reviews analysed and categorised
• National reviews undertaken by partners
• IO1 version 1 written, updated versions 2, 3
• Recommendations …. to be discussed
• Final version after this discussion

3. PROJECT NUMBER – 2016-1-FR01-KA204-023943
Main Findings
Telling digital stories to fight against early
School-Leaving
• Early School Leaving
• ESL Policies
• Successful actions
• Storytelling in education
• Digital Storytelling
• Storytelling with maps
• Storytelling pedagogies

4. PROJECT NUMBER – 2016-1-FR01-KA204-023943
Main Findings
Early School-Leaving
• Target group - young people either leaving
school early or at risk of exiting the school
system without getting qualifications

5. PROJECT NUMBER – 2016-1-FR01-KA204-023943
Early School-Leaving
Europe 2020
strategy
Lisbon
Agenda
ESL below
10% in each
country
OECD, 2014

6. PROJECT NUMBER – 2016-1-FR01-KA204-023943
Early School-Leaving
Eurostat, 2015

7. PROJECT NUMBER – 2016-1-FR01-KA204-023943
Early School-Leaving
Kay Factors (Cedefop, 2016)
• Factors related to the individual and their
family background
• Factors related to education and training
• Factors related to employment
• Other factors – like changing school, moving
home

8. PROJECT NUMBER – 2016-1-FR01-KA204-023943
Early School-Leaving
Policies
• Policies based on recommendations of Council
of the EU to reduce early school leaving
i) prevention strategies
ii) reintegration strategies
iii) recovery strategies
• Goal: increase inclusion and social cohesion
• Based on evidence-based policies and
practices.

9. PROJECT NUMBER – 2016-1-FR01-KA204-023943
Early School-Leaving
Policies
How do policies relate to TYS?
• Remove obstacles to completion
• Develop conducive and supportive learning
environments that focus on the needs of
individual pupils
• Support cooperation between schools, local
communities, parents and pupils
• Promote a better understanding of ESL

10. PROJECT NUMBER – 2016-1-FR01-KA204-023943
Early School-Leaving
Policies
National analyses
• Belgium – action plan - vocational stream
• France – school failure - national plan
• Italy – family origin – new framework
• Slovenia – low ESL – education well resourced
• UK – education cuts – no explicit policy
• Others – Roma and discrimination, living
conditions, family policies, intercultural,

11. PROJECT NUMBER – 2016-1-FR01-KA204-023943
Early Leaver Profiles (1)
Cedefop, 2016

12. PROJECT NUMBER – 2016-1-FR01-KA204-023943
Early Leaver Profiles (2)
Cedefop, 2016

13. PROJECT NUMBER – 2016-1-FR01-KA204-023943
Successful Actions (1)
• INCLUD-ED Project – 27 case studies –
reorganising resources to suit the learners
http://creaub.info/included/
• Focus on skills & competences – volunteering
• Pedagogical approach - Success at School
Project http://www.successatschool.eu/
• Work-based learning tracks – transition to
employment

14. PROJECT NUMBER – 2016-1-FR01-KA204-023943
Successful Actions (2)
• Dialogue and participation in decision-making
• Schools as communities of learning
• Second chance opportunities
http://masecondechance.onisep.fr/
• Non-formal approaches – Success at School
Project
• Storytelling for learner motivation (Hung et
al. 2012)

15. PROJECT NUMBER – 2016-1-FR01-KA204-023943
Stories & Storytelling
• storytelling process – Mezirow’s transformational
learning steps
– explore and collect data
– construct a storyline / plot - order, logical
connections
– develop flow
– formulate a message
– materialise the plot
– build presentation
– share results
– receive and handle feedback

16. PROJECT NUMBER – 2016-1-FR01-KA204-023943
Stories & Storytelling
• Narrative and dialogue
• Story-based learning pedagogies
• Serious storytelling – stories without
entertainment
• Digital storytelling
• 4 learning types i) participation, ii) reflection iii)
deep learning and iv) project-based learning

17. PROJECT NUMBER – 2016-1-FR01-KA204-023943
Stories & Storytelling
Story-based learning – blending
content and process to learn nursing
(MacKinnon and Young, 2014)

18. PROJECT NUMBER – 2016-1-FR01-KA204-023943
Stories & Storytelling
Components of digital
storytelling (Freidus and
Hlubinka, 2002)

19. PROJECT NUMBER – 2016-1-FR01-KA204-023943
Storytelling Through
Maps
• Several different platforms
–Esri Story Maps http://storymaps.arcgis.com
–Map Story http://mapstory.org
• user-friendly, interactive, and engaging
• visual model that helps organise thoughts
• can highlight questions and answers

20. PROJECT NUMBER – 2016-1-FR01-KA204-023943
Storytelling Pedagogies (1)
• Narrative - a cognitive organizational scheme
• Characteristics - interactive content, dynamic,
greater creativity, empowered to participate
• Powerful aids to understanding and reflection
• Attention to feelings, thoughts, and emotions

21. PROJECT NUMBER – 2016-1-FR01-KA204-023943
Storytelling Pedagogies (2)
• Can help deal with complexity
• Learner constructivism – ‘sensemaking’
• Design thinking mindset – asking the right
questions
• Universal Design for Learning (UDL) model
• Story circles
• High self-efficacy

22. PROJECT NUMBER – 2016-1-FR01-KA204-023943
Storytelling Pedagogies (3)
• Placed learning: has relevance to students in the
space that they inhabit, connect with the
family/community and interests outside school
• Purposeful learning: absorbs the student in
actions of practical or intellectual value, students
can work like professionals;
• Pervasive learning: beyond school examinations,
supported by family, carers, and peers;
• Principled learning: appeals to the student's
passions or moral purpose – it matters to them
Deakin Crick and
Goldspink (2014)

23. PROJECT NUMBER – 2016-1-FR01-KA204-023943
Recommendations (1)
• Use storytelling to understand obstacles to
completion
• Focus on creating a transformative learning
environment for individuals
• Use to enable a learning community
• Use storytelling to better understand ESL
• Ensure a storytelling process is used
• Describe and use Storytelling pedagogies

24. PROJECT NUMBER – 2016-1-FR01-KA204-023943
Recommendations (2)
• Integrate the technologies - make them invisible
- telling the story and sharing the story
• Provide opportunities from a technical
perspective – not prescriptive – high flexibility
• Show storytelling matters - it has meaning to the
young people
• Students should be treated as professionals
• Linked to non-formal approaches so students
have ownership