Digital Storytelling-Abstracts Book

8/2/2019 Digital Storytelling-Abstracts Book

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Abstracts/resmenes

relato

digitalstorytelling

2123March2012

Valencia,Spain


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TheInteruniversityInstituteforAppliedModernLanguagesoftheComunitat

Valenciana(IULMA)

&theDepartament

de

Filologia

Anglesa

iAlemanyaofthe

UniversitatdeValnciawillbehostingtheInternationalConferenceonDigital

Storytellingbetweenthe21stand23rdofMarch2012inValencia(Spain).

DigitalStorytellingisthemodernexpressionoftheancientartoftellingstories.Digital

storiesderivetheirpowerbyweavingimages,music,narrativeandvoicetogether,

therebygivinganotherdimensionandvividcolortocharacters,situations,

experiences,andinsights.Tellyourstorynowdigitally. LeslieRule,CenterForDigital

Storytelling

Digital

storytelling

combines

the

longstanding

art

of

telling

stories

with

any

of

a

variety

ofavailablemultimediatools,includinggraphics,audio,videoanimation,andWeb

publishing.Ithasbecomebothaneducationalandaculturalphenomenonwhichhas

certainlygivenanewdimensiontotheartofstorytelling.DigitalStorytellingis

currentlybeingusedinmorethan80countrieswithmanydifferentapplications,

includingeducation,marketing,andselfexpression,amongothers.

InthisconferencewehopetogatherhereinValenciathosewhowanttoshareand

explorethesenewpedagogical/socioculturaldimensionsofdigitalstorytellingaswell

as

learn

how

the

use

of

technology

has

helped

transform

the

whole

experience

of

storytellingintosomethingmorepersonalandwithineveryonesreach.

http://www.uv.es/digitalstory/


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ElInstitutoInteruniversitariodeLenguasModernasAplicadasdelaComunitat

Valenciana

(IULMA)

y

el

Departament

de

Filologia

Anglesa

i

Alemanya

sern

la

sede

de

laConferenciaInternacionalsobreRelatoDigitaldesdeelprximoda21hastael23de

marzode2012enValencia(Espaa).

Elrelatodigitaleslaexpresinmodernadelantiguoartedecontarhistorias.Elpoder

delosrelatosdigitalesseobtienealentrelazarlamsica,lanarrativaylavoz,dando

asunadimensinprofundayunoscoloresvivosalospersonajes,alassituaciones,a

lasexperienciasyalacomprensindelosdistintoscaracteres.Cuentaahoratuhistoria

digitalmente.LeslieRule,CenterForDigitalStorytelling

Elrelatodigitalsehaconvertidoenunfenmenoeducativoyculturalque,sinduda,ha

otorgadounnuevoenfoquealarteantiguodecontarhistorias.

ElRelatoDigitalseestusandoenlaactualidadenmsde80pasesconaplicaciones

muydistintasqueincluyenlaeducacin,elmarketingylaautoexpresin,entreotras.

ElRelatoDigitalcombinaelartedelanarracinclsicaconunagranvariedadde

herramientasmultimedia,incluyendolasgrficas,elaudio,losvdeosdeanimaciny

laspublicacionesenlaWeb.

EnestecongresoesperamosreuniraquenValenciaaaquellosquequierancontarnos

susexperienciasconelrelatodigitalyaaquellosquequieranaprendermsacercade

cmoelusodelanarrativaunidoalasnuevastecnologashaayudadoatransformarla

experienciadelrelatodigitalenalgomspersonalyalalcancedetodoelmundo.

http://www.uv.es/digitalstory


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OrganizingCommittee/ComitOrganizador

ConferenceConveners:

CarmenGregoriSignes

BarryPennockSpeck

ConferenceSecretaries:

MaraAlcantudDaz

AnnaBrgidoCorachn

MembersoftheorganizingCommittee:

LauraMonrsGaspar

AliciaRicartVay

GarikoitzKnrrdeSantiago

JosSaizMolina

MiguelngelCandelMora

ScientificCommittee/ComitCientficoAndreuSimo,Luisa,UVEG;

BouFranch,Patricia,UVEG;

CalvoMelero,Miguel,UniversidaddelPasVasco;

CardonaPrats,Beatriu,UVEG;

ClavelArroitia,Begoa,UVEG;

DolnHerrero,Rosana,UVEG;

DominguezGarca,Noem,UniversitaddeSalamanca;

ElviraMontasBrunet,UVEG;

FusterMarquez,Miguel,UVEG;

GarcaPastor,MaraDolores,UVEG;

HuertaRamn,Ricardo,UVEG;

Londoo,Gloria,UniversitatdeBarcelona;

MaruendaBataller,Sergio,UVEG;

MoltHernndez,Elena,UVEG;

PrezCado,Marisa,UniversidaddeJan;

ReyesTorres,Agustn,UVEG;

RuizdeAlegria,Javier,EspacioAtomoS.L.;

SopeaBalordi,Emma,UVEG;

SuauJimenez,Francisca,UVEG;

ZaragozaNinet,Gora,UVEG.


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2

Themes/Temas

1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,university

educationandeducationforadults).

2.DigitalStorytellingandForeignLanguageTeaching

3.DigitalStorytellingandSociety

4.DigitalStorytellingandCulture

5.DigitalStorytellingintheScientificTechnicalFields.

6.CommunityandPersonalStorytelling

7.TechnicalAspectsand/orInnovativeToolsinDigitalStorytellingProductions

8.DigitalNarrativesinWeb2.0.(blogs,socialnetworks,wikis,etc.)

1.Relatodigitalenalmbitoeducativo(educacinprimaria,secundaria,universitaria,

educacinparaadultos).

2.Relatodigitalyenseanzadelenguasmodernas.

3.Relatodigitalysociedad.

4.Relatodigitalycultura.

5.Relatodigitalcientficotcnico.

6.Historiasdeviday/ocomunidad.

7.Aspectostcnicos,herramientasinnovadorasenlaproduccinderelatosdigitales.

8.NarrativaDigitalenWeb2.0(blogs,redessociales,wikis,etc.)


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3

OralPresentations/Comunicaciones


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4

1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,

universityeducationandeducationforadults). 1.1primary

RELATOSDIGITALESDOCUMENTALESENEDUCACINPRIMARIA

OBLIGATORIA,Propuestametodolgicaparalaproduccinmultimedial

conalumnosdelltimocurso

AneskaCarolinaOrtegaBlanco,JliaCorominaCabeceranandAnaTeberoskyCoronado

UniversitatdeBarcelona,Spain

Abstract

Estapresentacindescribirlosresultadosdelcorpusdeunainvestigacinconunametodologa

investigacinaccindeintervencindidcticaencurso.Semostrarunanlisiscualitativoprofundo

tantodelasproduccionesdelosalumnoscomodelascondicionesdelprocesodeenseanza

aprendizaje.Elobjetivoprincipalesdescribirelusoderecursosmultimediales(videos,infografay

textos)

de

un

grupo

de

nios

de

6

de

primaria

de

una

escuela

de

Barcelona.

