relato digital storytellingdocshare01.docshare.tips/files/8525/85258783.pdf · 5 Digital...
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Abstracts / resúmenes relato digital storytelling 21‐23 March 2012 Valencia, Spain
Transcript of relato digital storytellingdocshare01.docshare.tips/files/8525/85258783.pdf · 5 Digital...
Abstracts/resúmenes
relatodigital
storytelling21‐23March2012
Valencia,Spain
The Inter‐university Institute for Applied Modern Languages of the Comunitat
Valenciana (IULMA) & the Departament de Filologia Anglesa i Alemanya of the
Universitat de València will be hosting the International Conference on Digital
Storytelling between the 21st and 23rd of March 2012 in Valencia (Spain).
Digital Storytelling is the modern expression of the ancient art of telling stories. Digital
stories derive their power by weaving images, music, narrative and voice together,
thereby giving another dimension and vivid color to characters, situations,
experiences, and insights. Tell your story now digitally. ‐ Leslie Rule, Center For Digital
Storytelling
Digital storytelling combines the longstanding art of telling stories with any of a variety
of available multimedia tools, including graphics, audio, video animation, and Web
publishing. It has become both an educational and a cultural phenomenon which has
certainly given a new dimension to the art of storytelling. Digital Storytelling is
currently being used in more than 80 countries with many different applications,
including education, marketing, and self‐expression, among others.
In this conference we hope to gather here in Valencia those who want to share and
explore these new pedagogical/socio‐cultural dimensions of digital storytelling as well
as learn how the use of technology has helped transform the whole experience of
storytelling into something more personal and within everyone’s reach.
http://www.uv.es/digitalstory/
El Instituto Interuniversitario de Lenguas Modernas Aplicadas de la Comunitat
Valenciana (IULMA) y el Departament de Filologia Anglesa i Alemanya serán la sede de
la Conferencia Internacional sobre Relato Digital desde el próximo día 21 hasta el 23 de
marzo de 2012 en Valencia (España).
El relato digital es la expresión moderna del antiguo arte de contar historias. El poder
de los relatos digitales se obtiene al entrelazar la música, la narrativa y la voz, dando
así una dimensión profunda y unos colores vivos a los personajes, a las situaciones, a
las experiencias y a la comprensión de los distintos caracteres. Cuenta ahora tu historia
digitalmente. Leslie Rule, Center For Digital Storytelling
El relato digital se ha convertido en un fenómeno educativo y cultural que, sin duda, ha
otorgado un nuevo enfoque al arte antiguo de contar historias.
El Relato Digital se está usando en la actualidad en más de 80 países con aplicaciones
muy distintas que incluyen la educación, el marketing y la autoexpresión, entre otras.
El Relato Digital combina el arte de la narración clásica con una gran variedad de
herramientas multimedia, incluyendo las gráficas, el audio, los vídeos de animación y
las publicaciones en la Web.
En este congreso esperamos reunir aquí en Valencia a aquellos que quieran contarnos
sus experiencias con el relato digital y a aquellos que quieran aprender más acerca de
cómo el uso de la narrativa unido a las nuevas tecnologías ha ayudado a transformar la
experiencia del relato digital en algo más personal y al alcance de todo el mundo.
http://www.uv.es/digitalstory
OrganizingCommittee/ComitéOrganizador
Conference Conveners:
Carmen Gregori‐Signes
Barry Pennock‐Speck
Conference Secretaries:
María Alcantud‐Díaz
Anna Brígido‐Corachán
Members of the organizing Committee:
Laura Monrós‐Gaspar
Alicia Ricart‐Vayà
Garikoitz Knörr‐de‐Santiago
José Saiz‐Molina
Miguel Ángel Candel‐Mora
ScientificCommittee/ComitéCientíficoAndreu Simo, Luisa, UVEG;
Bou Franch, Patricia, UVEG;
Calvo Melero, Miguel, Universidad del País Vasco;
Cardona Prats, Beatriu, UVEG;
Clavel Arroitia, Begoña, UVEG;
Dolón Herrero, Rosana, UVEG;
Dominguez García, Noemí, Universitad de Salamanca;
Elvira Montañés Brunet, UVEG;
Fuster Marquez, Miguel, UVEG;
García Pastor, María Dolores, UVEG;
Huerta Ramón, Ricardo, UVEG;
Londoño, Gloria, Universitat de Barcelona;
Maruenda Bataller, Sergio, UVEG;
Moltó Hernández, Elena, UVEG;
Pérez Cañádo, Marisa, Universidad de Jaén;
Reyes Torres, Agustín, UVEG;
Ruiz de Alegria, Javier, Espacio Atomo S.L.;
Sopeña Balordi, Emma, UVEG;
Suau Jimenez, Francisca, UVEG;
Zaragoza Ninet, Gora, UVEG.
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Themes/Temas
1. Digital Storytelling in Education (primary education, secondary education, university
education and education for adults).
2. Digital Storytelling and Foreign Language Teaching
3. Digital Storytelling and Society
4. Digital Storytelling and Culture
5. Digital Storytelling in the Scientific‐Technical Fields.
6. Community and Personal Storytelling
7. Technical Aspects and/or Innovative Tools in Digital Storytelling Productions
8. Digital Narratives in Web 2.0. (blogs, social networks, wikis, etc.)
1. Relato digital en al ámbito educativo (educación primaria, secundaria, universitaria,
educación para adultos).
2. Relato digital y enseñanza de lenguas modernas.
3. Relato digital y sociedad.
4. Relato digital y cultura.
5. Relato digital científico‐técnico.
6. Historias de vida y/o comunidad.
7.Aspectos técnicos, herramientas innovadoras en la producción de relatos digitales.
8. Narrativa Digital en Web 2.0 (blogs, redes sociales, wikis, etc.)
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OralPresentations/Comunicaciones
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1. Digital Storytelling in Education (primary education, secondary education,
university education and education for adults). 1.1 primary
RELATOS DIGITALES DOCUMENTALES EN EDUCACIÓN PRIMARIA
OBLIGATORIA, Propuesta metodológica para la producción multimedial
con alumnos del último curso
Aneska Carolina Ortega Blanco, Júlia Coromina Cabeceran and Ana Teberosky Coronado
Universitat de Barcelona, Spain
Abstract
Esta presentación describirá los resultados del corpus de una investigación con una metodología
investigación‐acción de intervención didáctica en curso. Se mostrará un análisis cualitativo profundo
tanto de las producciones de los alumnos como de las condiciones del proceso de enseñanza‐
aprendizaje. El objetivo principal es describir el uso de recursos multimediales (videos, infografía y
textos) de un grupo de niños de 6º de primaria de una escuela de Barcelona. Se detallará el
procedimiento de creación de relatos documentales en un texto expositivo enmarcado en una unidad
didáctica que integra competencias de “ciencias sociales” y “lengua”. Dicho procedimiento consiste en
dos actividades que buscan ayudar a la comprensión de la información: disposición manipulada de la
presentación visual del texto (organización sintáctico‐semántica en formato per cola et commata) y
etiquetaje de las partes del mismo de acuerdo con sus funciones discursivas. A partir de estas
condiciones se desarrolló una secuencia didáctica que dio lugar a 10 videos documentales (en catalán)
sobre el tema de Edad Media y la Barcelona medieval del barrio El Born. Nuestra exposición de los
resultados describe los aspectos lingüísticos del texto, los aspectos gráficos sobre la infografía y, la
performance de la presentación de los videos realizados por los alumnos (oralidad, gestualidad,
memorización, coherencia, etc.)
________________________
Keywords: digital literacy; visual literacy; preparación de material multimedia; claves visuales;
infografía
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Digital Storytelling supporting creative thinking
Claudio Scala and Emil Girardi
Free University of Bolzano, Italy
Abstract
The aim of the project was to promote and support the development of competences in processes of
storytelling among primary school students using digital media instruments.
Digital storytelling is primarily used for narrating personal stories or events, for giving life to historical
events and for pointing on “objects” that has to be explained (typical for learning objects). In this project
storytelling was intended to be an instrument for collaborative creation of stories, given a content
background and some specific keywords. The activities were supported by the use of open source
software during the phases of the project.
It involved about 200 primary school children, five 4th grade and five 5th grade groups of a
comprehensive institute (unites Kindergarden, primary school and first branch secondary school) in
Caorle, next to Venice, Italy .
The educators (teachers and researchers) and the pupils agreed on ten different narrative backgrounds
(e.g. Imperial Rome, Pharaohs’ Egypt, Outer Space, etc.) based on which the stories should have been
created.
Each group became assigned one of these themes and the educators gave an input, which consisted in a
story incipit. The next step involved the whole group, a mental map about key objects of the story
(characters, scenery, chronology, etc.) was developed through brainstorming activities. Once the key
structure of a story was identified (introduction, happening, climax, ending), the pupils were divided in
couples, which developed the storyboard, wrote the dialogues, registered the story, completed it with
background sounds.
The final products were uploaded on the Web, in order to permit sharing, reciprocal comments on the
outcomes, discussion on the process. In interviewing the main actors (both teachers and pupils) this last
point resulted to be the more related to learning potentials, as in other similar experiences that will be
presented.
________________________
Keywords: competences; cooperation; creativity; process
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A Case Study of Digital Storytelling Activities in a Kindergarten Classroom
Pelin Yuksel Arslan
Inonu University, Malatya, TURKEY, Turkey
Abstract
Digital storytelling is telling stories and sharing information with multimedia tools and resources. It is a
method for using digital devices to support the educational process. Although many studies concerning
educational uses of digital storytelling in areas such as teacher education, health education, and adult
learning exist, there are limited investigations related to digital storytelling in early childhood education.
Therefore, this present case study seeks to understand how digital storytelling is used as a teaching and
learning tool in a kindergarten classroom. Participants included nineteen kindergarten students and a
teacher who incorporated four separate digital storytelling activities into the curriculum. Specifically,
this study investigated students’ reactions and the challenges the teacher faced when incorporating
digital storytelling activities into a kindergarten classroom. Data sources included multiple interviews of
the teacher and observation of the classroom setting during the activities. Emerging data provides
examples that illustrate how early childhood teachers integrate digital storytelling as an instructional
tool into curriculum to facilitate young children's learning. The results show that young children are
more motivated to engage in digital storytelling activities than in regular classroom activities. In
addition, the results show that the methods of using digital storytelling by the teacher were based on a
student‐centered approach.
________________________
Keywords: Digital Storytelling,; Early Childhood Education; Case Study Method
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Newton's Secret
Rafael Benlliure
IE Costa i Llobera, Dep Ensenyament Generalitat de Catalunya, Spain
Abstract
How to cater for diversity to meet our students’ needs is a question we language teachers frequently ask
ourselves and one for which we do not find a satisfactory answer that frequently.
The key to success may vary depending on the context but there is one element common to all
successful activities and this is motivation; engaging the students in the teaching‐learning process so
that they truly become the protagonists of the story.
Most of the time when we think of diversity, challenged or lower level students come first to mind.
However, there is also the kind of diversity which is on the opposite side. Students with great skills,
sometimes native speakers, who find themselves in the English subject feeling bored or stuck in a class
where they get information they already know.
What to do then? In a class at 1st Batxillerat, where there are some high‐capacity students, we decided
upon the idea of digital storytelling to introduce a new and demanding activity.
Storytelling responded to this situation successfully by challenging these students to make the most of
not only their language skills but also their creativity and commitment.
The outcome was the production of a video spot promoting healthy food habits in which the students
rewrote the romantic historical moment when Newton discovered the law of gravity. The students not
only had a great time doing this activity but found it even more rewarding when, after presenting the
video to a European contest, saw themselves among the finalists.
________________________
Keywords: batxillerat; diversity; video spot
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1. Digital Storytelling in Education (primary education, secondary education,
university education and education for adults). 1.2 secondary
Storytelling with a digital comic strip as methodology to support
reflection processes?
Jean Claude Callens
KATHO, Belgium
Abstract
During their studies, pre‐service teachers are continually asked to reflect. Storytelling may play an
important role in a reflection‐based practice. Digital storytelling is a methodology that may support
students in the writing of personal stories. Because the 101 participants in this study were first‐year pre‐
service teachers, (and thus it wasn’t certain whether they would have the necessary ICT‐skills to use
multimedia to create a digital story), we chose to use a simple variant of digital storytelling and asked
the participants to make a digital comic strip to reflect on their practice. To make the digital comic strip,
the students used a template in a WORD‐format.
We formulated the following research questions:
(1) To what extent does storytelling with a digital comic strip support reflection processes?
(2) What is the impact of learner control on reflection processes?
(3) Does using linear structured guidelines to write a digital comic strip support more reflection
processes than non‐linear structured guidelines?
The analysis focuses on the number of elements in the stories that refer to in‐depth or in‐breadth
reflection.
The results reveal that the digital comic strips score rather low on the degree of reflection (mean = 1.17,
SD=1.225). Second, a two way ANOVA reveals a moderately strong main effect of degree of linear
structure on the degree of reflection (F(1,97) =5.057, P=0.027, eta=0.050). When students had linear
structured guidelines to write their comic strips, they scored higher on the degree of reflection (mean =
1.46, SD = 1.304) than without linear structured guidelines (mean= 0.91, SD= 1.097). No interaction
effect (between learner control and degree of linear structure) and no main effect of learner control and
of the degree of linear structure on the degree of reflection could be retrieved. To conclude, we discuss
the practical implications of this study.
________________________
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Keywords: learner control; storytelling; linear structured guidelines; reflection; digital comic
strip
Relat digital, històries de vida: emocions i aprenentatge a 4rt d’ESO
Anna Gascon
IES Federica Montseny, Spain
Abstract
Els objectius inicials eren per una banda, animar l’alumnat a la lectura i a la producció de textos
mitjançant les noves eines digitals i per altra participar en un projecte general amb altres dos centres,
que incloïa una lectura comuna i l’elaboració de relats digitals.
L’experiència va ser realitzada amb un grup de 18 alumnes de 4rt ESO de l’IES Federica Montseny, a
Burjassot a la classe de Valencià. Durant el curs s’utilizaren diverses ferramentes tic: bloc d’aula, wiki,
curts, i videòlits .
Amb la lectura de la novel.la Jo, de Jordi Sierra, vaig plantejar la producció d’una
autobiografia i la creació d’una relat digital. Per tal d’evitar les resistències inicials de l’alumnat a contar
el que entenien com “intimitats”, vaig utilitzat algunes de les tècniques de relaxació i visualització
creativa i d’escriptura a partir de l’evocació d’emocions.
A partir dels textos elaborats amb aquesta tècnica creativa l’alumnat va elaborat els seus relats ‐primer
escrits, després digitals‐ utilitzant les ferramentes informàtiques que cadascú va decidir. El resultat van
ser 15 relats ‐alguns més íntims que d’altres, però tots elaborats des de la vivència‐, publicats al blog de
l’aula i visionats en una sessió conjunta amb l’alumnat i les seues famílies.
El relat digital ha estat una ferramenta engrescadora per escriure i narrar, però també per potenciar la
cohesió grupal i l’ús de les TIC, tot i que el resultat tècnic no està resolt satisfactòriament en tots els
productes. Entre la història de vida i la fotobiografia, el resultat fou molt positiu en dos àmbits: el
personal, amb un reforçament emocional dels i les adolescents ‐autoestima, eficàcia,‐ i el lingüístic‐
acadèmic ‐ el valencià per la producció literària i estètica. I és des d’esta vessant que centraré la meua
comunicació.
________________________
Keywords: històries de vida; relat digital; fotobiografia
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ELEMENTOS COGNITIVOS Y EMOTIVOS PRESENTES EN LA
CONSTRUCCIÓN Y RECEPCIÓN DE RELATOS DIGITALES PERSONALES.
Una experiencia a nivel de bachillerato.
Miguel Herreros Navarro
Universitat de barcelona, Spain
Abstract
El objetivo de esta comunicación es reflexionar sobre las distintas fases de creación de un Digital
Storytelling, según el modelo establecido por Lambert (2006), y sobre los distintos procesos cognitivos
que se realizan durante la ejecución y recepción de una relato digital.
Se tiene presente la experiencia que se viene realizando desde hace tres años y que consiste en la
creación de relatos digitales dentro del un marco educativo formal, en un aula de bachillerato de una
población de 15.000 habitantes. Se estudian las relaciones entre las distintas fases de creación de un
relato digital y los procesos cognitivos que se activan durante la ejecución y recepción de un relato
digital: procesamiento y recuperación de la información, evocación del recuerdo, reconocimiento,
rememoración, selección y ordenación de sucesos, construcción y articulación de una historia.