Se

detallar

el

procedimientodecreacinderelatosdocumentalesenuntextoexpositivoenmarcadoenunaunidad

didcticaqueintegracompetenciasdecienciassocialesylengua.Dichoprocedimientoconsisteen

dosactividadesquebuscanayudaralacomprensindelainformacin:disposicinmanipuladadela

presentacinvisualdeltexto(organizacinsintcticosemnticaenformatopercolaetcommata)y

etiquetajedelaspartesdelmismodeacuerdoconsusfuncionesdiscursivas.Apartirdeestas

condicionessedesarrollunasecuenciadidcticaquediolugara10videosdocumentales(encataln)

sobreeltemadeEdadMediaylaBarcelonamedievaldelbarrioElBorn.Nuestraexposicindelos

resultadosdescribelosaspectoslingsticosdeltexto,losaspectosgrficossobrelainfografay,la

performancedelapresentacindelosvideosrealizadosporlosalumnos(oralidad,gestualidad,

memorizacin,coherencia,etc.)

________________________

Keywords: digitalliteracy;visualliteracy;preparacindematerialmultimedia;clavesvisuales;

infografa


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DigitalStorytellingsupportingcreativethinking

ClaudioScalaandEmilGirardi

FreeUniversityofBolzano,Italy

Abstract

Theaimoftheprojectwastopromoteandsupportthedevelopmentofcompetencesinprocessesof

storytellingamongprimaryschoolstudentsusingdigitalmediainstruments.

Digitalstorytellingisprimarilyusedfornarratingpersonalstoriesorevents,forgivinglifetohistorical

events

and

for

pointing

on

objects

that

has

to

be

explained

(typical

for

learning

objects).

In

this

project

storytellingwasintendedtobeaninstrumentforcollaborativecreationofstories,givenacontent

backgroundandsomespecifickeywords.Theactivitiesweresupportedbytheuseofopensource

softwareduringthephasesoftheproject.

Itinvolvedabout200primaryschoolchildren,five4thgradeandfive5thgradegroupsofa

comprehensiveinstitute(unitesKindergarden,primaryschoolandfirstbranchsecondaryschool)in

Caorle,nexttoVenice,Italy.

Theeducators(teachersandresearchers)andthepupilsagreedontendifferentnarrativebackgrounds

(e.g.ImperialRome,PharaohsEgypt,OuterSpace,etc.)basedonwhichthestoriesshouldhavebeen

created.

Eachgroupbecameassignedoneofthesethemesandtheeducatorsgaveaninput,whichconsistedina

storyincipit.Thenextstepinvolvedthewholegroup,amentalmapaboutkeyobjectsofthestory

(characters,scenery,chronology,etc.)wasdevelopedthroughbrainstormingactivities.Oncethekey

structureofastorywasidentified(introduction,happening,climax,ending),thepupilsweredividedin

couples,whichdevelopedthestoryboard,wrotethedialogues,registeredthestory,completeditwith

backgroundsounds.

ThefinalproductswereuploadedontheWeb,inordertopermitsharing,reciprocalcommentsonthe

outcomes,discussionontheprocess.Ininterviewingthemainactors(bothteachersandpupils)thislast

pointresultedtobethemorerelatedtolearningpotentials,asinothersimilarexperiencesthatwillbe

presented.

________________________

Keywords: competences;cooperation;creativity;process


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ACaseStudyofDigitalStorytellingActivitiesinaKindergartenClassroom

PelinYukselArslan

InonuUniversity,Malatya,TURKEY,Turkey

Abstract

Digitalstorytellingistellingstoriesandsharinginformationwithmultimediatoolsandresources.Itisa

methodforusingdigitaldevicestosupporttheeducationalprocess.Althoughmanystudiesconcerning

educationalusesofdigitalstorytellinginareassuchasteachereducation,healtheducation,andadult

learningexist,therearelimitedinvestigationsrelatedtodigitalstorytellinginearlychildhoodeducation.

Therefore,thispresentcasestudyseekstounderstandhowdigitalstorytellingisusedasateachingand

learningtoolinakindergartenclassroom.Participantsincludednineteenkindergartenstudentsanda

teacherwhoincorporatedfourseparatedigitalstorytellingactivitiesintothecurriculum.Specifically,

thisstudyinvestigatedstudentsreactionsandthechallengestheteacherfacedwhenincorporating

digitalstorytellingactivitiesintoakindergartenclassroom.Datasourcesincludedmultipleinterviewsof

theteacherandobservationoftheclassroomsettingduringtheactivities.Emergingdataprovides

examplesthatillustratehowearlychildhoodteachersintegratedigitalstorytellingasaninstructional

toolintocurriculumtofacilitateyoungchildren'slearning.Theresultsshowthatyoungchildrenare

moremotivatedtoengageindigitalstorytellingactivitiesthaninregularclassroomactivities.In

addition,theresultsshowthatthemethodsofusingdigitalstorytellingbytheteacherwerebasedona

student

centered

approach.

________________________

Keywords: DigitalStorytelling,;EarlyChildhoodEducation;CaseStudyMethod


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Newton'sSecret

RafaelBenlliure

IECostaiLlobera,DepEnsenyamentGeneralitatdeCatalunya,Spain

Abstract

Howtocaterfordiversitytomeetourstudentsneedsisaquestionwelanguageteachersfrequentlyask

ourselvesandoneforwhichwedonotfindasatisfactoryanswerthatfrequently.

Thekeytosuccessmayvarydependingonthecontextbutthereisoneelementcommontoall

successful

activities

and

this

is

motivation;

engaging

the

students

in

the

teaching

learning

process

so

thattheytrulybecometheprotagonistsofthestory.

Mostofthetimewhenwethinkofdiversity,challengedorlowerlevelstudentscomefirsttomind.

However,thereisalsothekindofdiversitywhichisontheoppositeside.Studentswithgreatskills,

sometimesnativespeakers,whofindthemselvesintheEnglishsubjectfeelingboredorstuckinaclass

wheretheygetinformationtheyalreadyknow.

Whattodothen?Inaclassat1stBatxillerat,wheretherearesomehighcapacitystudents,wedecided

upontheideaofdigitalstorytellingtointroduceanewanddemandingactivity.

Storytellingrespondedtothissituationsuccessfullybychallengingthesestudentstomakethemostof

notonlytheirlanguageskillsbutalsotheircreativityandcommitment.

Theoutcomewastheproductionofavideospotpromotinghealthyfoodhabitsinwhichthestudents

rewrotetheromantichistoricalmomentwhenNewtondiscoveredthelawofgravity.Thestudentsnot

onlyhadagreattimedoingthisactivitybutfounditevenmorerewardingwhen,afterpresentingthe

videotoaEuropeancontest,sawthemselvesamongthefinalists.

________________________

Keywords: batxillerat;diversity;videospot


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universityeducationandeducationforadults). 1.2secondary

Storytellingwithadigitalcomicstripasmethodologytosupport

reflectionprocesses?

JeanClaudeCallens

KATHO,Belgium

Abstract

Duringtheirstudies,preserviceteachersarecontinuallyaskedtoreflect.Storytellingmayplayan

importantroleinareflectionbasedpractice.Digitalstorytellingisamethodologythatmaysupport

studentsinthewritingofpersonalstories.Becausethe101participantsinthisstudywerefirstyearpre

serviceteachers,(andthusitwasntcertainwhethertheywouldhavethenecessaryICTskillstouse

multimediatocreateadigitalstory),wechosetouseasimplevariantofdigitalstorytellingandasked

theparticipantstomakeadigitalcomicstriptoreflectontheirpractice.Tomakethedigitalcomicstrip,

thestudentsusedatemplateinaWORDformat.