Por otra parte, la recepción del relato promueve un proceso de empatía en el espectador por el que se
recibe una vivencia vicarial de una historia que puede producir una implicación psicológica y llevar a una
respuesta emocional sobre lo que allí se narra (identificación, proyección). Esa respuesta psicológica y
emocional dependerá de la propia estructura del relato. La misma recepción del relato promueve
diversas actividades psíquicas: percibir y organizar estímulos audiovosuales, aplicar esquemas mentales
en función de nuestra experiencia para buscar el sentido del relato, mediatizar el sentido del relato en
función de la propia expriencia vital y biográfica. De este modo la recepción del relato digital posibilita la
autoreflexión y la toma de conciencia de sí mismo a partir de la experiencia compartida, a la vez que se
toma conciencia “del otro”.
Se pretende aportar elementos que nos permitan entender el papel del relato digital personal en el
proceso de enseñanza aprendizaje del alumnado del bachillerato. A través de una práctica que lo
convierte en el doble protagonista de dicho proceso, como autor de su propio relato personal y receptor
de los relatos elaborados por sus compañeros.
________________________
Keywords: Digital Storytelling, procesos cognitivos del relato digital, procesos emotivos del
relato digital, la creación del relato, recepción del relato digital, estructura narrativa.
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RELATOS DIGITALES PERSONALES EN EDUCACIÓN SECUNDARIA
OBLIGATORIA. Estudio sobre su uso y propuesta para su
aprovechamiento en procesos de aprendizaje por proyectos
Gloria Londoño Monroy
Universitat de Barcelona, Grup de Recerca Ensenyament i Aprenentatge Virtual (GREAV), Spain
Abstract
La presentación dará cuenta de una investigación doctoral, de tipo cualitativo y teórico‐aplicado, cuyos
objetivos son, en el contexto de la Educación Secundaria Obligatoria (ESO), (a) describir y comprender
las características, las condiciones y limitaciones de aplicación y los beneficios pedagógicos que pueden
ofrecer los Relatos Digitales Personales (RDP), cuando son producidos como proyectos prácticos de
aprendizaje, y (b) diseñar, implementar, evaluar y perfeccionar una metodología didáctica que permita
orientar su uso y creación en procesos de enseñanza‐aprendizaje centrados en los estudiantes.
Concretamente se emplea la Investigación basada en Diseño como método principal, y el Estudio
instrumental de Caso como método de apoyo para el análisis de cinco (5) intervenciones con
estudiantes del IES SEP Esteve Terradas i Illa de Cornellà de Llobregat (Cataluña), realizadas entre 2008 y
2011. La exposición de los resultados estará orientada a describir las características de los relatos
obtenidos y las fases que hacen parte de la metodología empleada y mejorada a lo largo del estudio. Se
pretende así, contribuir a avanzar tanto en el conocimiento general de la relación entre la narrativa
personal digital y la educación, como en la comprensión del aprendizaje por proyectos y centrado en el
aprendiz; así mismo, facilitar y potenciar el aprovechamiento en el aula de la expresión y las
experiencias, vivencias y visiones de los sujetos que aprenden y, también, de las posibilidades de
multimedialidad y multimodalidad que ofrecen las TIC en el aula.
________________________
Keywords: Digital Storytelling; Narrativa personal; Aprendizaje centrado en el estudiante;
Aprendizaje por proyectos; Metodología didáctica; Educación Secundaria Obligatoria.
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Writing Skills and Student Engagement: Digital Storytelling as a Tool for
Motivation Enhancement in Secondary Education
Cristina Serrano Perez
Spain
Abstract
During the Master in Secondary Education Teaching traineeship stage, I noticed that students’
engagement in writing activities in English was rather low in Compulsory Secondary Education,
particularly in their final year (4th ESO). Motivation is crucial to success in learning a language, since
students have to want to do something in order to succeed at it (Harmer: 2007). Individuals need to
identify a motivational trigger that sparks the learning process, activating and increasing their
involvement, which fuels up the process itself.
Based on this premise, a three‐stage on‐site investigation was carried out at a Secondary School in the
outskirts of Valencia, following the action‐research methodology and procedures. Data was gathered by
means of both anonymously completed questionnaires and evidence collection sheets. The traditional
approach used for teaching written communication was identified as being ineffective (stage 1), as it
contributed to students’ negative views and perception of writing as a non‐creative product‐oriented
process, devoid of an audience. After sounding out students’ opinion (stage 2) on Educational Digital
Storytelling (EDS), this new genre was viewed as a possible remedy for the learning impasse observed.
Hence, a didactic sequence based on EDS was implemented in the last stage of the investigation. The
project was carried out in a 4th ESO classroom, with a high mixed‐ability level.
Results reveal that even EDS‐based didactic units should be furnished with a solid set of motivational
strategies and appealing material based on a reflection on students’ needs, amongst others, in order to
be effective in the best possible learning atmosphere.
Participants in the case study were generally engrossed in the project, actively engaging in all the
activities. Students identified one or more elements of EDS as their motivational drive to produce texts
in English. Main concerns detected were unrelated to written communication in English.
________________________
Keywords: EFL; Writing Skills; Student Engagement; Motivation; Secondary Education
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L'aspecte performatiu de la comprensió lectora. Creació de relats digitals
per a l'ensenyament del Valencià com a L2 en 4t de Secundària
Antoni De La Torre
IES 'Joanot Martorell' de València, Spain
Abstract
Entre els cinc aspectes de la comprensió lectora proposats per Lawrence R. Sipe (Universitat de
Pennsylvania), l'acte performatiu s'erigeix com la resposta creativa de l'acte de lectura d'una obra
literària. Nosaltres l'hem orientat cap a la creació de relats digitals en quatre grups d'estudiants de
Valencià a 4t ESO, de llengua primera castellana, durant els cursos escolars 2009‐10 (2 grups) i 2010‐11
(2 grups). Descrivim dues experiències consecutives al voltant de sengles lectures de Literatura juvenil
del mateix autor, Jordi Sierra i Fabra. Els títols dels llibres són: 'Pel∙lícula verge, contes perversos', i 'Jo'.
La primera és la recreació de 12 contes “realistes” i la segona és la narració personal d'experiències
autobiogràfiques i d'indagació en el jo, totes dues en format de relat digital. Aquestes 'activitats
performatives' provoquen tres estils diferents de plasmar la narració: realista, liricoemotiu i
ludicotransgressor.
En la comunicació descriurem ambdós processos de creació de relats, diferents pel que fa a la
seqüenciació de les activitats, els objectius que perseguíem amb l'activitat (aprenentatge de la llengua,
transposició de les tècniques narratives en història audiovisual, l'alfabetització digital i multimèdia,
l'escriptura creativa de denúncia social o d'àmbit personal, el foment de la lectura, el treball en equip…),
i els resultats obtinguts. Analitzarem les dificultats narratològiques i tècniques experimentades pels
alumnes i les respostes donades. Finalment enumerarem els aprenentatges que els estudiants i el
professor declaren haver aconseguit amb la realització dels relats multimedials.
El corpus que presentarem consta de 16 relats digitals sobre el primer llibre de lectura i de 25 sobre el
segon. Es troben publicats en línia en sengles wikis: http://peliverge.wikispaces.com i
http://portfoli4.wikispaces.com.
________________________
Keywords: Lectura; Comprensió; Creació; Escriptura; Storytelling; Processos; L2
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1. Digital Storytelling in Education (primary education, secondary education,
university education and education for adults). 1.3 university
EL RELATO DIGITAL PARA LA E/A DE LA LENGUA FRANCESA: UNA
METOLOGÍA INTEGRADORA DE COMPETENCIAS
Mª Elena Baynat Monreal
IULMA/University of Valencia, Spain
Abstract
Mostraremos en esta comunicación nuestra experiencia de integración del relato digital en varios y
diversos programas de enseñanza de la lengua francesa en la universidad de Valencia –cursos de lengua
francesa general y de lengua francesa para fines específicos‐ como actividades evaluables. Esta
experiencia nos ha servido para trabajar e integrar en nuestras programaciones diferentes competencias
genéricas y específicas. Hemos logrado resultados altamente satisfactorios en todos los cursos en los
que hemos utilizado esta herramienta docente –lengua francesa de la licenciatura de 1º de filología,
comunicación en lengua francesa I del grado de turismo y francés para los negocios I del grado de
Internacional Business‐ para trabajar variadas competencias referentes tanto a conocimientos como a
capacidades y habilidades (individuales y sociales). Mostraremos los resultados de la experiencia
ilustrándolos con pequeños fragmentos productos finales (diferentes relatos digitales creados por
nuestros alumnos) así como comentarios de estos en sus memorias finales.
Terminaremos comentando que los relatos digitales se adaptan perfectamente a nuestra metodología
de enseñanza de idiomas porque nos ayudan a promover, entre otros: la autonomía en el aprendizaje, el
desarrollo de las competencias digitales o el trabajo colaborativo y, además, facilitan la motivación de
nuestros alumnos ayudándoles a superar muchos miedos y bloqueos (factor fundamental en la E/A de
idiomas).
________________________
Keywords: relato digital; competencias; autonomía; enseñanza de idiomas (francés);
competencias digitales; trabajo colaborativo; motivación
15
Factuality and subjectivity in the History and Culture digital narratives
Patricia Bou‐Franch
University of Valencia, Spain
Abstract
The advent and popularization of new technologies has provided students and lecturers with new
educational tools. One such tool, which is increasingly used in higher education, is digital storytelling, i.e.
multi‐media digital narratives.
Digital narratives constitute a hybrid genre that shares features with traditional forms of oral/written
narratives, television documentaries, video games or research reports (Handler‐Miller 2008; Swales
1989). They can be of different types, ranging from personal narratives, instructional stories or
narratives that recount historical events (Gregori‐Signes 2008; Robin 2006). The latter, which I call
History and Culture digital narratives, are the object of the present study.
The generic purpose of the History and Culture digital narrative is educational, as these stories are
generated to fulfill an academic assignment. However, in order to successfully achieve such purpose,
undergraduate students are instructed to be creative and entertaining. This requirement is generally
reflected in the way historical events are presented.
Premised on the assumption that individuals make meaning through a variety of semiotic resources, this
paper examines History and Culture digital narratives as multimodal, computer‐mediated forms of
communication (Herring 1996; Kress & Van Leeuwen 2001). Specifically, it focuses on the discourse
organization of such narratives from the perspective of computer‐mediated discourse analysis, which
takes into account the social and technological affordances of electronic communication as well as the
role of variability and the construction of social identities on the Internet (Bou‐Franch 2011;
Androutsopoulos 2006; Herring 2007).
To carry out this study, a corpus of 15 History and Culture digital narratives was compiled and analysed.
These were produced by Spanish undergraduates of English Studies for the module ‘History and Culture
of the English‐speaking countries’. Results revealed that the digital narratives fluctuated between the
discourse of factuality and the discourse of subjectivity (Patrona 2005). It was argued that factuality
allowed students to display their knowledge while subjectivity was employed in specific moves to
display creativity and entertainment. Further, History and Culture digital narratives also played a role in
the construction of L2 identities.
________________________
Keywords: narrative; computer‐mediated communication; multimodality; subjectivity;
factuality
16
Digital Storytelling: a powerful tool in adult women education
Federica Cirulli
University of Foggia, Italy
Abstract
This presentation describes the experience of the laboratory on Digital Storytelling held at the University
of Foggia during the Lifelong Learning Programme (LLP) ERASMUS, intensive programme, which enables
students to take part in active learning experiences in a transnational environment. The course in Foggia
was focused on innovative teaching methods for adult women education. University students, with
different academic background from Spain, France and Italy took part in our intensive Digital Storytelling
workshop.
Digital Storytelling practice has been used as a tool to explore the emotional intelligence in adult women
and the web of emotional relationships, in particular with relatives, children and grandchildren, involved
in their narratives. At the same time producing, watching and listening the DTSs has been important to
analyse and discuss the sense of belonging to specific cultural groups, in terms of social representations,
collective memories, but also in terms of prejudice and stereotypes. Each student created his own story
and was able to live an empowering human experience facilitated by the use of technologies that were
previously unknown to them.
Another goal of this activity was to let students to live and explore emotions in public and share them
with other people using a technology that had the power to intrigue and reduce resistances.
Students learned to create their personal video narratives, to enjoy and relate to other students’ stories,
to express their emotions and to share them with colleagues. In this sense, Digital Storytelling has
proofed to be a powerful tool in adult women education, since it immediately recollects with significant
elements in participants’ lives, stimulating an effective participation of women in the learning
experience.
________________________
Keywords: Digital Storytelling; Lifelong learning; Women education; Innovative teaching
methods; Emotional relationships
17
Institutionalizing Digital Storytelling (DS) in higher education – how to
build sustainable structures?
Grete Jamiessen & Kristin Holte Haug
Oslo and Akershus University College of Applied Sciences, Norway
Abstract
This contribution meets the conference theme “Digital Storytelling in Education”. The authors have
worked with DS in higher education for several years. Our experiences include facilitating DS for
student‐groups from 5 – 75 students using DS as a tool for documentation of, and reflection upon,
practice. Through these activities, we have collected valuable experiences aimed at integrating DS into
the Faculty’s portfolio of learning‐tools offered to all students. By presenting selected data from our
research, our aim in this paper is to discuss the learning potential of DS and how to build sustainable
structures around DS in higher education.
Two studies form the basis of our presentation. To ensure a comprehensive approach to our research
topic, we used both qualitative and quantitative methods, participatory observations with field notes,
focus interviews and questionnaires. Both studies were conducted among pre‐school teacher students
at the Faculty of Education at Oslo and Akershus University College of Applied Sciences.
In order to implement DS on a regular and full‐scale basis we acknowledge i) the need for modification
in the method related to the CDS tradition, and ii) changes in the established course‐design. Today the
Faculty offers ICT‐courses without close connection to DS. The one‐sided focus on software is at the
expense of DS and its vital elements; the personal voice and the storytelling‐process. Further, ICT‐
teachers and subject teachers (eg. social studies, music and mathematics teachers) must collaborate in
order to build supportive scaffolds around the students' development of DS, leading student groups
throughout the DS process. This may require reorganising and changing priorities at the Faculty.
However, this is a small investment compared to an expected learning outcome for individual students
and groups of students.
________________________
Keywords: Higher Education; Reflection on practice; Learning; Implementing DS
18
El Relato Digital Storytelling en el ámbito universitario
Carlos Saldaña Ramírez and Alejandra Osorio Olave
Universidad Autónoma Metropolitana, Mexico
Abstract
En los entornos digitales de la comunicación, el relato o Digital storytelling cobra cada día más fuerza no
sólo como una forma de transmitir nuestras experiencias personales a otros, sino en ámbitos que van de
la publicidad a la propaganda política. Este recurso es también una poderosa herramienta para la
creación artística y para la construcción de mensajes comunicativos de gran alcance social. En virtud de
esto, en la Universidad Autónoma Metropolitana, unidad Cuajimalpa, (UAM‐C), se ha implementado el
relato digital como herramienta educativa dentro de los Laboratorios de Experimentación Visual,
Multimedia e Hipermedios. Respondiendo a los siete pasos necesarios para la construcción de un
storytelling, (punto de vista, pregunta dramática, contenido emocional, voz, música de fondo, economía,
ritmo), hemos logrado que los alumnos no sólo aprendan a utilizar las herramientas multimedia sino que
¬–y esta es la parte importante– logren expresar historias personales de una manera clara y eficaz.
Vinculamos la experiencia individual con los conocimientos adquiridos hasta ahora en el sistema
educativo formal, pero sobre todo, vinculamos toda la información procedente de la educación informal
y de los entornos digitales en los que de manera cotidiana se desenvuelven y acumulan información los
jóvenes universitarios.
Antecedentes
El deseo de implementar los relatos digiatales al aula parte de la experiencia que los dos ponentes
tuvieron al tomar el taller de Relatos Digitales a través del Center for Storytelling de San Francisco. Si
bien en una primera instancia la experiencia de compartir historias narrativas tan significativas resultó
lo más importante, en una segunda revisión de la expriencia nos impresionó la eficiencia en la didáctica
de enseñanza con la que se nos presentó un problema y las herramientas que se nos dieron para poder
solucionarlo de manera optima. Así fue como pensamos que podríamos implentar los relatos digitales
en el aula para experimentar narraciones visuales significativas.
Como un paraguas más amplio que engloba los relatos digitales hacemos una revisión anterior, teórica y
prántica donde se parte de una teoría general sobre multimedia, nuevos medios, sociedad globalizada y
era hipermoderna. Se analizan los principios generales para el diseño multimedia: imagen, texto, sonido
e interacción. Se reflexiona sobre el uso del software para multimedia para entender la integración en
un producto de comunicación que contemple el diseño, la interactividad y la usabilidad. El Relato Digital
Storytelling funciona para poner a prueba la premisa principal de nuestro proyecto: el estudiante debe
ser capaz de contar su propia historia para ser capaz de contar las historias de otros.
Con un amplio bagaje de conocimientos técnicos y teóricos, los estudiantes aprenden a minimizar sus
herramientas y a romper paradigmas para dejar por un momento la curva aristotélica y las estructuras
narrativas y realizar un ejercicio puro, más conectado con sus emociones que con sus teorías y análisis.