Weformulatedthefollowingresearchquestions:

(1)Towhatextentdoesstorytellingwithadigitalcomicstripsupportreflectionprocesses?

(2)Whatistheimpactoflearnercontrolonreflectionprocesses?

(3)Doesusinglinearstructuredguidelinestowriteadigitalcomicstripsupportmorereflection

processesthannonlinearstructuredguidelines?

Theanalysisfocusesonthenumberofelementsinthestoriesthatrefertoindepthorinbreadth

reflection.

Theresultsrevealthatthedigitalcomicstripsscoreratherlowonthedegreeofreflection(mean=1.17,

SD=1.225).Second,atwowayANOVArevealsamoderatelystrongmaineffectofdegreeoflinear

structureonthedegreeofreflection(F(1,97)=5.057,P=0.027,eta=0.050).Whenstudentshadlinear

structuredguidelinestowritetheircomicstrips,theyscoredhigheronthedegreeofreflection(mean=

1.46,SD=1.304)thanwithoutlinearstructuredguidelines(mean=0.91,SD=1.097).Nointeraction

effect(betweenlearnercontrolanddegreeoflinearstructure)andnomaineffectoflearnercontroland

ofthedegreeoflinearstructureonthedegreeofreflectioncouldberetrieved.Toconclude,wediscuss

thepracticalimplicationsofthisstudy.

________________________


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Keywords: learnercontrol;storytelling;linearstructuredguidelines;reflection;digitalcomic

strip

Relatdigital,histriesdevida:emocionsiaprenentatgea4rtdESO

AnnaGascon

IESFedericaMontseny,Spain

Abstract

Elsobjectiusinicialserenperunabanda,animarlalumnatalalecturaialaproduccidetextos

mitjanantlesnoveseinesdigitalsiperaltraparticiparenunprojectegeneralambaltresdoscentres,

queincloaunalecturacomunailelaboraciderelatsdigitals.

Lexperinciavaserrealitzadaambungrupde18alumnesde4rtESOdelIESFedericaMontseny,a

BurjassotalaclassedeValenci.Durantelcurssutilizarendiversesferramentestic:blocdaula,wiki,

curts,ividelits.

Amblalecturadelanovel.laJo,deJordiSierra,vaigplantejarlaproducciduna

autobiografiailacreacidunarelatdigital.Pertaldevitarlesresistnciesinicialsdelalumnatacontar

elqueenteniencomintimitats,vaigutilitzatalgunesdelestcniquesderelaxaciivisualitzaci

creativaidescripturaapartirdelevocacidemocions.

Apartirdelstextoselaboratsambaquestatcnicacreativalalumnatvaelaboratelsseusrelats primer

escrits,desprsdigitals utilitzantlesferramentesinformtiquesquecadascvadecidir.Elresultatvan

ser15relats algunsmsntimsquedaltres,pertotselaboratsdesdelavivncia,publicatsalblogde

laulaivisionatsenunasessiconjuntaamblalumnatilesseuesfamlies.

Elrelatdigitalhaestatunaferramentaengrescadoraperescriureinarrar,pertambperpotenciarla

cohesigrupalilsdelesTIC,totiqueelresultattcnicnoestresoltsatisfactriamententotsels

productes.Entrelahistriadevidailafotobiografia,elresultatfoumoltpositiuendosmbits:el

personal,ambunreforamentemocionaldelsilesadolescents autoestima,eficcia, iellingstic

acadmic elvalenciperlaproducciliterriaiesttica.Isdesdestavessantquecentrarlameua

comunicaci.

________________________

Keywords: histriesdevida;relatdigital;fotobiografia


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ELEMENTOSCOGNITIVOSYEMOTIVOSPRESENTESENLA

CONSTRUCCINYRECEPCINDERELATOSDIGITALESPERSONALES.

Unaexperienciaaniveldebachillerato.

MiguelHerrerosNavarro

Universitatdebarcelona,Spain

Abstract

Elobjetivodeestacomunicacinesreflexionarsobre lasdistintasfasesdecreacindeunDigital

Storytelling,segnelmodeloestablecidoporLambert(2006),ysobrelosdistintosprocesoscognitivos

queserealizandurantelaejecucinyrecepcindeunarelatodigital.

Setienepresentelaexperienciaquesevienerealizandodesdehacetresaosyqueconsisteenla

creacinderelatosdigitalesdentrodelunmarcoeducativoformal,enunauladebachilleratodeuna

poblacinde15.000habitantes.Seestudianlasrelacionesentrelasdistintasfasesdecreacindeun

relato

digital

y

los

procesos

cognitivos

que

se

activan

durante

la

ejecucin

y

recepcin

de

un

relato

digital:procesamientoyrecuperacindelainformacin,evocacindelrecuerdo,reconocimiento,

rememoracin,seleccinyordenacindesucesos,construccinyarticulacindeunahistoria.

Porotraparte,larecepcindelrelatopromueveunprocesodeempataenelespectadorporelquese

recibeunavivenciavicarialdeunahistoriaquepuedeproducirunaimplicacinpsicolgicayllevarauna

respuestaemocionalsobreloqueallsenarra(identificacin,proyeccin).Esarespuestapsicolgicay

emocionaldependerdelapropiaestructuradelrelato.Lamismarecepcindelrelatopromueve

diversasactividadespsquicas:percibiryorganizarestmulosaudiovosuales,aplicaresquemasmentales

enfuncindenuestraexperienciaparabuscarelsentidodelrelato,mediatizarelsentidodelrelatoen

funcindelapropiaexprienciavitalybiogrfica.Deestemodolarecepcindelrelatodigitalposibilitala

autoreflexin

y

la

toma

de

conciencia

de

s

mismo

a

partir

de

la

experiencia

compartida,

a

la

vez

que

se

tomaconcienciadelotro.

Sepretendeaportarelementosquenospermitanentenderelpapeldelrelatodigitalpersonalenel

procesodeenseanzaaprendizajedelalumnadodelbachillerato.Atravsdeunaprcticaquelo

convierteeneldobleprotagonistadedichoproceso,comoautordesupropiorelatopersonalyreceptor

delosrelatoselaboradosporsuscompaeros.

________________________

Keywords: DigitalStorytelling,procesoscognitivosdelrelatodigital,procesosemotivosdel

relatodigital,lacreacindelrelato,recepcindelrelatodigital,estructuranarrativa.


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RELATOSDIGITALESPERSONALESENEDUCACINSECUNDARIA

OBLIGATORIA.Estudiosobresuusoypropuestaparasu

aprovechamientoen

procesos

de

aprendizaje

por

proyectos

GloriaLondooMonroy

UniversitatdeBarcelona,GrupdeRecercaEnsenyamentiAprenentatgeVirtual(GREAV),Spain

Abstract

Lapresentacindarcuentadeunainvestigacindoctoral,detipocualitativoytericoaplicado,cuyos

objetivos

son,

en

el

contexto

de

la

Educacin

Secundaria

Obligatoria

(ESO),

(a)

describir

y

comprender

lascaractersticas,lascondicionesylimitacionesdeaplicacinylosbeneficiospedaggicosquepueden

ofrecerlosRelatosDigitalesPersonales(RDP),cuandosonproducidoscomoproyectosprcticosde

aprendizaje,y(b)disear,implementar,evaluaryperfeccionarunametodologadidcticaquepermita

orientarsuusoycreacinenprocesosdeenseanzaaprendizajecentradosenlosestudiantes.

ConcretamenteseemplealaInvestigacinbasadaenDiseocomomtodoprincipal,yelEstudio

instrumentaldeCasocomomtododeapoyoparaelanlisisdecinco(5)intervencionescon

estudiantesdelIESSEPEsteveTerradasiIlladeCornelldeLlobregat(Catalua),realizadasentre2008y

2011.Laexposicindelosresultadosestarorientadaadescribirlascaractersticasdelosrelatos

obtenidosylasfasesquehacenpartedelametodologaempleadaymejoradaalolargodelestudio.Se

pretendeas,contribuiraavanzartantoenelconocimientogeneraldelarelacinentrelanarrativa

personaldigitalylaeducacin,comoenlacomprensindelaprendizajeporproyectosycentradoenel

aprendiz;asmismo,facilitarypotenciarelaprovechamientoenelauladelaexpresinylas

experiencias,vivenciasyvisionesdelossujetosqueaprendeny,tambin,delasposibilidadesde

multimedialidadymultimodalidadqueofrecenlasTICenelaula.

________________________

Keywords: DigitalStorytelling;Narrativapersonal;Aprendizajecentradoenelestudiante;

Aprendizajeporproyectos;Metodologadidctica;EducacinSecundariaObligatoria.


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WritingSkillsandStudentEngagement:DigitalStorytellingasaToolfor

MotivationEnhancement

in

Secondary

Education

CristinaSerranoPerez

Spain

Abstract

DuringtheMasterinSecondaryEducationTeachingtraineeshipstage,Inoticedthatstudents

engagementinwritingactivitiesinEnglishwasratherlowinCompulsorySecondaryEducation,

particularlyintheirfinalyear(4thESO).Motivationiscrucialtosuccessinlearningalanguage,since

studentshavetowanttodosomethinginordertosucceedatit(Harmer:2007).Individualsneedto

identifyamotivational triggerthatsparksthelearningprocess,activatingandincreasingtheir

involvement,whichfuelsuptheprocessitself.

Basedonthispremise,athreestageonsiteinvestigationwascarriedoutataSecondarySchoolinthe

outskirtsofValencia,followingtheactionresearchmethodologyandprocedures.Datawasgatheredby

meansofbothanonymouslycompletedquestionnairesandevidencecollectionsheets.Thetraditional

approachusedforteachingwrittencommunicationwasidentifiedasbeingineffective(stage1),asit

contributed

to

students

negative

views

and

perception

of

writing

as

a

non

creative

product

oriented

process,devoidofanaudience.Aftersoundingoutstudentsopinion(stage2)onEducationalDigital

Storytelling(EDS),thisnewgenrewasviewedasapossibleremedyforthelearningimpasseobserved.

Hence,adidacticsequencebasedonEDSwasimplementedinthelaststageoftheinvestigation.The

projectwascarriedoutina4thESOclassroom,withahighmixedabilitylevel.

ResultsrevealthatevenEDSbaseddidacticunitsshouldbefurnishedwithasolidsetofmotivational

strategiesandappealingmaterialbasedonareflectiononstudentsneeds,amongstothers,inorderto

beeffectiveinthebestpossiblelearningatmosphere.

Participantsinthecasestudyweregenerallyengrossedintheproject,activelyengaginginallthe

activities.StudentsidentifiedoneormoreelementsofEDSastheirmotivational drivetoproducetexts

inEnglish.MainconcernsdetectedwereunrelatedtowrittencommunicationinEnglish.

________________________

Keywords: EFL;WritingSkills;StudentEngagement;Motivation;SecondaryEducation


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L'aspecteperformatiudelacomprensilectora.Creaciderelatsdigitals

peral'ensenyamentdelValencicomaL2en4tdeSecundria

AntoniDe

La

Torre

IES'JoanotMartorell'deValncia,Spain

Abstract

EntreelscincaspectesdelacomprensilectoraproposatsperLawrenceR.Sipe(Universitatde

Pennsylvania),l'acteperformatius'erigeixcomlarespostacreativadel'actedelecturad'unaobra

literria.Nosaltresl'hemorientatcapalacreaciderelatsdigitalsenquatregrupsd'estudiantsde

Valencia4tESO,dellenguaprimeracastellana,durantelscursosescolars200910(2grups)i201011

(2grups).DescrivimduesexperinciesconsecutivesalvoltantdesengleslecturesdeLiteraturajuvenil

delmateixautor,JordiSierraiFabra.Elsttolsdelsllibressn:'Pellculaverge,contesperversos',i'Jo'.

Laprimeraslarecreacide12contesrealistesilasegonaslanarracipersonald'experincies

autobiogrfiquesid'indagacieneljo,totesduesenformatderelatdigital.Aquestes'activitats

performatives'provoquentresestilsdiferentsdeplasmarlanarraci:realista,liricoemotiui

ludicotransgressor.

Enlacomunicacidescriuremambdsprocessosdecreaciderelats,diferentspelquefaala

seqenciacidelesactivitats,elsobjectiusqueperseguemambl'activitat(aprenentatgedelallengua,

transposicidelestcniquesnarrativesenhistriaaudiovisual,l'alfabetitzacidigitalimultimdia,

l'escripturacreativadedennciasocialod'mbitpersonal,elfomentdelalectura,eltreballenequip),

ielsresultatsobtinguts.Analitzaremlesdificultatsnarratolgiquesitcniquesexperimentadespels

alumnesilesrespostesdonades.Finalmentenumeraremelsaprenentatgesqueelsestudiantsiel

professordeclarenhaveraconseguitamblarealitzacidelsrelatsmultimedials.

Elcorpusquepresentaremconstade16relatsdigitalssobreelprimerllibredelecturaide25sobreel

segon.Estrobenpublicatsenlniaensengleswikis:http://peliverge.wikispaces.comi

http://portfoli4.wikispaces.com.

________________________

Keywords: Lectura;Comprensi;Creaci;Escriptura;Storytelling;Processos;L2


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14


universityeducationandeducationforadults). 1.3university

ELRELATODIGITALPARALAE/ADELALENGUAFRANCESA:UNA

METOLOGAINTEGRADORADECOMPETENCIAS

MElenaBaynatMonreal

IULMA/UniversityofValencia,Spain

Abstract

Mostraremosenestacomunicacinnuestraexperienciadeintegracindelrelatodigitalenvariosy

diversosprogramasdeenseanzadelalenguafrancesaenlauniversidaddeValenciacursosdelengua

francesageneralydelenguafrancesaparafinesespecficos comoactividadesevaluables.Esta

experiencianoshaservidoparatrabajareintegrarennuestrasprogramacionesdiferentescompetencias

genricasyespecficas.Hemoslogradoresultadosaltamentesatisfactoriosentodosloscursosenlos

quehemosutilizadoestaherramientadocentelenguafrancesadelalicenciaturade1defilologa,

comunicacinenlenguafrancesaIdelgradodeturismoyfrancsparalosnegociosIdelgradode

InternacionalBusiness paratrabajarvariadascompetenciasreferentestantoaconocimientoscomoa

capacidadesyhabilidades(individualesysociales).Mostraremoslosresultadosdelaexperiencia

ilustrndolosconpequeosfragmentosproductosfinales(diferentesrelatosdigitalescreadospor

nuestrosalumnos)ascomocomentariosdeestosensusmemoriasfinales.