Se trata de generar en dos trimestres un proyecto al que llamamos “hiperdocumental”
Métodos:
19
En la Universidad Autónoma Metropolitana unidad Cuajimalpa existen dos materias que se dan
consecutivamente en el penúltimo año de la carrera de Ciencias de la Comunicación: Laboratorio de
Comunicación y Experimentación Multimedia y Laboratorio de Comunicación y Experimentación
Hipermedia. El proyecto que hemos propuesto se compone de una serie de ejercicios que parten de los
Relatos Digitales en primera persona, realizamos documental participativo y documental dirigido, hasta
llegar a la integración en un producto de comunicación multimedia que contemple el diseño, la
interactividad y la usabilidad.
La experiencia de la implementación del Relato Digital Storytelling como herramienta educativa está en
una fase de análisis cualitativo, es decir estamos interpretando a partir de resultados prácticos. Lo que
en esta ponencia se presenta es el resultado de la implementación del Relato Digital Storytelling en un
proyecto hiperdocumental que contiene variaciones y progresiones de las narraciones desarrolladas por
estudiantes universitarios. Como método, en el aula se han desarrolado ya los suiguiéntes pasos:
1. Se presentan las premisas iniciales del proyecto integral y examinamos un entorno social a estudiar,
que en este caso sería hablar de la ciudad de México y sus habitantes, así que a partir de un trabajo de
investigación desarrollamos teorías fundamentadas, re direccionamos las visiones a partir de generar
más elementos de estudio, entrevistas y opiniones de narradores y observadores.
2. El proceso comienza por la reflexión sobre el lenguaje de los nuevos medios en el marco de una
sociedad globalizada, se discute sobre la cultura mediática en la era hipermoderna y se hace la distinción
entre multimedia, hipermedios e hipertexto. A partir de esto se comprende la necesidad de desarrollar
narrativas propias en el marco del concepto usabilidad.
3.Se diseña y se desarrolla un proyecto final de experimentación multimedia que articula íntegramente
texto, imagen fija, imagen en movimiento, animación, gráficos y sonido. Identificamos los principios
generales para el diseño multimedia: imagen, texto, sonido e interacción.
4. El estudiante en esta etapa de su carrera se pone a prueba ya que debe dominar herramientas
tecnológicas de comunicación que lo ayudarán a proyectar sus mensajes eficazmente, Las herramientas
nuevas que aprende a manejar son las de diseño y desarrollo Web,
5. En la fase de integración se realizan actividades que pretenden dar un hilo conductor a los Relatos
Digitales en un contenedor. Así que se discuten lecturas y materiales multimedia en grupo.
Resultados:
Se presenta el Hiperdocumental realizado por los estudiantes, donde se narra la experiencia de estos
grupos de trabajo para presentar conclusiones sobre el uso del Relato Digital en la educación para la
comunicación; se exponen ejemplos y se propone un modelo de taller a implementar.
________________________
Keywords: Universidad; Educación; Tecnologías; Taller
20
Advancing Digital Literacy Across the Curriculum with Digital Storytelling
William Shewbridge & Beverly Bickel
UMBC New Media Studio & UMBC Language, Literacy & Culture, United States
Abstract
This paper will discuss the development of digital storytelling as a practice and a pedagogical tool at the
University of Maryland, Baltimore County (UMBC). UMBC is a base for a growing community of practice
with ongoing digital story projects in a large range of disciplines and contexts
(http://www.umbc.edu/stories). The paper will focus on the advocacy role that early adopter faculty
members and the New Media Studio played in bringing about pedagogical changes and in promoting
digital literacy across the curriculum. The evolution of a community of practice and the expansion of
support services to meet new media technology needs will be discussed. In addition, several past and
current projects will be examined qualitatively through interviews with participants covering project
development, student learning goals, changing attitudes towards course content and digital skills, and
project outcomes. Projects will exemplify the range of contexts in which UMBC faculty members are
using digital storytelling, including community‐based collaborations, explorations of intercultural
identities, oral histories, and as a means of engaging media theory.
________________________
Keywords: digital storytelling; higher education; digital literacy
21
Digital Education through adult learners’ EU enlargement stories‐ digital
stories from seven nations.
Antonia Silvaggi, Patrizia Braga, Steve Bellis, Harald Gapski and Guido Kowalski
Istituto Luigi Sturzo; Yale College Centre for Digital Storytelling; Grimme Institut, Italy; United
Kingdom;Germany
Abstract
The DeTales project investigates the impact of EU enlargement, focusing on the integration of recently
acceded member states, in relation to the more established EU nations and the negotiating countries
(Turkey), using low cost technologies to create digital stories about adult learners’ life experiences in
several contexts:
• Opening of frontiers/mobility
• European labour market
• European cultural identities and diversities of new and old members.
DeTales brings together adult learners from Italy, Germany and the UK to interact with learners from
Lithuania, Hungary, Bulgaria and Turkey in a digital dialogue about European identity.
Project coordinator is the Istituto Luigi Sturzo, a cultural foundation based in Rome in partnership with
Yale College (UK), Grimme institut(DE), Modern Didatics Center (LT), Anthropolis (HU), Bulgarian
Development Agency (BG), Degder (TR).
Methods: Research led to the drafting of Results: A training manual for trainers "DS Guide training
manual on EU ENLARGEMENT" in a workshop in Turkey with 32 adults participants from 7 European
countries were trained to master the digital storytelling methodology applied to Eu‐enlargement topics
for low skilled adults. The workshop followed this summarised scheme:
Anthropolis led the session on icebreaking activities. The briefing part was split in two: Istituto Luigi
Sturzo introduce the training manual and the EU‐enlargement topics.
Yale college led the digitalstorytelling session which involved first a briefing on digital storytelling,
Stimulating stories on Eu‐enlargement topics and why choose digital stories as the method to deliver
EU‐enlargement topics. 2: Writing. The writing process started with a ‘story circle’. This session is
designed to bond storytellers as a group and to tease out of them their innate powers of storytelling.
The ultimate goal is to get scripts drafted and finalised ready for voice recording. 4:Editing: led by the
Grimme Institute introducing the editing software.
Basic ingredients for a two minute story were for all participants:
Script of 250 words, told in the first person.
10‐25 images
22
Duration 1.5 ‐2.5 minutes.
Software used sonyvegas for Pcs and Ilife for Macs
26 stories were created that were finally screened. This represented the most emotive moment of the
training were the trainers could actually see that their efforts were paid off. Finally a plenary evaluation
session.
Results: Research led to the drafting of Results: A training manual for trainers "DS Guide training manual
on EU ENLARGEMENT"
Workshop in Turkey with 32 adults participants from 7 European countries.
26 stories
26 scripts
21 trained digitalstoryteller in the adult education field
________________________
Keywords: Eu‐enlargement topics; adult learners; European stories
23
2. Digital Storytelling and Foreign Language Teaching
Multilingual Virtual Talking Books
Wahju Agung Widjajanto and Michael Lund
Digital Media in Education (dimeb) Research Group, University of Bremen, Germany, Germany
Abstract
Multilingual Virtual Talking Books (MuViT) aims at the development, promotion and exploitation of
multilingual virtual talking books. MuViT is a set of computer based storybooks in five different
languages (English, German, Russian, Spanish, Turkish) developed for children at primary level. Children
can decide in which language(s) they want to access the books; switching languages while reading is
possible at any time. By clicking the sound button, children can also choose to listen to the narration,
parallel to their own reading. To avoid interference problems and to support struggling and non‐native
readers, a synchronous word highlighting function is provided. Corresponding tasks, aiming at language
sensitivity and the development of language awareness shall motivate the learners to work with the
books in at least two different languages. The tasks initiate cross‐linguistic comparisons as they focus on
inter‐ and intra‐linguistic phenomena. MuViT is characterized by an approach of participation and public
accessibility, the central feature of which is the MuViT Web Community. Here, information on the usage
of the MuViT software at school and at home is available for pupils, teachers and parents. A forum for
discussion and learning will be provided in which synergies can occur and expertise can be exchanged.
Workshops for teachers and teacher trainees will be organized to introduce the software and to ensure
the correct usage of the software in class. In all of the project partner countries the software shall be
tested and evaluated in terms of local feasibility and teacher´s acceptance. Moreover, an instrument for
self‐assessment, focusing on language awareness development, will be developed throughout the
project´s lifetime. It has been found from the initial workshop that children are able to play a story and
switch to other languages instantly. They like the ‘player’ because it is easy to use, it has interesting
features and a story.
________________________
Keywords: multilingual; storybook; muvit
24
Using Digital Storytelling as a creative tool for teaching English in the
new degree of Tourism
Alcantud‐Díaz, María; Ricart‐Vayá, Alicia and Gregori, Carmen
Departamento de Lengua Inglesa y Alemana. Facultat de Filologia, Traducció i Comunicació.
Universitat de Valencia Estudi General, Spain
Abstract
The purpose of this article is to describe the experience achieved when implementing the practical
classes of English for tourism so as to bridge the gap between the professional world of the tourism
industry and what students learn at the university. The purpose of this article is threefold. First we will
introduce the concept of digital storytelling (Lambert (1997), Gregori‐Signes (2007‐2010), Alcantud‐Díaz
(2007‐2011) and briefly describe some of the projects that have already been developed at the
University of Valencia as well as the use of digital stories in the promotion tourism products. We will
then proceed to argue that digital storytelling can be considered as a productive type of activity which
fits the demands of the CEFL (Common European Framework of Reference for Language Learning) with
regard to implementing the use of new technology within the curriculum at the same time that it helps
to improve traditional skill development, mainly speaking and writing along with researching,
collaborative tasks and working with computers. Thirdly we will describe and discuss actual examples of
digital stories produced by undergraduate students registered in the subject of Communication in
English Language in Tourism. The students were asked to develop an original product related to the
industry of tourism and to promote it in two ways: by means of a digital story and a brochure.
________________________
Keywords: ICTs, Digital storytelling, tourism, Common European Framework Reference for
Language learning
25
Multimodality as an academic literacy: The role of digital storytelling in
an L2 academic writing course
Joel Bloch
Ohio State University, United States
Abstract
In this paper, I will explore the introduction of digital storytelling into a traditional L2 academic literacy
class that focuses on questions of plagiarism and intellectual property usage. Similar to traditional forms
of academic literacy, creating digital stories incorporates the transformation of source texts through
adding the voice of the author within the social and legal constraints on the use of intellectual property.
However, academic literacy genres may change as new technologies are introduced (Prior, 2005) and as
students integrate these technologies with the development of their literacy skills (Lea & Street, 2006).
One of the goals of our L2 writing class is to develop student awareness of the rhetorical and ethical
considerations in using intellectual property, both print and digital. This “remixing” of different texts
(Lessing, 2009) is not an alien concept for L2 teachers since all academic writing explicitly interweaves
texts, transforming them into new texts with the addition of the author’s voice (e.g. Bazerman, 1988,
2009; Latour, 1988). Prior (2005) has argued that these multimodal texts push the boundaries of
traditional definitions of genre. I will discuss here how the creation of digital stories illustrates the
connections between these different forms of literacy while pushing its boundaries of academic writing.
Using two stories as examples, I will analyze how the students remix images with their written texts to
enhance the rhetorical purposes of their stories, in particular how the choice of images enhances the
rhetorical goals they have for these stories. In “Being a Muslim” a Libyan student discusses her
transition from a Muslim country to America as a framework for arguing against what she feels are the
stereotypes Americans have had about Islam since 9/11. In this story, the creator chooses images from
the news and from popular culture to develop her argument against how she felt Muslims were being
viewed in America in the context of her own transition to American society. In the second film, “The
Thing I Felt Most Regretful.” a Taiwanese student discusses leaving her boyfriend. She appropriated
images from American movies and cartoons from Asian culture to create a transnational text exploring
her emotional development in response to the end of her relationship. In both these stories, the
students remixed the images and texts to transform the meaning of both in ways similar to how they
wove together their ideas and the source texts in their academic papers. At the same time, they pushed
the boundaries of traditional classroom writing to make it more visual and more personal. In the
conclusion of my talk, I will discuss how digital storytelling can be used for expanding the discussion of
the rhetorical and ethical decisions involved in using intellectual property in academic writing as well as
introducing new forms of academic literacy that can engage the students in alternative ways of textual
remixing.
________________________
Keywords: multimodality; genre; intellectual property; plagiarism; academic writing
26
Beyond the ESL Classroom Through Digital Storytelling
Margarita Ramirez Loya
Cochise College, United States
Abstract
The purpose of this research is to find out what happens when I engage a group of advanced ESL college
students in a project to capture and preserve local history. The central topic which I am analyzing is the
emotional, social, and language development of the ESL students beyond a classroom setting. Students’
progress throughout this project is being analyzed in four phases: 1) as they carry out interviews with
Senior Citizens of the community; 2) when they carry out the transcriptions of the interviews and/or re‐
interview for clarification; 3) as they create storyboards and produce a digital story about the
interviewee’s life or place of birth, and 4) when they present their documentaries to the community.
The study is taking place in the rural area of Douglas, Arizona, a small town of approximately 17,000
inhabitants located in the southern border of Sonora, Mexico and Arizona, in the United States. The
group of students analyzed are in level 4, the last level of the ESL program at Cochise College. The target
group is composed of ten students who come from a variety of cultural backgrounds: one student from
Japan, one from Korea, one from Puerto Rico, and seven from Mexico. The students’ second language
development within a social context, as well as their ability to retell their interviewee’s stories using
technology to incorporate narrative, music and pictures, is being monitored and analyzed both
individually and collectively through their progress in the project, as the instructor conducts a series of
interviews with them after they have completed each one of the four phases of the project.
________________________
Keywords: ESL; language; technology; emotional; social; interview; storyboard; clarification;
digital; storytelling
27
The value of a digital story in a content and language integrated learning
(CLIL) European context
María Dolores Ramírez‐Verdugo & María Victoria Sotomayor
Universidad Autónoma de Madrid, Spain
Abstract
This paper presents the research conducted within the framework of the funded project called
European CLIL Resource Centre for Web 2.0 Education (E‐CLIL, 504671‐LLP‐1‐2009‐1‐ES‐COMENIUS‐
CMP). The mission of E‐CLIL is to increase children’s exposure to European languages and to improve the
quality of teaching through the implementation of content and language integrated learning (CLIL)
within the European demand for acquiring a mother tongue plus two foreign languages. The project is
currently building multilingual interactive resources for the use of CLIL teachers. More specifically, the
present study investigates the value a digital story may bring to a Primary education context which
promotes CLIL and ICT and methodological procedure and resources. The central digital story, originally
created for this project, entails three main objectives which involves exposing young learners to
European languages, children literature and science content. Our main aim was to prove whether the
universal narrative elements and structure present in this digital story may enhance 8 to 10 year‐old
students’ learning involvement and CLIL achievement. In an initial piloting phase of the study, the story
was presented to a total of 70 students enrolled in three different CLIL schools in the region of Madrid.
Three experienced English teachers participated in the study and followed the guidelines provided by
the project researchers. In order to gather objective data that may prove our hypothesis, both earners
and teachers completed specific questionnaires which were then statistically analysed. The outcome
gathered has been used to extend the piloting to other European countries participating in the project.
This larger study will provide information on cross‐cultural similarities or differences regarding the
results already obtained here. These initial findings point towards the richness a central digital storyline
may add to a CLIL learning context at linguistic, content, literary, cognitive, social and cultural levels.
________________________
Keywords: Digital story,; CLIL,; Multilingual European context
28
Digital Storytelling as a Pedagogical Tool within a Didactic Sequence:
Dealing with Linguistic Routines in Foreign Language Teaching
Agustin Reyes Torres, Eva Pich and Maria Dolores Garcia Pastor
Universitat de València, Spain
Abstract
Digital storytelling not only offers teachers the opportunity to work with all four language skills from the
very beginning but also brings together the idea of combining the art of telling stories with a variety of
digital multimedia. This enables instructors to teach any topic in a way that generates interest and
attention. Our communication will consist of a Didactic Sequence in which we make use of Digital
storytelling as a pedagogical tool to work on Linguistic Routines such as greetings and leave‐takings. To
this aim, we have worked with first‐year students in the School of Education at the University of
Valencia in order to explore their ability to adapt their language skills to specific situations within
common daily interaction. Finally, after working on the targets set, students will produce their own
digital stories showing thus the improvement accomplished.
________________________
Keywords: Didactic sequence; Linguistic routines; Teaching English
29
El relato digital y la perspectiva de género en la enseñanza de idiomas:
una propuesta inductiva para el tratamiento de la transversalidad y la
adquisición de competencias.