Terminaremoscomentandoquelosrelatosdigitalesseadaptanperfectamenteanuestrametodologa

deenseanzadeidiomasporquenosayudanapromover,entreotros:laautonomaenelaprendizaje,el

desarrollodelascompetenciasdigitalesoeltrabajocolaborativoy,adems,facilitanlamotivacinde

nuestrosalumnosayudndolesasuperarmuchosmiedosybloqueos(factorfundamentalenlaE/Ade

idiomas).

________________________

Keywords: relatodigital;competencias;autonoma;enseanzadeidiomas(francs);

competenciasdigitales;trabajocolaborativo;motivacin


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15

FactualityandsubjectivityintheHistoryandCulturedigitalnarratives

PatriciaBouFranch

UniversityofValencia,Spain

Abstract

Theadventandpopularizationofnewtechnologieshasprovidedstudentsandlecturerswithnew

educationaltools.Onesuchtool,whichisincreasinglyusedinhighereducation,isdigitalstorytelling,i.e.

multimediadigitalnarratives.

Digital

narratives

constitute

a

hybrid

genre

that

shares

features

with

traditional

forms

of

oral/written

narratives,televisiondocumentaries,videogamesorresearchreports(HandlerMiller2008;Swales

1989).Theycanbeofdifferenttypes,rangingfrompersonalnarratives,instructionalstoriesor

narrativesthatrecounthistoricalevents(GregoriSignes2008;Robin2006).Thelatter,whichIcall

HistoryandCulturedigitalnarratives,aretheobjectofthepresentstudy.

ThegenericpurposeoftheHistoryandCulturedigitalnarrativeiseducational,asthesestoriesare

generatedtofulfillanacademicassignment.However,inordertosuccessfullyachievesuchpurpose,

undergraduatestudentsareinstructedtobecreativeandentertaining.Thisrequirementisgenerally

reflectedinthewayhistoricaleventsarepresented.

Premisedontheassumptionthatindividualsmakemeaningthroughavarietyofsemioticresources,this

paperexaminesHistoryandCulturedigitalnarrativesasmultimodal,computermediatedformsof

communication(Herring1996;Kress&VanLeeuwen2001).Specifically,itfocusesonthediscourse

organizationofsuchnarrativesfromtheperspectiveofcomputermediateddiscourseanalysis,which

takesintoaccountthesocialandtechnologicalaffordancesofelectroniccommunicationaswellasthe

roleofvariabilityandtheconstructionofsocialidentitiesontheInternet(BouFranch2011;

Androutsopoulos2006;Herring2007).

Tocarryoutthisstudy,acorpusof15HistoryandCulturedigitalnarrativeswascompiledandanalysed.

ThesewereproducedbySpanishundergraduatesofEnglishStudiesforthemoduleHistoryandCulture

oftheEnglishspeakingcountries.Resultsrevealedthatthedigitalnarrativesfluctuatedbetweenthe

discourse

of

factuality

and

the

discourse

of

subjectivity

(Patrona

2005).

It

was

argued

that

factuality

allowedstudentstodisplaytheirknowledgewhilesubjectivitywasemployedinspecificmovesto

displaycreativityandentertainment.Further,HistoryandCulturedigitalnarrativesalsoplayedarolein

theconstructionofL2identities.

________________________

Keywords: narrative;computermediatedcommunication;multimodality;subjectivity;

factuality


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16

DigitalStorytelling:apowerfultoolinadultwomeneducation

FedericaCirulli

UniversityofFoggia,Italy

Abstract

ThispresentationdescribestheexperienceofthelaboratoryonDigitalStorytellingheldattheUniversity

ofFoggiaduringtheLifelongLearningProgramme(LLP)ERASMUS,intensiveprogramme,whichenables

studentstotakepartinactivelearningexperiencesinatransnationalenvironment.ThecourseinFoggia

wasfocusedoninnovativeteachingmethodsforadultwomeneducation.Universitystudents,with

differentacademicbackgroundfromSpain,FranceandItalytookpartinourintensiveDigitalStorytelling

workshop.

DigitalStorytellingpracticehasbeenusedasatooltoexploretheemotionalintelligenceinadultwomen

andthewebofemotionalrelationships,inparticularwithrelatives,childrenandgrandchildren,involved

intheirnarratives.Atthesametimeproducing,watchingandlisteningtheDTSshasbeenimportantto

analyseanddiscussthesenseofbelongingtospecificculturalgroups,intermsofsocialrepresentations,

collectivememories,butalsointermsofprejudiceandstereotypes.Eachstudentcreatedhisownstory

andwasabletoliveanempoweringhumanexperiencefacilitatedbytheuseoftechnologiesthatwere

previouslyunknowntothem.

Anothergoalofthisactivitywastoletstudentstoliveandexploreemotionsinpublicandsharethemwithotherpeopleusingatechnologythathadthepowertointrigueandreduceresistances.

Studentslearnedtocreatetheirpersonalvideonarratives,toenjoyandrelatetootherstudentsstories,

toexpresstheiremotionsandtosharethemwithcolleagues.Inthissense,DigitalStorytellinghas

proofedtobeapowerfultoolinadultwomeneducation,sinceitimmediatelyrecollectswithsignificant

elementsinparticipantslives,stimulatinganeffectiveparticipationofwomeninthelearning

experience.

________________________

Keywords: DigitalStorytelling;Lifelonglearning;Womeneducation;Innovativeteaching

methods;Emotionalrelationships


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17

InstitutionalizingDigitalStorytelling(DS)inhighereducationhowto

buildsustainablestructures?

GreteJamiessen&KristinHolteHaug

OsloandAkershusUniversityCollegeofAppliedSciences,Norway

Abstract

ThiscontributionmeetstheconferencethemeDigitalStorytellinginEducation.Theauthorshave

workedwithDSinhighereducationforseveralyears. OurexperiencesincludefacilitatingDSfor

studentgroupsfrom575studentsusingDSasatoolfordocumentationof,andreflectionupon,

practice.Throughtheseactivities,wehavecollectedvaluableexperiencesaimedatintegratingDSinto

the

Facultys

portfolio

of

learning

tools

offered

to

all

students.

By

presenting

selected

data

from

our

research,ouraiminthispaperistodiscussthelearningpotentialofDSandhowtobuildsustainable

structuresaroundDSinhighereducation.