Sandra Vázquez Hermosilla and Gora Zaragoza Ninet
Universidad de Valencia, Spain
Abstract
El objetivo principal de esta comunicación es presentar los resultados obtenidos de un estudio piloto
desarrollado por dos miembros del grupo de investigación GENTEXT en una clase de inglés (Lengua 2) de
la Universitat de València sobre a la adquisición de competencias y el tratamiento transversal de
aspectos de género a través de una serie de propuestas didácticas en torno a la utilización del relato
digital en las clases de idiomas. Para ello, en primer lugar, se presentan, de manera breve y concisa,
algunas de las implicaciones pedagógicas del relato digital entendido como una forma narrativa
multimedia que favorece el pensamiento crítico y creativo (Benmayor 2008, Coventry 2008, Lenon
2008). En segundo lugar, se habla de la importancia del tratamiento de aspectos de género en el
desarrollo de competencias (Cameron 2005; Sunderland 2000, 2004)
El método utilizado para dicho estudio combina la utilización del entorno Web 2.0 para el acceso y
visualización de los relatos digitales sometidos a estudio (Where did we come from?, That´s so gay!
dentro del proyecto online Rainbow Family Tree) junto a una serie de propuestas didácticas inductivas
basadas en la multimodalidad. Estas actividades llevan al alumnado participante a adquirir
determinadas competencias incluidas en la guía docente de la asignatura base del estudio, así como el
tratamiento y la adquisición de conocimientos transversales relacionados con los estudios de género.
Los resultados de dicho estudio nos permiten, por un lado, observar la reacción del alumnado ante el
uso del relato digital como herramienta pedagógica; por otro, podemos analizar cómo funcionan las
características intrínsecas del género para el desarrollo de determinadas competencias y, por último,
podemos presentar un estudio que servirá como modelo para la creación de futuras propuestas
didácticas basadas en el aprendizaje integrado de lengua y contenido (CLIL – Content and Language
Integrated Learning, Fernández 2002)
________________________
Keywords: Relato digital; Género; Competencias; Enseñanza de idiomas
30
3. Digital Storytelling and Society
Extending Creative Practice ‐ Redressing the digital exclusion of older
people through Digital Storytelling
Mark Dunford and Alison Rooke
University of Hertfordshire/Digitales; CUCR/Goldsmiths, United Kingdom
Abstract
Older people’s access to digital technologies is a policy concern across Europe and beyond. In the last
decade, an array of technologies has transformed the way many of us interact. Internet communication
systems such as email and social networking sites like Facebook and Twitter have revolutionised
personal communication for younger people. The public services we receive have been transformed by
technology. However, due to a range of factors including the anxieties of older people and inadequate
marketing, the elderly have been largely excluded from this revolution and the benefits it brings.
Effective e‐inclusion is now recognised as central to the active participation of older people in society,
contributing to active ageing at work, independent living and being an active member of the
community.
This paper discusses a Grundtvig European project, Extending Creative Practice, which brings together
media, education, public services, social care and educational partners in Slovenia, Romania, Finland and
the UK . Older people are using Digital Storytelling to make short films using their own photographic
archives to tell stories about their lives. At the same time the project provides an accessible route into IT
learning. From a starting point of having no IT knowledge whatsoever, participants are soon sharing
their stories on YouTube, chatting to distant relatives on Skype and e‐mailing. The project addresses the
social, economic and geographical isolation of older people whilst simultaneously gathering a vibrant
social history which tells us about the personal, social and historical changes older people have lived
through.
This paper charts the development of Extending Creative Practice and shows how digital storytelling can
extend the quality, range and amount of opportunities for digitally excluded people. It looks directly at
experience through Train the Trainer workshops in Finland, Slovenia and Romania and draws on an
extensive formative evaluation.
________________________
Keywords: Digital Storytelling; Exclusion; Older People; Pan European
31
The Congo Stories Project: Digital Storytelling by Female Journalists in
the Eastern Democratic Republic of Congo
Aaron Goodman
Wilfrid Laurier University Brantford, Canada, Canada
Abstract
Background:
Female journalists in the eastern region of the Democratic Republic of Congo, identified by the United
Nations as “the worst place in the world to be a woman,” are recreating the way reporters tell stories
about critical humanitarian crises.
For the first time, a courageous group of women in Congo are using digital technology, and video in
particular, to produce personal narrative videos about how the wars in their country affected them and
led them to risk their lives responding to thousands of cases of sexual violence and rape. Their work is
known as the Congo Stories Project.
Methods:
According to Professor Prue Clarke of City University of New York, the dominant media organizations in
Africa have followed a "pay for play" model for decades. As a result, Clarke argues the media have
predominantly focused on the political and economic elite and corrupt institutions and have consistently
ignored the voices and experiences of women, especially those impacted by armed conflict.
Using narrative inquiry and drawing on theory from digital storytelling, ethnography, creative
approaches to reconciliation, autobiography, narrative psychology, and video as memory, this paper will
explore how the women’s storytelling is contributing to the practice of journalism and conflict
resolution.
Results:
This paper also explores how the Congo Stories Project aims to create a greater space for women in
Congo to tell their own stories and how it is enabling the women to bolster their self‐confidence and
identities as activists and journalists. It also examines how this revolutionary form of storytelling could
be applied in other conflicts and humanitarian crises.
The presentation will feature a presentation of one of the women’s dynamic videos and a discussion
about their work. This paper will also examine how the women’s storytelling process in Congo could be
applied in other conflicts and humanitarian crises around the world.
________________________
Keywords: narrativa, fandom, brick films, branding
32
La renúncia a la veu narrativa. L’atomització de dades front al relat en les
edicions electròniques
Dolors Palau
Universitat de València, Spain
Abstract
En ple auge del relat digital i de les possibilitats que ofereix en terrenys que van des de l’educatiu al
cultural, des del científic a l’empresarial o social, les edicions electròniques dels mitjans espanyols han
renunciat al poder de la veu narrativa a l’hora d’explotar les potencialitats que té el nou entorn. Han
optat per diluir el relat en un anònim conjunt de dades, per convertir la trama en una ordenada
disposició d’elements darrere de la qual l’autor sembla esfumar‐se o dimitir de la seua tasca, recorrent a
una estructura repetitiva.
Quan l’excés d’informació exigeix relats sòlids, capaços de donar compte d’una actualitat complexa, els
mitjans han desistit d’aquesta tasca per a erigir‐se en simples arxivadors, per a atomitzar la
interpretación en profunditat en entrades genèriques que desintegren l’essència de la comprensió
narrativa. Aquesta comunicació pretén analitzar les característiques que tenen els especials d’elpais.com
i elmundo.es, amb l’objectiu de determinar com es presenten els documents que millor podrien
desenvolupar el relat en els mitjans digitals, en la línia del que ha representat el reportatge en els
mitjans tradicionals. Sobre un corpus de reportatges publicats entre 2008 i 2011, l’estudi combinarà una
metodologia quantitativa i qualitativa, per tal de veure l’evolució en l’estructura dels especials al llarg
d’aquesta etapa.
La principal característica de les propostes analitzades és l’aposta per una configuració que suspén la
narració com a nexe organitzador, com si la no‐linealitat exigira una distribució d’elements oposada a la
veu relatora, com si deixara mut i paralitzat el narrador a l’hora d’organitzar en una trama multimèdia,
hipertextual i interactiva els ingredients bàsics del relat. Aquesta comunicació aposta per restaurar i
recuperar el valor de la narració com a fil conductor de les versions digitals d’un gènere com el
reportatge, el més adient per a l’anàlisi i la interpretació.
________________________
Keywords: Digital Journalism; Narrativity; Multimedia
33
Assessing the Applicability of Digital Storytelling in a Pakistani Context
Huda Sarfraz, Sana Shams and Qaisar Khalid Mahmood
Center for Language Engineering, Al‐Khawarizmi Institute of Computer Science, University of
Engineering & Technology, Lahore, Pakistan
Abstract
Digital storytelling is widely recognized as a pioneering technique that allows ordinary people to share
their stories from unique, personal perspectives. Digital storytelling acts as a self‐healing tool for
storytellers and empowers them by giving them a voice. It is being used across the world, to heal,
empower and to create awareness.
Some initiative has been taken to bring this pioneering tool into use by women in Pakistan as well,
including the Gawahi project [1] and the Feminist Tech Exchange Pakistan digital storytelling workshop
[2] conducted in 2010. These initiatives however, have catered largely to the privileged and educated
sector of society. Digital storytelling remains largely unexplored in the context of the majority of
Pakistani women, who have no access to information and communication technologies and are in many
cases, semi‐ or non‐literate [3].
This paper presents a research project conducted to
1. Develop a framework, using a participatory process, within which Pakistani women at the grassroots
level can create digital stories
2. Investigate whether the digital storytelling process is applicable and beneficial for Pakistani women
survivors of violence at a wider, grassroots level
Both of these objectives are inter‐related. The applicability of digital storytelling at the grassroots level is
a significant question to be investigated, as traditionally, Pakistani women involved in film‐making and
media are not viewed in a positive light. Therefore, it is essential to carefully adapt the digital
storytelling process such that it is culturally acceptable.
These questions were investigated by designing and conducting a digital storytelling workshop, Subh‐e‐
Nau [4] (an Urdu word for “a new dawn”), for around ten Pakistani women survivors of violence at the
grassroots level.
34
This paper will present the workshop design and the participatory process through which it was
designed. It will also qualitatively assess whether the participants and other stakeholders found the
workshop to be beneficial.
References:
[1] http://gawaahi.org/
[2] http://jehanara.wordpress.com/2010/06/11/the‐first‐feminist‐tech‐exchange‐in‐pakistan‐a‐
pleasant‐surprise/
[3] http://www.census.gov.pk/
[4] http://www.cle.org.pk/subhenau/digitalstories.html (includes digital stories created during the
workshop)
________________________
Keywords: Women; Violence against women; Pakistan; Literacy levels; Local language; Urdu;
Social constructs
35
La utilización de las narrativas digitales en procesos de gestión de
conocimiento de las organizaciones
Julio Zino & Elena Martín
Departament d’Antropologia Cultural, Universitat de Barcelona. Departament de Justícia,
Generalitat de Catalunya, Spain
Abstract
El Departament de Justícia lleva a cabo un programa de gestión del conocimiento basado en
comunidades de práctica, denominado Compartim. Uno de los objetivos de este programa es recuperar
y sistematizar el conocimiento que poseen los diferentes colectivos profesionales, para ponerlos a
disposición de toda la organización.
Dentro de este marco, propusimos la introducción de las narrativas digitales como una metodología que
permite tanto la recuperación de las experiencias profesionales particulares como su difusión dentro de
los colectivos. También destacamos su interés como una metodología factible de ser integrada en las
actividades socio‐educativas de los diferentes colectivos profesionales.
Durante 2011 realizamos dos talleres de formación en narrativas digitales dirigido a los miembros de las
diferentes comunidades (han participado más de 30 profesionales). A partir de esta formación,
constituimos la comunidad DigiTale dedicada a la experimentación y aplicación de la metodología de las
narrativas digitales en diferentes ámbitos: prisiones, justicia juvenil, mediación comunitaria, equipos de
asesoramiento penal y de atención a víctimas de delitos. La comunidad cuenta con una plataforma que
permite el intercambio y la difusión de las experiencias que se llevan a cabo en cada ámbito.
Para la Jornada anual del programa Compartim de noviembre de 2011, se invitó a los miembros de
DigiTale a que realizaran narrativas digitales donde se recogieran las experiencias de trabajo
colaborativo que se llevan a cabo en sus comunidades: se presentaron 11 narrativas digitales con esta
temática.
Por otra parte, hemos comenzado a experimentar con la metodología de las narrativas digitales en los
siguientes ámbitos: recuperación de historias personales en un grupo de teatro de la prisión Modelo de
Barcelona; clases de lengua de la escuela de la prisión de Quatre Camins; comentarios de libros desde la
biblioteca de la prisión de Brians 2; recopilar experiencias de mediación comunitaria.
________________________
Keywords: gestión del conocimiento; comunidades de pràctica; prisiones
36
4. Digital Storytelling and Culture
Designing an authoring tool based on a traditional performance art
Wahju Agung Widjajanto
Digital Media in Education (dimeb) Research Group, University of Bremen, Germany, Germany
Abstract
This paper focuses on the development of the Wayang Authoring tool, which aims to assist children in
creating and performing stories, developing an appreciation for cultural artifacts, and enhancing
intercultural empathy while building a young storyteller community within a virtual world. This study
seeks a framework of interaction design of an authoring media, which is appropriate for supporting a
child’s narrative development. The concept of the tool is based on the narrative element of the ancient
Indonesian art form wayang, a traditional two dimensional shadow puppet theater. To understand the
user’s requirements and to evaluate the tool, children from different cultural backgrounds and with
their teachers as well as story performers who use wayang have been involved in the development and
evaluation process. Wayang Authoring is composed of three elements: the imagination‐building
element, the creative acting element and the social interaction element. Children take existing materials
as an inspiration tool, imagine what they themselves want to tell, create a story based on their own
ideas, play with their creations, share their stories and creations with others, and reflect on their
experiences at the end. This virtual creative production tool is expected to provide a space for young
people to change their role from a simple user to a (co‐)creator in both the virtual and narrative worlds.
This research found that a better understanding of how stories are crafted and brought to life in a
performance tradition offers a better design of interaction of an authoring media. Furthermore, the
handling of cultural artifacts helps support the ability children to understand different cultural codes,
and there were indications from the workshop and discussion with experts that it also supports the
children’s curiosity to learn more about the culture lying behind these artifacts. This would in turn
enhance the intercultural empathy between children
________________________
Keywords: storytelling; intercultural; authoring tool
37
Discourse strategies in multimedia storytelling
Isabel Alonso, Dolores Porto and Silvia Molina
Universidad Autónoma de Madrid; Universidad de Alcalá de Henares; Universidad Politécnica
de Madrid, Spain
Abstract
The present study explores the strategies by which cognitive and cultural models are evoked and shared
in the processing of digital storytelling. Digital stories are multimodal narratives (Kress and Van Leeuwen
2001, 2010; Ventola and Moya 2009) which involve the recounting and shaping of events by portraying
in words, images, and sounds, for the most part, what happens in our world. The rapid development of
digital media and the interaction between text, sound and image have altered the traditional
relationship held between the narrator and his/her audience on the Internet. Typically, these stories
involve personal accounts and are emotionally charged, but are addressed to a wide audience of
strangers. Thus, it is our main objective here to describe the interaction between digital storytellers and
their audiences by analyzing the multimodal representation of the social actors and issues involved, as
well as the cognitive and cultural frames activated in the stories and then to identify the discourse
strategies that storytellers use to match the values, beliefs and experiences that are common to their
audiences. For this purpose, we have compiled 30 digital narratives with highly emotional contents
hosted by educational, community and cultural web pages. Data are discussed in relation to the
respective socio‐cultural contexts in which multimodal texts were produced. Results obtained are of
interest to researchers in narratives and discourse analysis.
________________________
Keywords: multimodal narratives; discourse strategies; cognitive and cultural models.
38
The Internationally Educated Nurses’ Journey in Being a Nurse in Canada
Patricia Bradley & Nadine Cross
School of Nursing York University, Canada, Canada
Abstract
Background: Registered nurses leave or escape their countries of origin and come to
practice in Canada. These individuals are confronted with the struggles of living in a foreign land, lack of
recognition of their nursing abilities and credentials, and upgrading in post‐secondary education all‐the‐
while caring for their families and children. The art of digital storytelling provides a way to express the
complexity of the essence of nurses’ experiences not made explicit through recent research. These
stories are about human relationships and journeys with immigration, citizenship, and being employed
in their chosen profession in Canada.
Method: The purpose of our oral presentation is to explore how digital storytelling engaged
internationally educated BScN students to reveal the educational and cultural experiences of nurses,
who begin again, their careers and a new life in Ontario, Canada.
Results: We undertook the digital story project to develop a venue of teaching/learning for:
administrators and nursing colleagues within health care institutions who employ and work alongside
the nurses; professors and students who engage with the nurses within universities; and persons within
Canada’s immigration and citizenship agencies. We will share lessons learned in the development of the
digital stories while staying true to the narrators and their experiences.
________________________
Keywords: professional and personal knowing; internationally educated nurses; global
representation; action research
39
A case of Mediated Intercultural Communication: Representation of
People through Cultureshockstory.com
Meritxell Collazos Sola
UMBC New Media Studio, Spain
Abstract
Nowadays, informational‐technologic expansion offers more opportunities for representing individuals
than ever before. There is the potential for people to use their own creativity in order to communicate
with each other. The emergence of identity representations can also be a result of the increasing
intercultural experiences. Many questions can arise from this fact, such as: Is there a link between
cultural identity, self‐awareness, and creative enhancement in cross‐cultural encounters? What are
some of the tools available to portray those intercultural accounts towards the understanding between
cultures? The main topics of my research during my MA in Intercultural Communication at the
University of Maryland, Baltimore County, were intercultural competency and creativity enhancement,
and the use of mediation/mediatization of self‐representation in media. As part of my research and my
academic training, I have been working as a digital storytelling facilitator in UMBC New Media Studio. In
order to do my research I developed www.cultureshockstory.com. The project embraces intercultural
experiences of students from the University of Maryland. Cultureshockstory.com utilizes three different
types of media narratives: studio interviews, digital stories, and a personal documentary film. The
collection of studio interviews is an exercise to look at the mediation/mediatization of the discourse.