Twostudiesformthebasisofourpresentation.Toensureacomprehensiveapproachtoourresearch

topic,weusedbothqualitativeandquantitativemethods,participatoryobservationswithfieldnotes,

focusinterviewsandquestionnaires.Bothstudieswereconductedamongpreschoolteacherstudents

attheFacultyofEducationatOsloandAkershusUniversityCollegeofAppliedSciences.

InordertoimplementDSonaregularandfullscalebasisweacknowledgei)theneedformodification

inthemethodrelatedtotheCDStradition,andii)changesintheestablishedcoursedesign.Todaythe

FacultyoffersICTcourseswithoutcloseconnectiontoDS.Theonesidedfocusonsoftwareisatthe

expenseofDSanditsvitalelements;thepersonalvoiceandthestorytellingprocess.Further,ICT

teachersandsubjectteachers(eg.socialstudies,musicandmathematicsteachers)mustcollaboratein

ordertobuildsupportivescaffoldsaroundthestudents'developmentofDS,leadingstudentgroups

throughouttheDSprocess.ThismayrequirereorganisingandchangingprioritiesattheFaculty.

However,thisisasmallinvestmentcomparedtoanexpectedlearningoutcomeforindividualstudents

andgroupsofstudents.

________________________

Keywords: HigherEducation;Reflectiononpractice;Learning;ImplementingDS


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18

ElRelatoDigitalStorytellingenelmbitouniversitario

CarlosSaldaaRamrezandAlejandraOsorioOlave

UniversidadAutnomaMetropolitana,Mexico

Abstract

Enlosentornosdigitalesdelacomunicacin,elrelatooDigitalstorytellingcobracadadamsfuerzano

slocomounaformadetransmitirnuestrasexperienciaspersonalesaotros,sinoenmbitosquevande

lapublicidadalapropagandapoltica.Esterecursoestambinunapoderosaherramientaparala

creacinartsticayparalaconstruccindemensajescomunicativosdegranalcancesocial.Envirtudde

esto,enlaUniversidadAutnomaMetropolitana, unidadCuajimalpa,(UAMC),sehaimplementadoel

relatodigitalcomoherramientaeducativadentrodelosLaboratoriosdeExperimentacinVisual,

MultimediaeHipermedios.Respondiendoalossietepasosnecesariosparalaconstruccindeun

storytelling,(puntodevista,preguntadramtica,contenidoemocional,voz,msicadefondo,economa,

ritmo),hemoslogradoquelosalumnosnosloaprendanautilizarlasherramientasmultimediasinoque

yestaeslaparteimportantelogrenexpresarhistoriaspersonalesdeunamaneraclarayeficaz.

Vinculamoslaexperienciaindividualconlosconocimientosadquiridoshastaahoraenelsistema

educativoformal,perosobretodo,vinculamostodalainformacinprocedentedelaeducacininformal

ydelosentornosdigitalesenlosquedemaneracotidianasedesenvuelvenyacumulaninformacinlos

jvenesuniversitarios.

Antecedentes

Eldeseodeimplementarlosrelatosdigiatalesalaulapartedelaexperienciaquelosdosponentes

tuvieronaltomareltallerdeRelatosDigitalesatravsdelCenterforStorytellingdeSanFrancisco.Si

bien enunaprimerainstancialaexperienciadecompartirhistoriasnarrativastansignificativasresult

lomsimportante,enunasegundarevisindelaexpriencianosimpresionlaeficienciaenladidctica

deenseanzaconlaquesenospresentunproblemaylasherramientasquesenosdieronparapoder

solucionarlodemaneraoptima.Asfuecomopensamosquepodramosimplentarlosrelatosdigitales

enelaulaparaexperimentarnarracionesvisualessignificativas.

Comounparaguasmsamplioqueenglobalosrelatosdigitaleshacemosunarevisinanterior,tericay

prnticadondesepartedeunateorageneralsobremultimedia,nuevosmedios,sociedadglobalizaday

erahipermoderna.Seanalizanlosprincipiosgeneralesparaeldiseomultimedia:imagen,texto,sonido

einteraccin.Sereflexionasobreelusodelsoftwareparamultimediaparaentenderlaintegracinen

unproductodecomunicacinquecontempleeldiseo,lainteractividad ylausabilidad.ElRelatoDigital

Storytellingfuncionaparaponerapruebalapremisaprincipaldenuestroproyecto:elestudiantedebe

sercapazdecontarsupropiahistoriaparasercapazdecontarlashistoriasdeotros.

Conunampliobagajedeconocimientostcnicosytericos,losestudiantesaprendenaminimizarsus

herramientasyaromperparadigmasparadejarporunmomentolacurvaaristotlicaylasestructuras

narrativasyrealizarunejerciciopuro,msconectadoconsusemocionesqueconsusteorasyanlisis.

Setratadegenerarendostrimestresunproyectoalquellamamoshiperdocumental

Mtodos:


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19

EnlaUniversidadAutnomaMetropolitanaunidadCuajimalpaexistendosmateriasquesedan

consecutivamenteenelpenltimoaodelacarreradeCienciasdelaComunicacin:Laboratoriode

ComunicacinyExperimentacinMultimediayLaboratoriodeComunicacinyExperimentacin

Hipermedia.Elproyectoquehemospropuestosecomponedeunaseriedeejerciciosquepartendelos

RelatosDigitalesenprimerapersona,realizamosdocumentalparticipativoydocumentaldirigido,hasta

llegar

a

la

integracin

en

un

producto

de

comunicacin

multimedia

que

contemple

el

diseo,

la

interactividadylausabilidad.

LaexperienciadelaimplementacindelRelatoDigitalStorytellingcomoherramientaeducativaesten

unafasedeanlisiscualitativo,esdecirestamosinterpretandoapartirderesultadosprcticos.Loque

enestaponenciasepresentaeselresultadodelaimplementacindelRelatoDigitalStorytellingenun

proyectohiperdocumentalquecontienevariacionesyprogresionesdelasnarracionesdesarrolladaspor

estudiantesuniversitarios. Comomtodo,enelaulasehandesarroladoyalossuiguintespasos:

1.Sepresentanlaspremisasinicialesdelproyectointegralyexaminamosunentornosocialaestudiar,

queenestecasoserahablardelaciudaddeMxicoysushabitantes,asqueapartirdeuntrabajode

investigacin

desarrollamos

teoras

fundamentadas,

re

direccionamos

las

visiones

a

partir

de

generar

mselementosdeestudio,entrevistasyopinionesdenarradoresyobservadores.

2.Elprocesocomienzaporlareflexinsobreellenguajedelosnuevosmediosenelmarcodeuna

sociedadglobalizada,sediscutesobrelaculturamediticaenlaerahipermodernaysehaceladistincin

entremultimedia,hipermediosehipertexto.Apartirdeestosecomprendelanecesidaddedesarrollar

narrativaspropiasenelmarcodelconceptousabilidad.

3.Sediseaysedesarrollaunproyectofinaldeexperimentacinmultimediaquearticulantegramente

texto,imagenfija,imagenenmovimiento,animacin,grficosysonido.Identificamoslosprincipios

generalesparaeldiseomultimedia:imagen,texto,sonidoeinteraccin.