After answering a questionnaire on intercultural experiences, the participant works out a creative
ordering exercise telling their own story using a set of wind‐up toys. Secondly, the website displays a
collection of digital stories about students’ intercultural experiences. Finally, an observational
documentary film portrays different stages of the culture shock on the U‐Shape of some students’
experiences. My project is just an example of new media uses in participative educational environments
to show how representations of self‐identity can foster alternative ways of communicating culture and
self‐identity.
________________________
Keywords: international student; digital storylelling; media narratives; website; intercultural
competency; creativity; personal account; self‐identity representation
40
Culture Shock! ‐ Tell us Your Story
Alex Henry
Tyne & Wear Archives & Museums, nited Kingdom
Abstract
Culture Shock! was an experimental partnership project designed to collect 1,000 digital stories from
people in the North East of England; preserve them in perpetuity using digital technology; and share
them as widely as possible.
The political and philosophical roots of digital storytelling in the community development and justice
movements make it an ideal method of engagement and participation for museums.
The project explored the diverse heritage of individuals, groups and communities living in the North East
of England by encouraging participants to create their own digital stories inspired by museum and
gallery collections. By creating these stories, the project aimed to promote a greater awareness and
understanding of diverse communities by encouraging people from different backgrounds to document
and share their heritage and experiences with each other and the wider North East community.
All the stories created by participants have been added to museum collections to help make our
collections more relevant to the North East community and for future generations. Culture Shock! is
leading the way in the region in collecting, storing and accessioning digitally born material.
There was also a major public screening of the stories created as part of the Culture Shock! project using
innovative and creative broadcasting methods including a project website, museum exhibitions, the
opening of an empty shop in Newcastle city centre and a two‐week Culture Shock! festival. Stories were
shown at the London BFI film festival and on one of the BBC big screens.
This session will give an overview of the project, the main outcomes and impact of the project for
everyone involved and where digital storytelling at Tyne & Wear Archives & Museums is going.
________________________
Keywords: Museum; Gallery; Heritage; Collections; Contemporary collecting; Community
Engagement; Participation; Archiving; Accessioning; Ethics; Ownership; Public screening
41
Investigating media culture. A case study of DST as a research technique.
Pierpaolo Limone
University of Foggia, Italy
Abstract
Digital stories are examples of new literacies that engage individuals, especially youth, in gaining access
to a multi‐modal authoring strategy previously available almost exclusively to professionals working in
media organizations (Lambert, 2006; Hull & Schultz, 2002). Our focus here is on the possibility of using
DSTs involving personal narratives in order to depict portrayals of the self and the self‐in‐a‐community.
In a cultural study prospective, DST could in fact be employed to picture the culture of the subject and
their web of social representation, prejudice, stereotypes and values.
The study focuses on the use of DST as an hermeneutic device that can be employed in qualitative
educational studies to understand the culture of the subject. The purpose of this study is to discuss a
research technique that exploits the potentiality of new languages, an hermeneutic device able to
investigate media consumption. Traditional mono‐media techniques, belonging to the qualitative
research approach, can establish a distance, a cultural barrier with some subjects according to the social
status, the language and vocabulary in use. Traditional research tools like interviews, observations and
questionnaires are built up in a gutembergean elitarian manner that reproduce a cultural gap between
the researcher and the subject. New media could instead enable a contiguity of everyday experience
and the research data collecting technique. DST can offer an ecological approach to research into, for
example, media diets in school pupils because digital media can better exploit the expressive and
representative potentialities of storytelling. Autobiographical data‐collecting strategies can benefit from
a multimedia language closer to the writing and reading strategies of the digital generations.
The study has been developed in the Apulia region (Italy), within three “40 hour” workshops so as to
create a DST on a personal representation of the new media diet. The paper is focused on the critical
appraisal of a case study based on field research that employed DST as an hermeneutic device in order
to investigate the subjects’ media culture. The research team I coordinated has conducted workshops
where each student involved produced a DST of his/her media diet that offered rich insights into the
media ecology in which the subject lives.
________________________
Keywords: Digital storytelling; Ethnographic research; Media diet
42
5. Digital Storytelling in the Scientific‐Technical Fields.
Narraciones digitales y aprendizaje basado en problemas o en casos
Miguel Calvo Melero & Maria Luisa Palanques Salmerón
University of the Basque Country, Spain
Abstract
Tanto el aprendizaje basado en problemas como el de los estudios de caso constituyen metodologías
activas cuya utilización se ve incrementada cada vez en mayor medida en el proceso actual de
transformación de modelos de enseñanza a los de aprendizaje.
En ambos casos el aprendizaje de los alumnos se organiza en torno a la propuesta de un problema o de
un conjunto de casos cuyas soluciones deben buscar, generalmente mediante trabajos en grupo,
buscando y adquiriendo los conocimientos necesarios para encontrar los resultados.
Es evidente que ambas metodologías son bastante incentivadoras para los alumnos. En 2005, como
experimento, decidimos incluir las narraciones digitales como forma de presentar los problemas o los
casos para exponer de forma sintética el escenario en donde suceden así como indicar los factores que
intervienen. Estas narraciones se intercalaron tanto para exponer problemas complejos que se
desarrollarían a lo largo de la parte más teórica (problemas) como para presentar casos concretos a
resolver en una o dos sesiones en forma de seminarios.
Esta metodología se aplicó tanto en asignaturas muy técnicas como: Cartografía matemática o Sistemas
de Información Geográfica como en otras más humanísticas como: Historia de la cartografía o
Geomarketing.
Desde el comienzo hemos realizado encuestas para evaluar el impacto y la efectividad sobre los
alumnos y los resultados muestran valores muy positivos.
Esta ponencia pretende exponer las metodologías seguidas, ejemplos prácticos y resultados de las
diferentes experiencias desarrolladas.
________________________
Keywords: Aprendizaje basado en problemas; Estudio de caso; Metodologias activas de
aprendizaje
43
Walking backwards into the future.
Cheryl Brown
weltec, New Zealand
Abstract
In Maori terms we walk backwards into the future, looking to our past to inform our future.
This presentation details a project that aims to share community stories and increase members’ digital
capability. One or two examples will be shared. The project was developed in Porirua, a city north of
New Zealand’s capital, Wellington, and has four major development periods: the original Maori, colonial
farmers, returned WW2 soldiers and government workers, and finally Maori migrants and Pasifika
immigrants. As these people grow old, members of a revitalised community association wanted to
record their stories and create a context for our Village Plan. The methodology involves the use of case
study approach. An end of project survey will use quantitative and qualitative analysis to assess our
successes. In phase one, we showed examples of digital stories at a community event where names of
possible storytellers were collected. The interviewer then discussed their photos with them, drafted a
story and scanned images. The story was recorded and finally shared online. Some storytellers read to
record their story and others told their story through dialogue. In phase two, the positive responses
encouraged us to plan a weekend workshop for storytellers and their nominated helper. The results
indicated a positive response and has served to reconnect people. We expect to have 20 stories by the
end of 2012 and to survey those involved in the project. We expect to find heightened interest in the
area’s history and in learning digital skills. The Association has agreed to fund and publish a collation of
the area history both online and in hard copy. It’s a project that encourages dialogue, and allows for
different voices to be heard, the essence of storytelling.
________________________
Keywords: community; history; place
44
6. Community and Personal Storytelling
Hello, I am what you see: a Chicano/a: Digital storytelling and the
construction of an emergent Chicano/a identity
Amaia Ibarraran Bigalondo
University of the Basque Country, Spain
Abstract
The Chicano Movement that originated in the 60’s and developed in the following decades in the
context of a changing NorthAmerican society, gave voice to a soundless community that had been
silenced by the Anglo‐Saxon middle‐class sociocultural and economic supremacy. The Movement
favored the “coming out” of a Chicano/Latino community that offered a new vision of the real
socioethnic configuration of the country and redefined concepts such as mestizaje, the border and US
history itself. For this purpose, Chicano thinkers and intellectuals found in Literature an extremely valid
means of publication and redefinition of an identity which had been neglected and erased from the
American ethnic panorama. The identification of the awakening Chicanos with the characters, situations
and voices that arose from this literary body was direct, thus, rendering Literature an essential role in
the construction of a “Movimiento Chicano identity”.
More than 50 years have passed since these first voices were heard, and the achievements of the
Movement were many and indisputably important for the normalization of the community into
Northamerican life. However, the current socioethnic and economic situation of the group has not
improved in many aspects, and there are many young Chicanos/as who do not identify with the values
and ideas of their predecessors. In this context, the need to start anew and retell the personal life
stories which may shape the “new, emerging Chicano/a identity” seems to be growing among the new
generation Chicanos. The old means got old and digital storytelling has become an incredible effective
tool for the publication of these contemporary personal “becoming” stories. In this line, the aim of this
essay is to present an overview of the process of the construction of an emerging personal/collective
21st century Chicano identity through digital stories and to compare it to the “old, written” texts, in
order to eventually question the existence of such a “new, emerging Chicano identity”.
________________________
Keywords: Chicano/a community; Digital Storytelling; Personal/communal identity
45
Reclaiming Feminist Activism Through Digital Storytelling
Alvina E Quintana
University of Delaware, United States
Abstract
Bettina Aptheker’s book Tapestries of Life: Women’s Work, Women’s Consciousness, and the Meaning
of Daily Experience proposes the idea of “women creating meaning through the stories that they tell.”
As a Chicana I am intrigued by the notion of women creating meaning through narrative‐‐ the feminist
notion of representing women’s stories, “her stories.” Aptheker’s idea not only underscores the
importance of women’s literature and oral history but also the affinity between oral history and the
Latin American Testimonio genre.
Reclaiming Feminist Activism Through Digital Storytelling will provide a detailed description of a
capstone course I developed employing video production and the virtual world Second Life. Working in
collaboration with the University Library’s “Special Collections,” the Governor’s Advisory Council on
Hispanic Affairs, Information Technologies, and the Center for Teaching Effectiveness, students were
sent out into the field to video‐tape Afro‐Latina oral histories. Through the capstone experience,
students developed skills in collaborative fieldwork that involved conducting oral history interviews,
digital storytelling and video production.
INTERDISCIPLINARY METHODOLOGY
The Afro‐Latina focus of the project effectively engaged Black American Studies, Latin American Studies
and Material Culture, building upon an interdisciplinary feminist model that emphasized an
intersectional mode of analysis as it considered the intersections between race, ethnicity, class and
gender. By conducting fieldwork, using video production to document the oral narratives, the digital
project enabled students to move beyond a scholarly awareness of the concept of “inter‐sectionality.”
Students worked collaboratively in teams of two, working together to develop interview questions, and
videotape interviews of Afro‐Latinas in the Delaware community. They practiced camera work in our
classroom before going out into the field taping class sessions, working with lighting and cameras. In the
end, students presented their work through a Second Life installation that was premiered in a virtual
world as well as in a “real life” exhibit at the Delaware Art Museum.
My presentation will conclude with a presentation of the Second Life installation “Latinas Speak Out”
which features the student videos.
________________________
Keywords: Afro‐Latinas; virtural world; Second Life; feminist activism; Intersectionality; oral
history; testimonio; women’s studies
46
A community around a fireplace: the experience of “narrazionidigitali.it”
Annamaria De Santis
Ecole Doctorale Internationale ‐ University of Foggia, Italy
Abstract
Storytelling creates relationship, bridges and communities; it leads people to gather. Websites and
digital communities are new meeting places where a wide audience can share digital stories around new
“digital fireplaces”.
Digital stories often speak about the community and its myths, values and practices. Digital storytelling
can also be used in corporate environments to create a company vision, a sense of belonging or to
generate shared meanings. As Lambert and Atchley stated decades ago, DSTs are anyway a powerful
tool that help to strengthen communities and to rediscover its shared values.
The website “narrazionidigitali.it” (i.e. Digital Story Telling in Italian) is a meeting place, a fireplace
around which teachers (and students) tell their own story, listen others’ stories and exchange methods
for writing, producing and publishing a digital tale. It allows to use resources, toolkit, significant links to
expert content, together with all the benefits of being part of a community. The website has born after a
series of workshops held in educational settings and some DST conferences and seminars that
generated a wide interest in digital storytelling in the South of Italy. The site has been active for more
than one year, and now we observe a vibrant community on line that is sharing a human approach to
technology and to media education in the schools.
We are now collecting systematic analysis of users’ comments and actions in the community of
“narrazionidigitali.it”, because we aim to understand how the representation of the technology involved
in this project is evolving in the community. Sharing of common interests in a virtual place is in fact
changing the audience’s approach to the digital tools, it is transforming the language and the ways of
conceptualizing their own stories.
________________________
Keywords: community; shared meanings; representation of the technology
47
Playing with the Team: Communities of Practice in the Taking the Field
Digital Storytelling
Peter Westman
MSc Digital Anthropology, University College London, United Kingdom
Abstract
Since its emergence in the early 1990s, digital storytelling has been variously identified as a new media
practice, a consumer and community‐led movement, and a textual system. However, given its relative
nascent status, there remains the need for further academic research focusing on the different forms it
has assumed. During the Spring/Summer of 2011, I conducted an examination of Taking the Field (TTF),
a digital storytelling project that aims to celebrate grassroots cricket in the UK through the construction
of stories by village and county‐level clubs. In contrast to most previous projects that aim to have the
participants “speak” by constructing their own stories, TTF stories are researched and constructed by
project staff with the assistance of the clubs. My research centers on the experiences of two clubs in the
project, Blaina CC and Spondon CC, through interviews and elicitation techniques with club and
community members using the completed stories and the artifacts used in their construction. My
fieldwork was conducted at both the club grounds and at the MCC Museum at Lord’s, where an
exhibition of the stories is taking place. Through the theoretical framework of Gell’s anthropology of art,
I consider how digital stories act as objects that mediate social agency during their creation and how the
structure of this type of project contributes to the formation of communities of practice in the
"performance" of collective identity.
________________________
Keywords: port; community; anthropology; agency
48
7. Technical Aspects and/or Innovative Tools in Digital Storytelling Productions
Telling stories with digital technologies in corporative training context
Josias Ricardo Hack and Fernando Ramos
Universidade Federal de Santa Catarina / Universidade de Aveiro, Portugal
Abstract
The art of telling stories in digital format is currently widely available due to the popularization of digital
cameras, computers and other mobile devices. In this paper we discuss the use of collaborative learning
strategies based on Digital Storytelling in corporative training. The text includes a concise review on
theoretical and technical foundations about educational communication through the use of audiovisual
products based on disciplines such as Communication, Education and Cognitive Sciences. We will also
discuss how Digital Storytelling may be integrated in traditional contents oriented self‐training systems,
used by many corporations. However the main focus will be the discussion of the potential of the use of
Digital Storytelling methodology in corporative training context which will be detailed based on data
collected in scenarios from Portugal and Brazil. The paper is based on qualitative research and it will
argue that digital storytelling may contribute to the improvement of the effectiveness of collaborative
learning processes in corporative training, because it provides means for the swift delivery of highly
contextualized learning materials and the sharing of relevant personal trainers and trainees’
experiences. Furthermore, Digital Storytelling methodology provides an opportunity to value, respect
and promote the multiple and different cultural and social interactions in the corporative knowledge
construction process. The research methodology adopted on this study involved three phases: 1)
literature review; 2) detailed analysis of the digital Storytelling methodology and its implications in
corporative training context; 3) collecting data from and discussing about some corporative cases in
Portugal and Brazil. The result of the research aims at suggesting a critical analysis and creative attitude
in the production of audiovisual teaching materials for the corporative training context.
________________________
Keywords: Digital Storytelling; Digital technologies; Communication; Corporative training
49
Exploring the Collaborative Learning Possibilities in the Use of Digital
Storytelling in Higher Education
Irena Maureen
State University of Surabaya, Indonesia
Abstract
This article presents the findings from a comparative case study that was undertaken to analyze the
ways the higher education students, taking the English for Educational Technology subject in the
Educational Technology department in Indonesia, learn both language and technology through the
making of digital storytelling. Even though creating stories is basically an individual thing, in this study
the students were given the option of working individually or collaboratively in each step of the making
process within a semester. The study, using questionnaires and a focus group discussion method with
100 students, reveals many interesting preferences and reflective inputs in the use of collaborative
learning compared to individual learning. The findings offer various support alternatives to enhance the
learning process of the digital storytelling project through collaborative ways in higher education.