4.Elestudianteenestaetapadesucarreraseponeapruebayaquedebedominarherramientas

tecnolgicasdecomunicacinqueloayudarnaproyectarsusmensajeseficazmente,Lasherramientas

nuevasqueaprendeamanejarsonlasdediseoydesarrolloWeb,

5.EnlafasedeintegracinserealizanactividadesquepretendendarunhiloconductoralosRelatos

Digitalesenuncontenedor.Asquesediscutenlecturasymaterialesmultimediaengrupo.

Resultados:

SepresentaelHiperdocumentalrealizadoporlosestudiantes,dondesenarralaexperienciadeestos

gruposdetrabajoparapresentarconclusionessobreelusodelRelatoDigitalenlaeducacinparala

comunicacin;seexponenejemplosyseproponeunmodelodetalleraimplementar.

________________________

Keywords: Universidad;Educacin;Tecnologas;Taller


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20

AdvancingDigitalLiteracyAcrosstheCurriculumwithDigitalStorytelling

WilliamShewbridge&BeverlyBickel

UMBCNewMediaStudio &UMBCLanguage,Literacy&Culture,UnitedStates

Abstract

Thispaperwilldiscussthedevelopmentofdigitalstorytellingasapracticeandapedagogicaltoolatthe

UniversityofMaryland,BaltimoreCounty(UMBC).UMBCisabaseforagrowingcommunityofpractice

withongoingdigitalstoryprojectsinalargerangeofdisciplinesandcontexts

(http://www.umbc.edu/stories).Thepaperwillfocusontheadvocacyrolethatearlyadopterfaculty

membersandtheNewMediaStudioplayedinbringingaboutpedagogicalchangesandinpromoting

digitalliteracyacrossthecurriculum.Theevolutionofacommunityofpracticeandtheexpansionof

supportservicestomeetnewmediatechnologyneedswillbediscussed.Inaddition,severalpastand

currentprojectswillbeexaminedqualitativelythroughinterviewswithparticipantscoveringproject

development,studentlearninggoals,changingattitudestowardscoursecontentanddigitalskills,and

projectoutcomes.ProjectswillexemplifytherangeofcontextsinwhichUMBCfacultymembersare

usingdigitalstorytelling,includingcommunitybasedcollaborations,explorationsofintercultural

identities,oralhistories,andasameansofengagingmediatheory.

________________________

Keywords: digitalstorytelling;highereducation;digitalliteracy


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21

DigitalEducationthroughadultlearnersEUenlargementstories digital

storiesfromsevennations.

AntoniaSilvaggi,PatriziaBraga,SteveBellis,HaraldGapskiandGuidoKowalski

IstitutoLuigiSturzo;YaleCollegeCentreforDigitalStorytelling;GrimmeInstitut,Italy;United

Kingdom;Germany

Abstract

TheDeTalesprojectinvestigatestheimpactofEUenlargement,focusingontheintegrationofrecently

acceded

member

states,

in

relation

to

the

more

established

EU

nations

and

the

negotiating

countries

(Turkey),usinglowcosttechnologiestocreatedigitalstoriesaboutadultlearnerslifeexperiencesin

severalcontexts:

Openingoffrontiers/mobility

Europeanlabourmarket

Europeanculturalidentitiesanddiversitiesofnewandoldmembers.

DeTalesbringstogetheradultlearnersfromItaly,GermanyandtheUKtointeractwithlearnersfrom

Lithuania,Hungary,BulgariaandTurkeyinadigitaldialogueaboutEuropeanidentity.

ProjectcoordinatoristheIstitutoLuigiSturzo,aculturalfoundationbasedinRomeinpartnershipwith

YaleCollege(UK),Grimmeinstitut(DE),ModernDidaticsCenter(LT),Anthropolis(HU),Bulgarian

DevelopmentAgency(BG),Degder(TR).

Methods:ResearchledtothedraftingofResults:Atrainingmanualfortrainers"DSGuidetraining

manualonEUENLARGEMENT"inaworkshopinTurkeywith32adultsparticipantsfrom7European

countriesweretrainedtomasterthedigitalstorytellingmethodologyappliedtoEuenlargementtopics

forlowskilledadults.Theworkshopfollowedthissummarisedscheme:

Anthropolisledthesessiononicebreakingactivities.Thebriefingpartwassplitintwo: IstitutoLuigi

Sturzo

introduce

the

training

manual

and

the

EU

enlargement

topics.

Yalecollegeledthedigitalstorytellingsessionwhichinvolvedfirstabriefingondigitalstorytelling,

StimulatingstoriesonEuenlargementtopicsandwhychoosedigitalstoriesasthemethodtodeliver

EUenlargementtopics.2:Writing.Thewritingprocessstartedwithastorycircle.Thissessionis

designedtobondstorytellersasagroupandtoteaseoutofthemtheirinnatepowersofstorytelling.

Theultimategoalistogetscriptsdraftedandfinalisedreadyforvoicerecording.4:Editing:ledbythe

GrimmeInstituteintroducingtheeditingsoftware.

Basicingredientsforatwominutestorywereforallparticipants:

Scriptof250words,toldinthefirstperson.

1025images


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Duration1.5 2.5minutes.

SoftwareusedsonyvegasforPcsandIlifeforMacs

26storieswerecreatedthatwerefinallyscreened.Thisrepresentedthemostemotivemomentofthe

trainingwerethetrainerscouldactuallyseethattheireffortswerepaidoff.Finallyaplenaryevaluation

session.

Results:ResearchledtothedraftingofResults:Atrainingmanualfortrainers"DSGuidetrainingmanual

onEUENLARGEMENT"

WorkshopinTurkeywith32adultsparticipantsfrom7Europeancountries.

26stories

26scripts

21traineddigitalstorytellerintheadulteducationfield

________________________

Keywords: Euenlargementtopics;adultlearners;Europeanstories


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2.DigitalStorytellingandForeignLanguageTeaching

MultilingualVirtualTalkingBooks

WahjuAgungWidjajantoandMichaelLund

DigitalMediainEducation(dimeb)ResearchGroup,UniversityofBremen,Germany,Germany

Abstract

Multilingual VirtualTalkingBooks(MuViT)aimsatthedevelopment,promotionandexploitationof

multilingualvirtualtalkingbooks.MuViTisasetofcomputerbasedstorybooksinfivedifferent

languages(English,German,Russian,Spanish,Turkish)developedforchildrenatprimarylevel.Children

candecideinwhichlanguage(s)theywanttoaccessthebooks;switchinglanguageswhilereadingis

possibleatanytime.Byclickingthesoundbutton,childrencanalsochoosetolistentothenarration,

paralleltotheirownreading.Toavoidinterferenceproblemsandtosupportstrugglingandnonnative

readers,asynchronouswordhighlightingfunctionisprovided.Correspondingtasks,aimingatlanguage

sensitivityandthedevelopmentoflanguageawarenessshallmotivatethelearnerstoworkwiththe

booksinatleasttwodifferentlanguages.Thetasksinitiatecrosslinguisticcomparisonsastheyfocuson

inter andintralinguisticphenomena.MuViTischaracterizedbyanapproachofparticipationandpublic

accessibility,thecentralfeatureofwhichistheMuViTWebCommunity.Here,informationontheusage

oftheMuViTsoftwareatschoolandathomeisavailableforpupils,teachersandparents.Aforumfor

discussion

and

learning

will

be

provided

in

which

synergies

can

occur

and

expertise

can

be

exchanged.