________________________
Keywords: digital storytelling; higher education; collaborative learning
50
Creating Digital Stories with Adobe Flash CS5.5: A Mixed Methods Case
Study
Robert Workman, Thomas Christ and Winnie Yu
Southern Connecticut State University;University of Bridgeport, United States
Abstract
This exploratory mixed methods case study examined how interactive multimedia digital story telling
works as a vehicle to teach university students the skills necessary to create an Adobe Flash CS5.5
timeline based interactive multimedia project. The instructional intervention (IV) was a project
conducted by students at a northeastern United States public university. The students were enrolled in a
no prerequisite Computer Science course. The participants were provided with web based and
instructor created text, pictures, and videos with three parameters: (a) web accessible, (b) includes two
videos, (c) mouse activated timeline hotspots. Students were required to demonstrate skills including
tap‐pinch‐zoom gestures using a Flash Device Central mobile device emulator and Android phones. A
rubric was created to rate three components in their project, the links, media, and overall attractive
design. Their final project was required to function when posted on Device Central. Effectiveness of the
intervention was evaluated at two levels, teacher and student using both qualitative (semi structured
interviews) and quantitative (rubric rated products, intervention satisfaction scale) data. Unique to this
project was having students conduct and transcribe the semi structured interviews with each other. The
transcribed interviews were then transmitted to an independent evaluator who coded each transcript
for themes. These themes were then compared to the descriptive statistics from the intervention rating
scale scores in a form of data triangulation. Results from the quantitative and qualitative data strands
were then compiled into tables for review, merged, and reported back to the participants as a way to
member check to increase credibility of the results and as a way to determine the strengths and
weaknesses of the intervention as a teaching tool. Findings will be used to improve the intervention
with large scale international replication to determine if the results generalize to a larger diverse
population.
________________________
Keywords: Interactive Multimedia; Mixed Methods Case Study; Adobe Flash CS5.5
51
8. Digital Narratives in Web 2.0. (blogs, social networks, wikis, etc.)
La convergencia entre storytelling y narración transmediática en la
publicidad. El caso de Coca Cola y su campaña “destapa la felicidad”
Eva Herrero Curiel
Universidad Carlos III de Madrid, Spain
Abstract
Internet y las nuevas tecnologías han irrumpido en el mundo de la publicidad transformando los
mensajes publicitarios, así como la forma de narrarlos. Aproximarse a las nuevas herramientas de
marketing que utilizan las empresas para llegar al público y que van desde el antiguo arte de contar
historias, conocido como storytelling, hasta la convergencia tecnológica y la interactividad que permite
este nuevo escenario digital, es clave en el entorno mediático que atravesamos.
Esta comunicación analiza el caso particular de la campaña publicitaria que llevó a cabo Coca Cola en
2009 bajo el lema “destapa la felicidad”. A partir de un análisis de contenido de la campaña en el que se
analizan los mensajes, las herramientas multimedia para transmitirlos y la web en la que se desarrolló;
se pretende dilucidar cuáles son las principales formas de narración transmediática que los creativos de
Coca Cola han utilizado para construir la campaña y los principales elementos que convierten a esta
acción publicitaria en un ejemplo de relato digital en marketing; además se pone de relieve como el uso
de estos nuevos formatos lleva al usuario/consumidor a la web del anunciante de forma voluntaria y
participativa y de qué manera Internet ayuda a potenciar la imagen de marca.
________________________
Keywords: storytelling; narración transmediática; publicidad; cocacola; web 2.0
52
Narrativa fotográfica. Análisis de proyectos en la plataforma Soul of
Athens
Nieves Limón
Universidad Carlos III de Madrid, Spain
Abstract
Soul of Athens es una plataforma que, vía internet, difunde pequeñas piezas multimedia creadas por
estudiantes de fotografía, cámaras, diseñadores y escritores de Athens (pueblo de Ohio, EEUU). Desde
2007, según explica su página web (http://2011.soulofathens.com/our‐dreams‐are‐different/), han
puesto en marcha este proyecto vertebrado en torno a dos preguntas (¿qué hace de Athens un lugar
único?, ¿cómo la gente sueña de manera diferente hoy en día?) y por medio de una serie de dispositivos
técnicos relativamente sencillos. De esta manera, encontramos pequeñas construcciones fílmicas que,
usando la fotografía (esa imagen a priori estática) como elemento narrativo básico, permiten mostrar la
vida de los vecinos de Athens (por una parte) y desarrollan una determinada concepción del lenguaje
fotográfico como herramienta documental.
Tras presentar brevemente la plataforma, pretendo centrarme en el análisis de tres piezas encontradas
en el proyecto de 2009 con una factura audiovisual destacable. Estos ejercicios se inscriben dentro de
aquella tradición fotográfica que concibe la imagen fija como elemento de una narración secuencial
mayor, aderezándola, ahora, con las posibilidades que el multimedia pone a su disposición: imágenes
fotográficas junto a una determinada banda sonora, texto, imágenes grabadas y uso de un montaje que
articulará cada presentación audiovisual.
Así, mediante una concepción del análisis fílmico que podríamos encasillar dentro de la llamada
semiótica (sin prescindir de otros horizontes teóricos: contexto y recepción) estudiaré cómo cada uno
de estos tres artefactos fílmico‐fotográficos construyen ciertos significados. Sólo de esta manera
podremos entender por qué se elige la fotografía en estos proyectos como elemento narrativo básico,
de qué manera se utilizan las posibilidades morfológicas y compositivas de esas imágenes para contar
historias locales o articular una denuncia social y qué nociones manejan estos proyectos sobre la
narración y la fotografía documental.
________________________
Keywords: fotografía; documental; análisis; audiovisual; comunidad; historia; multimedia
53
Cultura fan, marcas y narrativas digitales: el caso de las Lego films
José Martí Parreño & Luisa Andreu Simó
Universidad Europea de Madrid ‐ Centro Adscrito Valencia, Spain
Abstract
Este trabajo aborda la producción amateur de contenidos audiovisuales digitales (cortometrajes)
desarrollados en torno a las figuras articuladas Lego. A través del análisis del fenómeno surgido con
relación a las denominadas brick films o Lego films, se pone de manifiesto el nuevo contexto de
producción cultural que se ha desarrollado en torno a Internet como plataforma de difusión de los
contenidos producidos por los fans. Más concretamente se analiza la producción de cortometrajes
mediante la técnica de animación conocida como stop motion que tienen como protagonistas las
diferentes líneas de juguetes articulados Lego. Para ello se utiliza el método del caso como herramienta
de análisis de este tipo de narrativa fan surgida en torno a las figuras articuladas Lego. El caso señala los
beneficios de incentivar este tipo de narrativas fan en torno a las marcas a través de concursos y
comunidades online como estrategia de fidelización de los consumidores a través de estas narrativas de
entretenimiento. Las principales implicaciones directivas también son analizadas.
________________________
Keywords: narrativa; fandom; brick films; branding
54
Machinima o el arte de narrar jugando
Marisol Salanova
Universidad Politécnica de Valencia, Spain
Abstract
Hoy en día los videojuegos tienen capacidad suficiente para difundir mensajes más allá de los propios
del argumento del juego, pudiendo formar parte de videoinstalaciones artísticas o convirtiéndose ellos
mismos en la materia prima de una controvertida corriente audiovisual denominada machinima
(término compuesto por las palabras inglesas machine y cinema). Ésta promueve el desarrollo de
historias narradas en soporte digital mediante capturas de pantalla y programas de edición de vídeo que
permiten crear películas de animación a partir de personajes y gráficos de videojuegos manipulados.
El machinima en España se encuentra en una fase inicial y tiene como ámbito en el cual se expande el
metaverso virtual Second Life. Su origen se remonta a 1996 con el cortometraje Diary of a Camper, una
partida online de Quake. Japón y Estados Unidos son los países en los que se producen más películas a
partir de videojuegos; incluso existe un sector de la industria pornográfica que se dedica
específicamente a este tipo de creaciones.
Analizaremos los resultados de un estudio llevado a cabo durante un taller didáctico sobre machinima
que impartimos en la Universidad de Oxford entre los días 24 y 25 de marzo de 2011. Allí se
establecieron ciertos parámetros respecto a la construcción de personajes y las limitaciones narrativas
en el empleo de videojuegos como The Sims, que censuran el sexo de los avatares pixelándolo cuando
estos se desnudan, provocando un debate que será retomado para sopesar la potencialidad del
machinima como relato digital. También proyectaremos la videoperformance Machinima Sexual
Choreographies, obra propia con la que participamos en la tercera edición del Low Lives Festival,
patrocinada por el New York State Council on the Arts.
55
Cuenta lo que tú sabes para aumentar nuestro conocimiento
Josi Sierra and Mar Camacho
Hezkuntza; Universidad Rovira i Virgili, Spain
Abstract
Una de las mayores ventajas del desarrollo de la Web 2.0 y su particular ubicuidad es la facilidad para
expresar el conocimiento y difundir sus representaciones a todo el mundo, dando voz a aquellas
personas o iniciativas que, mereciendo ser compartidas y conocidas han recibido menos atención por
parte de los canales tradicionales de comunicación: la Web 2.0 surgida en el 2004 ha cambiado al
atención de los usuarios de Internet, obligando a los medios tradicionales a volcarse en las redes
sociales.
Dentro de este contexto nace y se posiciona el proyecto Conocity, una iniciativa que, en el último año,
ha entrevistado a una treintena de personas, ha grabado ponentes de jornadas de trabajo y ha
representado su conocimiento y esquema de relaciones conceptuales; y ha dibujado la estructura
relacional de sus ideas en casi dos centenares de vídeos (no todos públicos). Durante este tiempo
Conocity ha mapeado casi 100 veces la visión que tienen especialistas del ámbito educativo y
empresarial de como es o debe ser la comunicación, la educación, el aprendizaje, los procesos de
formación o de trabajo de las personas y las empresas, favoreciendo con herramientas gratuitas el
aprendizaje significativo, liberando y compartiendo conocimiento experto bajo licencia Creative
Commons. El impacto de esta manera de contar, de publicar y de posibilitar el acceso al conocimiento
ha quedado reflejado en las redes sociales y demás herramientas de la Internet actual: blogs, wikis y
páginas web.
Para los próximos años, Conocity tiene previsto centrarse en los usos educativos y productivos de
Internet, así como buscar nuevas maneras de grafear y mapear las representaciones mentales de
personas expertas, funcionando a modo de esqueletos mentales o andamios que ayuden a quienes los
vean, lean y escuchen; y aportando diferentes canales comunicativos convergentes, para facilitar su
acceso al conocimiento estructurado, jerarquizado y seleccionado, que supone tener a un experto en
una materia que la explica de manera breve y asequible.
En nuestra ponencia presentaremos las características básicas de los vídeos enriquecidos con los mapas
conceptuales, producidos hasta ahora, así como las tecnologías de representación conceptual y el
género narrativo empleado, así como las estadísticas sobre la utilización de estos vídeos por parte del
público: inserciones en webs y blogs y, menciones en publicaciones digitales, entre otras. Además,
propondremos una serie de líneas de avance que puedan ser de utilidad para otras organizaciones e
instituciones que quieran poner en práctica estrategias similares de gestión y transferencia de
conocimiento, como la prototipada en Conocity.
________________________
Keywords: conocimiento; innovacion; gestion; transferencia; aprendizaje; mapa conceptual;
relato; video digital
56
El photoblog como diario fotográfico personal: construyendo nuestra
identidad con una fotografía diaria
Mariona Visa
Universitat de Lleida, Spain
Abstract
Esta comunicación estudia la plataforma digital photoblog, popularmente utilizada por los adolescentes
de nuestro país durante los últimos años de la primera década del siglo XXI para la exhibición y
comentario de fotografías personales.
A raíz de la digitalización, aparecieron nuevas formas de organización y exhibición de las fotografías
personales y el objetivo principal del estudio es la observación de los nuevos tipos de autores y
temáticas, así cómo del contexto que acompaña las fotografías que se distribuyen a través de la
plataforma indicada. El análisis se realiza des de una perspectiva multidisciplinar que contiene un
análisis descriptivo, compositivo, tecnológico, narrativo y sociológico.
El análisis descriptivo nos muestra la mediatización llevada a cabo por la plataforma Photoblog, para
observar qué tipo de narrativa propia se propone. Des del punto de vista compositivo y tecnológico, se
estudian las características estéticas de las imágenes así como las propias del dispositivo digital. En el
estudio narrativo se analizan los factores constitutivos del photoblog como relato autobiográfico y la
relación que se opera entre las fotografías. Finalmente, un análisis de la representación social, refleja los
usos que los autores de estas páginas personales atorgan a las fotografías.
Los resultados principales de esta investigación muestran como los cambios en la organización de las
fotografías personales de estas primeras décadas del siglo XXI son un reflejo de los cambios sociológicos
y tecnológicos que ha experimentado la sociedad. La desaparición del álbum familiar como objeto
parece ya un hecho consumado y las nuevas plataformas que pueden sustituirlo guardan cada vez
menos parecido estructural, intencional y temático con estos antiguos álbumes analógicos.
La autora principal de la comunicación ha realizado su reciente tesis doctoral sobre la Evolución
sociológica y narrativa de los álbumes fotográficos familiares.
Igualmente, ha realizado otras participaciones en congresos presentando los resultados de análisis sobre
los usos de las redes sociales por parte de determinados sectores de la sociedad. La comunicación La re‐
creación de la identidad a través de la fotografía en las imágenes de perfil de la red social Facebook” se
presenta en el Congreso de Comunicación La Laguna en 2011.
También ha realizado la siguiente publicación en la revista Revista Textual & Visual media: “Nuevos usos
de la fotografia en la hipermodernidad”. (en proceso de maquetación).
________________________
Keywords: fotografía; biografía; narrativa; digital
57
DigitalVideo‐Posters
58
Aplicaciones de las comunicaciones al seguimiento solar fotovoltaico
Antonio Blanco Solsona and Manuel Clemente Puchol
Instituto de enseñanza secundaria V B I, Spain
Abstract
Se presenta en formato de poster digital una experiencia de las comunicaciones en el control y
seguimiento de los paneles fotovoltaicos. Comunicaciones y energías renovables como demostraciónes
didácticas de ambos apartados para institutos de educación secundaria.
________________________
Keywords: COMUNICACIONES; PANELES FOTOVOLTAICOS; ENERGÍA FOTOVOLTAICA;
ENERGÍAS RENOVABLES; SEGUIMIENTO SOLAR
59
Digital storytelling to develop thinking and understanding of the human
experience in nursing education
Patricia Bradley & Kristine Pedernal
School of Nursing York University, Canada, Canada
Abstract
Backgound:Human experience is a core concept in nursing education and digital stories help to
communicate ideas such as nature of self, choice, illness, values and caring in concrete and visible
reflective media. To learn to become a registered nurse also requires critical and creative thinking
including professional reflection, self‐evaluation, moral/ethical decision‐making, and clinical judgment.
Digital storytellingguides students and teachers in creative, deeply reflective, engaging, and thought‐
provoking learning about human experiences. Digital storytelling is relatively unexplored in nursing
education as a learning strategy. Digital storytelling promotes personal and professional growth and
development as a nurse as students explore ideas, understand situations, share thoughts, feelings, and
beliefs, and develop a sense of self‐awareness.
Method: This presentation is an example of the multidimensionality of digital stories used in nursing
education in a BScN program in Ontario, Canada. The digital stories have a strong emotional component,
and the video weaves images and sound to emphasize meaning to a memorable nursing moment,
communicating human experience in more compellingly powerful ways than traditional teaching
methods. This digital video presentation was shared with a group of nursing students and encouraged
discussion around several nursing issues such as nurses’ intuition, the role of family in care, coping
mechanisms, and managing emergency situations.
Results: We will share a tool of inquiry that fosters critical and interpretive thinking to provide students
with the opportunity to express themselves in interactive ways. Students learn to listen, think, reflect,
and interpret digital narratives in order to find meaning and purpose, and gain a deeper understanding
of the practice of nursing. The use of digital storytelling was an innovative, valuable teaching tool,
presenting many possibilities for nursing education.
________________________
Keywords: Nursing education; Inquiry learning; Clinical judgement; Knowing and Being a nurse
60
Digital Storytelling: The Vehicle To Build 21st Century Literacy Skills
Sonia Chaidez, Kathy Filatreau and Michael Garabedian
Whittier College, United States
Abstract
Background:
It is imperative for college curricula to include technology skills as part of the higher learning experience.
In order to compete in a job market that is becoming increasingly globalized through technology,
students must acquire 21st century literacy skills, defined here as the ability to use digital, visual,
textual, and technological tools in learning. Digital Storytelling provides a platform where students can
engage in active learning strategies in writing, storyboarding, and assessment‐sharing in open learning
environments.
Methods:
At Whittier College, we use Digital Storytelling to suture students into a collaborative and creative
process that enables them to be independent learners who can assess their work and grow from the
experience. Students gain information literacy skills as they evaluate and research the sources they
utilize for their digital stories, which faculty have analogized to research papers or lab reports. Whittier
College has written Digital Storytelling into the instructional design of courses in Philosophy, Religious
Studies, Modern Languages, and Music. Our current project involves adding student‐produced digital
stories into a digital map of Dickens’ London to demonstrate social mobility as represented through the
characters in the novel, Great Expectations. The completed project will be presented through, Prezi
(prezi.com). The digital stories will then be housed in our course management system, Moodle where
students can further comment and share on the process of using technology to enhance learning.
Results:
In the process of using multimedia technologies, students are empowered to contribute to a learning
experience that clarifies how they are expected to work and communicate throughout their academic
careers and in the future job market. We will discuss pedagogies, assessment tools, the learning process,
outcomes and show examples of digital stories in this video‐poster session presented through Prezi.
________________________
Keywords: Digital Storytelling; 21st Century Literacy Skills; digital media; pedagogy; active
learning; instructional technology
61
Digital Storytelling en la docencia universitaria: enseñando a informar a
través de historias
Raquel Crisóstomo, Iván Lacasa and María Victoria
Univeristat Internacional de Catalunya, Spain
Abstract
El propósito de esta comunicación es compartir la iniciativa docente relacionada con el digital
storytelling en el ámbito educativo universitario, concretamente en los grados de Periodismo,
Comunicación Audiovisual y Publicidad y Relaciones Públicas de la Universitat Internacional de
Catalunya.
En el primer curso de estos tres grados se imparte la asignatura Teoria de la Información, de carácter
obligatorio, que tiene como principales objetivos que el alumno adquiera la capacidad de desarrollar
una cultura informacional propia, de aprender a concebir, generar y transmitir conocimientos, así como
aprender a sintonizar y transaccionar con el usuario, tanto para aumentar su propio conocimiento como
el de los usuarios con los que interectuarán en su futuro profesional.
Durante el presente curso académico 2011‐2012 en el marco de esta materia se ha planteado en el plan
docente la inclusión de dos sesiones de seminario de cuatro horas de duración total, en cada uno de los
grados, dedicadas al storytelling, especialmente en su versión digital. En este tiempo se intentará
aproximar por primera vez al alumno a este arte y en concreto, a su práctica, ya que están planteadas de
manera que el estudiante realizará en primer lugar un seminario de dos horas de aproximación teórica,
a las que seguirán otra sesión de dos horas en las que tendrá la posibilidad de poner en práctica lo
aprendido.
El objetivo central es que estos futuros profesionales de la comunicación puedan apreciar y aprehender
las herramientas, pero sobre todo las capacidades que les puede ayudar a desarrollar el digital
storytelling, una habilidad narrativa que aunque pueda parecer ciertamente novedosa, sobre todo por
su reciente aplicación digital, cuenta ya con varios años de puesta en práctica, como explica Christian
Salmon en su libro Storytelling,. La máquina de fabricar historias y formatear las mentes (Atalaya,
Barcelona, 2008).
________________________
Keywords: universidad; educación; storytelling; comunicación; narración; alumnos; digital
62
Increase Students’ Reflective Thinking Skill in Statistics Course through
DST’s Portfolio in Higher Education
Damajanti Kusuma Dewi
The State University of Surabaya, Indonesia
Abstract
The objective of this research is to increase students’ reflective thinking in a statistic scourse through a
DST project. The population was 100 students who are taking astatistics course in Department of
Educational Technology at the State University of Surabaya, which was divided into two groups, a
control group and an experimental group, with different treatments. A formative test and a summative
test were conducted on both groups and the result is analyzed through a t‐test. The result shows that
sharing and comparing learning experiences through Digital Storytelling project, could enhance 1)
possibilities, speculations, hypotheses or solutions; 2) alternative interpretations or different
perspective which are stages in reflective thinking.
________________________
Keywords: statistic, portfolio, reflective thinking
63
Most Important Lesson Learned
Mustafa Sakarya and Matt Lewis
Mercy College, United States
Abstract
First year students in the Freshman Seminar course at Mercy College in New York are required to
demonstrate proficiency in three core competencies: critical thinking, reading, and
information/technology literacy. To demonstrate these skills, they were given a project to construct a
short digital”memoir” expressing the most important “life lesson” they had learned. They were
instructed to gather personal photos and other images related to the lesson. These materials would
then become the inspiration for a script narrated in their voice.
Developing the script would be a critical piece of the project. They were given instruction in effective
story telling, based on a Freytag’s triangle of rising action, climax and resolution. They were told to be
very specific and to talk about the people involved, the obstacles overcome, the breakthroughs and
most critically, there feelings and sensations before, during and after the events of the lesson. They
were told to choose every word, picture and musical choice carefully, based on its impact to the overall
presentation.
The final stories were shared with the class, fostering a sense of community, identity and humanity
among the students. The process of building and presenting digital stories empowered the students to
see themselves as producers of media. They could create and control their own messages. One student
in particular, Yolanda, told a powerful story of how she struggled to come to terms with educating her
autistic child. Yolanda was pressured to send her child to a specialized school. Her heart told to enroll
him in public school. It ended up being the right decision. The child thrived. The lesson taught her to
trust her instincts and to take risks.
________________________
Keywords: empowerment; literacy; freshman
64
Valencia past and present‐ elementary ESL for adults
Cindy Depoy
freelance, Spain
Abstract
This video poster shows the work of adult ESL students enrolled in the PALE English classes for teachers
offered by Cefire Valencia. The classes are held in the evenings, five hours per week for a total of 60
hours per course.
Twenty‐three students participated in the initial writing process. They were all enrolled in level 4 of the
PALE program, which is a high‐beginner level. The assignment was to compare the Valencia of 50 years
ago with present‐day Valencia. Students had to write sentences in both the past and present tenses, and
provide images and music representative of each time period. They worked in groups on this
collaborative project. Rewriting and revision were performed by members of other groups in the same
class, and by students in a more advanced class (level 11). The initial groups were then allowed to accept
or reject any changes that had been suggested.
Motivation was provided by the fact that other students and a broader audience would be reading and
listening to the presentation, and by the topic, their home city. Vocabulary used for comparing and
contrasting was also presented by the teacher and incorporated into the text. Images of Valencia were
taken from the Internet following copyright laws, and from photographs and drawings made by the
students.
The text is presented in a slide presentation converted to video with a number of different voices. The
focus is on the tenses used, the rewriting and revision process, and pronunciation. This is a simple
exercise common to ESL classes that takes on additional importance and meaning due to the video
format and the ease with which it can be shared with others. This activity is adaptable to other age
groups and English levels.
________________________
Keywords: compare; contrast; pronunciation; revision; rewriting
65
STORY TELLER
Ester Martorell and Laura Perez
CEFIRE, Spain
Abstract
Antecedentes:
El propósito de este trabajo consiste en el aprendizaje del inglés a través de pequeños relatos.Estarán
enfocados hacia un nivel de los primeros cursos de primaria donde el gusto por las historias y los
cuentos son de gran aceptación.
Métodos:
En cada una de estas historias se propondrá un vocabulario principal que guiará el sentido y la intención
de la historia. Tales grupos de palabras estarán relacionadas con las partes del cuerpo, las estaciones del
año, las actividades físicas, el vestuario o la comida por ejemplo.
Resultados:
El lenguaje y las imágenes de las historias estarán diseñadas para que el alumnado pueda:
1. Aprender las frases cortas que se repitan sistemáticamente con la finalidad de ayudar al alumnado a
interiorizar el lenguaje.
2. Imitar los efectos del sonido que les ayudará en la pronunciación y la entonación de los hablantes.
3. Seguir el desarrollo de la acción sin problemas disfrutando de una actividad divertida.
________________________
Keywords: inglés; relatos; primaria
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REPRESENTATIONS AND REALITY: VIEWS ON THE PALESTINE/ISRAEL
QUESTION
Jorge Ramos Tolosa
Universitat de Valencia, Spain
Abstract
The so‐called israeli‐palestinian conflict is one of those issues on which everyone gives their opinion and
takes up a stance sometimes without trying to understand what is actually going on. Usually, people
appeal to clichés or pivotal issues, but it needs to be pointed out that the Israel/Palestine conflict does
not have a religious nature and is not a “clash of civilizations” either. In the same way, it is not the
inevitable consequence of congenital or historical hatred between Jews and Muslims. It is a political
conflict since its origin in the late nineteenth century (and not 2000 years before that), to the present
day. To have a better understanding of the events there, the author moved to Palestine/Israel, where
he was a witness of what was really happening and he could prove that many of the beliefs which are
common throughout the West are mere representations or myths.
________________________
Keywords: Palestine,; Israel,; Middle East,; history,; myth
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El relat digital com a eina de senyalització i avaluació d’itineraris
didàctics basats en rutes literàries
Alexandre Bataller Català
Universitat de València, Spain
Abstract
Antecedents:
La nostra contribució pretén mostrar les possibilitas didàctiques del relat digital, tant per a la
senyalitació d’itineraris didàctics, com per a l’avaluació de la participació dels alumnes en els mateixos.
Mètodes
El videopòster descriurà i exposarà les possibilitats didàctiques dels relats digitals elaborats pels
alumnes del Grau de Magisteri a partir de diferents rutes literaries, vinculades al projecte d’innovació
“Geografies literàries”, realitzades durant el curs 2010‐2011. El projecte, de caràcter transversal, amb
professors dels departaments de Didàctica de les Ciències Experimentals i Socials i de Didàctica de la
Llengua i la Literatura, té com a objectiu central elaborar i posar en pràctica itineraris didàctics a partir
d’una obra literària com a fil conductor, fent part dels continguts de diverses matèries del grau en
mestre en educació primària.
Les fotografies i vídeos digitals de les rutes literàries han servit per a l’elaboració de diversos materials
audiovisuals, com ara el vídeo o narració documental de la jornada, el relat digital bastit a partir
d’imatges representatives o una combinació de tots dos procediments. Les imatges s’acompanyen de la
indicació o reproducció dels textos recitats pels alumnes en diversos llocs literaris i de músiques
evocadores que, en algun cas, han estat compostes i interpretades pels propis alumnes.
Resultats:
El nostre videopòster farà servir relats digitals i elements audiovisuals produïts pels alumnes, durant el
curs 2010‐2012, en relació a cinc rutes literàries: una a l’Albufera i Sueca seguint el llibre L’Albufera de
Joan Fuster, una altra a Penàguila pel territori dels contes de transmissió oral recopilats per Enric Valor i
tres centrades en la poesia del poeta Vicent Andrés Estellés, una ruta litèrària per València, una altra per
València i Burjassot i una última per la ciutat de Xàtiva a paratir del llibre Xàtiva.
La nostra aportació valorarà el relat digital com una eina que, a més de narrar i compartir l’experiència
escolar, ajuda els futurs docents en la reflexió personal sobre els itineraris realitzats i estimula la seua
capacitat de creació de seqüències didàctiques que incloguen exides extraescolars vinculades al territori.
________________________
Keywords: avaluació; itineraris didàctics; relat digital; educació
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Narrative as A Tool for Recovery: Empowering People Through
Storytelling
Jennifer Janviere, Daria Kempka and Mandi Lindner
Marquette University, United States
Abstract
Storytelling is a powerful tool. Telling stories helps us make sense of our lives. Hearing stories helps us
connect with others and share in the human experience.
Sharing a story out loud can be a powerful act of healing, helping people recover from trauma such as
drug addiction or abuse. The act of sharing experiences can help us re‐frame and make sense of the
pivotal events in our lives. Sharing stories allows us to learn from each other and from ourselves.
As educators working in the field of digital storytelling, our goals are twofold: first, to empower people
by placing the tools for multimedia storytelling in their hands, and second, to create a user‐friendly
experience that can be easily replicated. The process of sustainable storytelling means teaching students
to tell their stories with tools around them. This may mean using disposable cameras, mobile phone or
video equipment and software available on public library computers.
Our group of instructors first put these ideas into practice at MetaHouse, a Milwaukee, Wisconsin‐based
program for women recovering from drug and alcohol abuse. During one recent afternoon session, we
worked with several participants to teach the basics of visual communication, photography and
narrative, and to help them record their stories of recovery in an audiovisual format. The women’s
experiences will be preserved in an online forum and will be available as resources for others going
through the treatment program.
Our workshops are designed to equip participants with the capability and tools to record their life
stories in a multimedia format and archive these stories online. Our mission is to work with local
businesses, schools and non‐profits to teach these skills to participants in way that is simple to
understand and easy to replicate in the future, and to provide them with valuable skills that could be
applied in both work or educational environments. As we expand our outreach we hope to have a broad
impact upon the community, placing the tools for recording memories and experiences into the hands
of as many participants as possible.
________________________
Keywords: recovery; addiction; empowerment; social; multimedia; digital; narrative; personal;
community
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Conocimientos básicos de animación para potenciar el relato multimedia
Rosa Torres
Universidad de Valencia, Spain
Abstract
Para conseguir que un relato multimedia llegue a emocionar más y sea identificable muchas veces se
opta por añadir algún elemento animado. Sin duda los dibujos de animación son algo que se recuerda
fácilmente, ya que sus voces y movimientos permanecen en nuestras mentes, por lo que es muy
recomendable realizar una animación en lugar de un cortometraje de imagen real. De hecho, por el
simple hecho de ser un producto animado, el público en general le atribuirá más valor del que otorga a
una simple imagen filmada o grabada. No obstante, a pesar de lo que la gran mayoría de la gente podría
pensar, crear una animación no es un proceso complicado. Y es que no es necesario que la técnica de
animación sea muy elaborada o que los resultados sean exuberantes. Es más, su “simplicidad” resultará
en realidad una especie de aliciente artesanal.
Se puede animar con recortables, con muñecos de acción, calcando los movimientos de algo grabado...
es imposible concretar todas las técnicas que existen porque cada vez surgen más. Sin embargo, para
que toda animación resulte “cómoda” para la visión del público ‐técnicamente hablando‐ debe respetar
un par de leyes básicas: la de la buena línea curva y la del frenado y aceleración. No obstante, son reglas
que también se pueden romper de manera más o menos intencionada para conseguir un efecto
exagerado o de comicidad.
La animación está al alcance de todos, pudiéndose conseguir excelentes resultados con tan solo un poco
de paciencia y de creatividad. Iniciativas llevadas a cabo por asociaciones o colectivos como “Petits
Dessins Animés” o ANKIDS demuestran que con un poco de ayuda niños y adolescentes pueden contar
sugerentes relatos para toda clase de público, acercando problemas sociales con la calidez de la
animación más artesanal.
________________________
Keywords: animación; animar; DIY; dibujos; animados; sencillez; Petits Dessins Animés;
ANKIDS
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Videopòster: "26 relats digitals de 4t ESO en classe de Valencià"
Antoni De La Torre
IES ';Joanot Martorell'; de València, Spain
Abstract
El videopòster narrarà en la primera part els passos seguits per dos grups d';alumnes de Valencià, en 4t
ESO a maig de 2011, per a elaborar els seus relats digitals com a treball creatiu ‐acte performatiu‐
posterior a la lectura de la novel•la ';JO';, de Jordi Sierra i Fabra. Des de la lectura inicial del llibre, el
debat sobre la formació de la personalitat ―tema clau de la novel•la―, la recerca i visió de relats
digitals en el web, passant per la generació d';idees per a l';storyboard, l';escriptura del guió,
l';aprenentatge del programa d';edició (PhotoStory 3) i la creació o recerca de recursos sonors i
fotogràfics, fins a l';elaboració i l';avaluació dels relats. (2 minuts)
En la segona part es presentaran 8 fragments de diversos relats digitals en un màxim de 30 segons
cadascú com si d';un tràiler cinematogràfic es tractara. S';hi podran observar els tres estils diferents de
plasmar la narració audiovisual: realista, liricoemotiu i ludicotransgressor, per a parlar de si mateix i de
la visió del món que envolta l';adolescent. (4 minuts)
El videopòster serà narrat en valencià i subtitulat en anglés.
________________________
Keywords: storytelling; wiki; processos; PhotoStory3; narratives; guions; storyboards;
avaluació; JO; realisme; emotivitat; transgressió; lectura; creativitat; TIC; adolescència
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Digital Storytelling: a powerful tool in adult women education
Federica Cirulli
University of Foggia, Italy
Abstract
This presentation describes the experience of the laboratory on Digital Storytelling held at the University
of Foggia during the Lifelong Learning Programme (LLP) ERASMUS, intensive programme, which enables
students to take part in active learning experiences in a transnational environment. The course in Foggia
was focused on innovative teaching methods for adult women education. University students, with
different academic background from Spain, France and Italy took part in our intensive Digital Storytelling
workshop.
Digital Storytelling practice has been used as a tool to explore the emotional intelligence in adult women
and the web of emotional relationships, in particular with relatives, children and grandchildren, involved
in their narratives. At the same time producing, watching and listening the DTSs has been important to
analyse and discuss the sense of belonging to specific cultural groups, in terms of social representations,
collective memories, but also in terms of prejudice and stereotypes. Each student created his own story
and was able to live an empowering human experience facilitated by the use of technologies that were
previously unknown to them.
Another goal of this activity was to let students to live and explore emotions in public and share them
with other people using a technology that had the power to intrigue and reduce resistances.
Students learned to create their personal video narratives, to enjoy and relate to other students’ stories,
to express their emotions and to share them with colleagues. In this sense, Digital Storytelling has
proofed to be a powerful tool in adult women education, since it immediately recollects with significant
elements in participants’ lives, stimulating an effective participation of women in the learning
experience.
________________________
Keywords: Digital Storytelling; Lifelong learning; Women education; Innovative teaching
methods; Emotional relationships
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A community around a fireplace: the experience of “narrazionidigitali.it”
Annamaria De Santis
Ecole Doctorale Internationale ‐ University of Foggia, Italy
Abstract
Storytelling creates relationship, bridges and communities; it leads people to gather. Websites and
digital communities are new meeting places where a wide audience can share digital stories around new
“digital fireplaces”.
Digital stories often speak about the community and its myths, values and practices. Digital storytelling
can also be used in corporate environments to create a company vision, a sense of belonging or to
generate shared meanings. As Lambert and Atchley stated decades ago, DSTs are anyway a powerful
tool that help to strengthen communities and to rediscover its shared values.
The website “narrazionidigitali.it” (i.e. Digital Story Telling in Italian) is a meeting place, a fireplace
around which teachers (and students) tell their own story, listen others’ stories and exchange methods
for writing, producing and publishing a digital tale. It allows to use resources, toolkit, significant links to
expert content, together with all the benefits of being part of a community. The website has born after a
series of workshops held in educational settings and some DST conferences and seminars that
generated a wide interest in digital storytelling in the South of Italy. The site has been active for more
than one year, and now we observe a vibrant community on line that is sharing a human approach to
technology and to media education in the schools.
We are now collecting systematic analysis of users’ comments and actions in the community of
“narrazionidigitali.it”, because we aim to understand how the representation of the technology involved
in this project is evolving in the community. Sharing of common interests in a virtual place is in fact
changing the audience’s approach to the digital tools, it is transforming the language and the ways of
conceptualizing their own stories.
________________________
Keywords: community; shared meanings; representation of the technology
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OralPresentations
Authorsinalphabeticalorder
Wahju Agung Widjajanto and Michael Lund. Digital Media in Education (dimeb) Research Group,
University of Bremen, Germany, Germany.
Multilingual Virtual Talking Books 2. Digital Storytelling and Foreign Language Teaching
Wahju Agung Widjajanto. Digital Media in Education (dimeb) Research Group, University of Bremen,
Germany, Germany.
Designing an authoring tool based on a traditional performance art 4. Digital Storytelling and Culture
Isabel Alonso, Dolores Porto and Silvia Molina. Universidad Autónoma de Madrid; Universidad de Alcalá
de Henares; Universidad Politécnica de Madrid, Spain.
Discourse strategies in multimedia storytelling 4. Digital Storytelling and Culture
Mª Elena Baynat Monreal. IULMA/University of Valencia, Spain.
EL RELATO DIGITAL PARA LA E/A DE LA LENGUA FRANCESA: UNA METOLOGÍA INTEGRADORA DE COMPETENCIAS 1. Digital Storytelling in Education (primary education, secondary education, university education and education for adults).
Rafael Benlliure. IE Costa i Llobera, Dep Ensenyament Generalitat de Catalunya, Spain.
Newton's Secret 1. Digital Storytelling in Education (primary education, secondary education, university education and education for adults).
Joel Bloch. Ohio State University, United States. Multimodality as an academic literacy: The role of digital storytelling in an L2 academic writing course 2. Digital Storytelling and Foreign Language Teaching
Patricia Bou‐Franch. University of Valencia, Spain. Factuality and subjectivity in the History and Culture digital narratives 1. Digital Storytelling in Education (primary education, secondary education, university education and education for adults).
Patricia Bradley & Nadine Cross. School of Nursing York University, Canada, Canada. The Internationally Educated Nurses’ Journey in Being a Nurse in Canada 4. Digital Storytelling and Culture
Cheryl Brown. weltec, New Zealand. Walking backwards into the future. 6. Community and Personal Storytelling
Jean Claude Callens. KATHO, Belgium.
Storytelling with a digital comic strip as methodology to support reflection processes? 1. Digital Storytelling in Education (primary education, secondary education, university education and education for adults).
Miguel Calvo Melero & Maria Luisa Palanques Salmerón. University of the Basque Country, Spain. Narraciones digitales y aprendizaje basado en problemas o en casos 5. Digital Storytelling in the Scientific‐Technical Fields.
74
Meritxell Collazos Sola. UMBC New Media Studio, Spain.
A case of Mediated Intercultural Communication: Representation of People through Cultureshockstory.com 4. Digital Storytelling and Culture
Mark Dunford and Alison Rooke. University of Hertfordshire/Digitales; CUCR/Goldsmiths, United Kingdom.
Extending Creative Practice ‐ Redressing the digital exclusion of older people through Digital Storytelling 3. Digital Storytelling and Society
Anna Gascon. IES Federica Montseny, Spain.
Relat digital, històries de vida: emocions i aprenentatge a 4rt d’ESO 1. Digital Storytelling in Education (primary education, secondary education, university education and education for adults).
Aaron Goodman. Wilfrid Laurier University Brantford, Canada, Canada.
The Congo Stories Project: Digital Storytelling by Female Journalists in the Eastern Democratic Republic of Congo 3. Digital Storytelling and Society
Josias Ricardo Hack and Fernando Ramos. Universidade Federal de Santa Catarina / Universidade de Aveiro, Portugal.
Telling stories with digital technologies in corporative training context 7. Technical Aspects and/or Innovative Tools in Digital Storytelling Productions
Alex Henry. Tyne & Wear Archives & Museums, nited Kingdom.
Culture Shock! ‐ Tell us Your Story 4. Digital Storytelling and Culture
Eva Herrero Curiel. Universidad Carlos III de Madrid, Spain.
La convergencia entre storytelling y narración transmediática en la publicidad. El caso de Coca Cola y su campaña “destapa la felicidad” 8. Digital Narratives in Web 2.0. (blogs, social networks, wikis, etc.)
Miguel Herreros Navarro. Universitat de barcelona, Spain. ELEMENTOS COGNITIVOS Y EMOTIVOS PRESENTES EN LA CONSTRUCCIÓN Y RECEPCIÓN DE RELATOS DIGITALES PERSONALES. Una experiencia a nivel de bachillerato. 1. Digital Storytelling in Education (primary education, secondary education, university education and education for adults).
Grete Jamiessen & Kristin Holte Haug. Oslo and Akershus University College of Applied Sciences, Norway. Institutionalizing Digital Storytelling (DS) in higher education – how to build sustainable structures? 1. Digital Storytelling in Education (primary education, secondary education, university education and education for adults).
Amaia Ibarraran Bigalondo. University of the Basque Country, Spain. Hello, I am what you see: a Chicano/a: Digital storytelling and the construction of an emergent Chicano/a identity 6. Community and Personal Storytelling
Nieves Limón. Universidad Carlos III de Madrid, Spain.
Narrativa fotográfica. Análisis de proyectos en la plataforma Soul of Athens 8. Digital Narratives in Web 2.0. (blogs, social networks, wikis, etc.)
Pierpaolo Limone. University of Foggia, Italy. Investigating media culture. A case study of DST as a research technique. 4. Digital Storytelling and Culture
Gloria Londoño Monroy. Universitat de Barcelona, Grup de Recerca Ensenyament i Aprenentatge Virtual
(GREAV), Spain.
RELATOS DIGITALES PERSONALES EN EDUCACIÓN SECUNDARIA OBLIGATORIA. Estudio sobre su uso y propuesta para su aprovechamiento en procesos de aprendizaje por proyectos 1. Digital Storytelling in Education (primary education, secondary education, university education and education for adults).
75
José Martí Parreño & Luisa Andreu Simó. Universidad Europea de Madrid ‐ Centro Adscrito Valencia,
Spain.
Cultura fan, marcas y narrativas digitales: el caso de las Lego films 8. Digital Narratives in Web 2.0. (blogs, social networks, wikis, etc.)
Irena Maureen. State University of Surabaya, Indonesia. Exploring the Collaborative Learning Possibilities in the Use of Digital Storytelling in Higher Education 7. Technical Aspects and/or Innovative Tools in Digital Storytelling Productions
Aneska Carolina Ortega Blanco, Júlia Coromina Cabeceran and Ana Teberosky Coronado. Universitat de Barcelona, Spain.
RELATOS DIGITALES DOCUMENTALES EN EDUCACIÓN PRIMARIA OBLIGATORIA, Propuesta metodológica para la producción multimedial con alumnos del último curso 1. Digital Storytelling in Education (primary education, secondary education, university education and education for adults).
Dolors Palau. Universitat de València, Spain. La renúncia a la veu narrativa. L’atomització de dades front al relat en les edicions electròniques 3. Digital Storytelling and Society
Alvina E Quintana. University of Delaware, United States. Reclaiming Feminist Activism Through Digital Storytelling 6. Community and Personal Storytelling
Margarita Ramirez Loya. Cochise College, United States. Beyond the ESL Classroom Through Digital Storytelling 2. Digital Storytelling and Foreign Language Teaching
María Dolores Ramírez‐Verdugo & María Victoria Sotomayor. Universidad Autónoma de Madrid,
Spain.
The value of a digital story in a content and language integrated learning (CLIL) European context 2. Digital Storytelling and Foreign Language Teaching
Agustin Reyes Torres, Eva Pich and Maria Dolores Garcia Pastor. Universitat de València, Spain. Digital Storytelling as a Pedagogical Tool within a Didactic Sequence: Dealing with Linguistic Routines in Foreign Language Teaching 2. Digital Storytelling and Foreign Language Teaching
Marisol Salanova. Universidad Politécnica de Valencia, Spain. Machinima o el arte de narrar jugando 8. Digital Narratives in Web 2.0. (blogs, social networks, wikis, etc.)
Carlos Saldaña Ramírez and Alejandra Osorio Olave. Universidad Autónoma Metropolitana, Mexico.
El Relato Digital Storytelling en el ámbito universitario 1. Digital Storytelling in Education (primary education, secondary education, university education and education for adults).
Annamaria De Santis. Ecole Doctorale Internationale ‐ University of Foggia, Italy. A community around a fireplace: the experience of “narrazionidigitali.it” 6. Community and Personal Storytelling
Huda Sarfraz, Sana Shams and Qaisar Khalid Mahmood. Center for Language Engineering, Al‐Khawarizmi Institute of Computer Science, University of Engineering & Technology, Lahore, Pakistan.
Assessing the Applicability of Digital Storytelling in a Pakistani Context 3. Digital Storytelling and Society
Claudio Scala and Emil Girardi. Free University of Bolzano, Italy. Digital Storytelling supporting creative thinking 1. Digital Storytelling in Education (primary education, secondary education, university education and education for adults).
Cristina Serrano Perez. Spain.
76
Writing Skills and Student Engagement: Digital Storytelling as a Tool for Motivation Enhancement in Secondary Education 1. Digital Storytelling in Education (primary education, secondary education, university education and education for adults).
William Shewbridge & Beverly Bickel. UMBC New Media Studio & UMBC Language, Literacy & Culture,
United States.
Advancing Digital Literacy Across the Curriculum with Digital Storytelling 1. Digital Storytelling in Education (primary education, secondary education, university education and education for adults).
Josi Sierra and Mar Camacho. Hezkuntza; Universidad Rovira i Virgili, Spain. Cuenta lo que tú sabes para aumentar nuestro conocimiento 8. Digital Narratives in Web 2.0. (blogs, social networks, wikis, etc.)
Antonia Silvaggi, Patrizia Braga, Steve Bellis, Harald Gapski and Guido Kowalski. Istituto Luigi Sturzo; Yale College Centre for Digital Storytelling; Grimme Institut, Italy; United Kingdom;Germany.
Digital Education through adult learners’ EU enlargement stories‐ digital stories from seven nations. 1. Digital Storytelling in Education (primary education, secondary education, university education and education for adults).
Antoni De La Torre. IES 'Joanot Martorell' de València, Spain.
L'aspecte performatiu de la comprensió lectora. Creació de relats digitals per a l'ensenyament del Valencià com a L2 en 4t de Secundària 1. Digital Storytelling in Education (primary education, secondary education, university education and education for adults).
Annamaria De Santis. Ecole Doctorale Internationale ‐ University of Foggia, Italy. A community around a fireplace: the experience of “narrazionidigitali.it” 6. Community and Personal Storytelling
Sandra Vázquez Hermosilla and Gora Zaragoza Ninet. Universidad de Valencia, Spain. El relato digital y la perspectiva de género en la enseñanza de idiomas: una propuesta inductiva para el tratamiento de la transversalidad y la adquisición de competencias. 2. Digital Storytelling and Foreign Language Teaching
Mariona Visa. Universitat de Lleida, Spain. El photoblog como diario fotográfico personal: construyendo nuestra identidad con una fotografía diaria 8. Digital Narratives in Web 2.0. (blogs, social networks, wikis, etc.)
Peter Westman. MSc Digital Anthropology, University College London, United Kingdom.
Playing with the Team: Communities of Practice in the Taking the Field Digital Storytelling 6. Community and Personal Storytelling
Robert Workman, Thomas Christ and Winnie Yu. Southern Connecticut State University;University of Bridgeport, United States.
Creating Digital Stories with Adobe Flash CS5.5: A Mixed Methods Case Study 7. Technical Aspects and/or Innovative Tools in Digital Storytelling Productions
Pelin Yuksel Arslan. Inonu University, Malatya, TURKEY, Turkey.
A Case Study of Digital Storytelling Activities in a Kindergarten Classroom 1. Digital Storytelling in Education (primary education, secondary education, university education and education for adults).
Julio Zino & Elena Martín. Departament d’Antropologia Cultural, Universitat de Barcelona. Departament de
Justícia, Generalitat de Catalunya, Spain.
La utilización de las narrativas digitales en procesos de gestión de conocimiento de las organizaciones 3. Digital Storytelling and Society
77
Videoposters
AuthorsinalphabeticalorderSonia Chaidez, Kathy Filatreau and Michael Garabedian. Whittier College, United States.
Digital Storytelling: The Vehicle To Build 21st Century Literacy Skills 1. Digital Storytelling in Education (primary education, secondary education, university education and education for adults).
Federica Cirulli. University of Foggia, Italy. Digital Storytelling: a powerful tool in adult women education 1. Digital Storytelling in Education (primary education, secondary education, university education and education for adults).
Raquel Crisóstomo, Iván Lacasa and María Victoria. Univeristat Internacional de Catalunya, Spain. Digital Storytelling en la docencia universitaria: enseñando a informar a través de historias 1. Digital Storytelling in Education (primary education, secondary education, university education and education for adults).
Antoni De La Torre. IES ';Joanot Martorell'; de València, Spain.
Videopòster: "26 relats digitals de 4t ESO en classe de Valencià" 8. Digital Narratives in Web 2.0. (blogs, social networks, wikis, etc.)
Antonio Blanco Solsona and Manuel Clemente Puchol. Instituto de enseñanza secundaria V B I, Spain. Aplicaciones de las comunicaciones al seguimiento solar fotovoltaico 1. Digital Storytelling in Education (primary education, secondary education, university education and education for adults).
Mustafa Sakarya and Matt Lewis. Mercy College, United States.
Most Important Lesson Learned 1. Digital Storytelling in Education (primary education, secondary education, university education and education for adults).
Jennifer Janviere, Daria Kempka and Mandi Lindner. Marquette University, United States.
Narrative as A Tool for Recovery: Empowering People Through Storytelling 6. Community and Personal Storytelling
Damajanti Kusuma Dewi. The State University of Surabaya, Indonesia. Increase Students’ Reflective Thinking Skill in Statistics Course through DST’s Portfolio in Higher Education 1. Digital Storytelling in Education (primary education, secondary education, university education and education for adults).
Cindy Depoy. freelance, Spain. Valencia past and present‐ elementary ESL for adults 2. Digital Storytelling and Foreign Language Teaching
Ester Martorell and Laura Perez. CEFIRE, Spain. STORY TELLER 2. Digital Storytelling and Foreign Language Teaching
Rosa Torres. Universidad de Valencia, Spain. Conocimientos básicos de animación para potenciar el relato multimedia 7. Technical Aspects and/or Innovative Tools in Digital Storytelling Productions
Jorge Ramos Tolosa. Universitat de Valencia, Spain. REPRESENTATIONS AND REALITY: VIEWS ON THE PALESTINE/ISRAEL QUESTION 3. Digital Storytelling and Society
Patricia Bradley & Kristine Pedernal. School of Nursing York University, Canada, Canada. Digital storytelling to develop thinking and understanding of the human experience in nursing education 1. Digital Storytelling in Education (primary education, secondary education, university education and education for adults).
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Alexandre Bataller Català. Universitat de València, Spain. El relat digital com a eina de senyalització i avaluació d’itineraris didàctics basats en rutes literàries 6. Community and Personal Storytelling