Workshopsforteachersandteachertraineeswillbeorganizedtointroducethesoftwareandtoensure

thecorrectusageofthesoftwareinclass.Inalloftheprojectpartnercountriesthesoftwareshallbe

testedandevaluatedintermsoflocalfeasibilityandteachersacceptance.Moreover,aninstrumentfor

selfassessment,focusingonlanguageawarenessdevelopment,willbedevelopedthroughoutthe

projectslifetime.Ithasbeenfoundfromtheinitialworkshopthatchildrenareabletoplayastoryand

switchtootherlanguagesinstantly.Theyliketheplayerbecauseitiseasytouse,ithasinteresting

featuresandastory.

________________________

Keywords:

multilingual;

storybook;

muvit


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24

UsingDigitalStorytellingasacreativetoolforteachingEnglishinthe

newdegreeofTourism

AlcantudDaz,

Mara;

Ricart

Vay,

Alicia

and

Gregori,

Carmen

DepartamentodeLenguaInglesayAlemana.FacultatdeFilologia,TraducciiComunicaci.

UniversitatdeValenciaEstudiGeneral,Spain

Abstract

Thepurposeofthisarticleistodescribetheexperienceachievedwhenimplementingthepractical

classesofEnglishfortourismsoastobridgethegapbetweentheprofessionalworldofthetourism

industryandwhatstudentslearnattheuniversity. Thepurposeofthisarticleisthreefold.Firstwewill

introducetheconceptofdigitalstorytelling(Lambert(1997),GregoriSignes(20072010),AlcantudDaz

(20072011)andbrieflydescribesomeoftheprojectsthathavealreadybeendevelopedatthe

UniversityofValenciaaswellastheuseofdigitalstoriesinthepromotiontourismproducts.Wewill

thenproceedtoarguethatdigitalstorytellingcanbeconsideredasaproductivetypeofactivitywhich

fitsthedemandsoftheCEFL(CommonEuropeanFrameworkofReferenceforLanguageLearning)with

regardtoimplementingtheuseofnewtechnologywithinthecurriculumatthesametimethatithelps

toimprovetraditionalskilldevelopment,mainlyspeakingandwritingalongwithresearching,

collaborativetasksandworkingwithcomputers.Thirdlywewilldescribeanddiscussactualexamplesof

digitalstoriesproducedbyundergraduatestudentsregisteredinthesubjectofCommunicationin

EnglishLanguageinTourism. Thestudentswereaskedtodevelopanoriginalproductrelatedtothe

industryoftourismandtopromoteitintwoways:bymeansofadigitalstoryandabrochure.

________________________

Keywords: ICTs,Digitalstorytelling,tourism,CommonEuropeanFrameworkReferencefor

Languagelearning


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25

Multimodalityasanacademicliteracy:Theroleofdigitalstorytellingin

anL2academicwritingcourse

JoelBloch

OhioStateUniversity,UnitedStates

Abstract

Inthispaper,IwillexploretheintroductionofdigitalstorytellingintoatraditionalL2academicliteracy

classthatfocusesonquestionsofplagiarismandintellectualpropertyusage.Similartotraditionalforms

ofacademicliteracy,creatingdigitalstoriesincorporatesthetransformationofsourcetextsthrough

addingthevoiceoftheauthorwithinthesocialandlegalconstraintsontheuseofintellectualproperty.

However,academicliteracygenresmaychangeasnewtechnologiesareintroduced(Prior,2005)andas

studentsintegratethesetechnologieswiththedevelopmentoftheirliteracyskills(Lea&Street,2006).

OneofthegoalsofourL2writingclassistodevelopstudentawarenessoftherhetoricalandethical

considerationsinusingintellectualproperty,bothprintanddigital.Thisremixingofdifferenttexts

(Lessing,2009)isnotanalienconceptforL2teacherssinceallacademicwritingexplicitlyinterweaves

texts,transformingthemintonewtextswiththeadditionoftheauthorsvoice(e.g.Bazerman,1988,

2009;Latour,1988).Prior(2005)hasarguedthatthesemultimodaltextspushtheboundariesof

traditionaldefinitionsofgenre.Iwilldiscussherehowthecreationofdigitalstoriesillustratesthe

connectionsbetweenthesedifferentformsofliteracywhilepushingitsboundariesofacademicwriting.

Using

two

stories

as

examples,

I

will

analyze

how

the

students

remix

images

with

their

written

texts

to

enhancetherhetoricalpurposesoftheirstories,inparticularhowthechoiceofimagesenhancesthe

rhetoricalgoalstheyhaveforthesestories.InBeingaMuslimaLibyanstudentdiscussesher

transitionfromaMuslimcountrytoAmericaasaframeworkforarguingagainstwhatshefeelsarethe

stereotypesAmericanshavehadaboutIslamsince9/11.Inthisstory,thecreatorchoosesimagesfrom

thenewsandfrompopularculturetodevelopherargumentagainsthowshefeltMuslimswerebeing

viewedinAmericainthecontextofherowntransitiontoAmericansociety.Inthesecondfilm,The

ThingIFeltMostRegretful.aTaiwanesestudentdiscussesleavingherboyfriend.Sheappropriated

imagesfromAmericanmoviesandcartoonsfromAsianculturetocreateatransnationaltextexploring

heremotionaldevelopmentinresponsetotheendofherrelationship.Inboththesestories,the

studentsremixedtheimagesandtextstotransformthemeaningofbothinwayssimilartohowthey

wovetogethertheirideasandthesourcetextsintheiracademicpapers.Atthesametime,theypushed

theboundariesoftraditionalclassroomwritingtomakeitmorevisualandmorepersonal.Inthe

conclusionofmytalk,Iwilldiscusshowdigitalstorytellingcanbeusedforexpandingthediscussionof

therhetoricalandethicaldecisionsinvolvedinusingintellectualpropertyinacademicwritingaswellas

introducingnewformsofacademicliteracythatcanengagethestudentsinalternativewaysoftextual

remixing.

________________________

Keywords: multimodality;genre;intellectualproperty;plagiarism;academicwriting


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26

BeyondtheESLClassroomThroughDigitalStorytelling

MargaritaRamirezLoya

CochiseCollege,UnitedStates

Abstract

ThepurposeofthisresearchistofindoutwhathappenswhenIengageagroupofadvancedESLcollege

studentsinaprojecttocaptureandpreservelocalhistory.ThecentraltopicwhichIamanalyzingisthe

emotional,social,andlanguagedevelopmentoftheESLstudentsbeyondaclassroomsetting.Students

progressthroughoutthisprojectisbeinganalyzedinfourphases:1)astheycarryoutinterviewswith

SeniorCitizensofthecommunity;2)whentheycarryoutthetranscriptionsoftheinterviewsand/orre

interviewforclarification;3)astheycreatestoryboardsandproduceadigitalstoryaboutthe

intervieweeslifeorplaceofbirth,and4)whentheypresenttheirdocumentariestothecommunity.

ThestudyistakingplaceintheruralareaofDouglas,Arizona,asmalltownofapproximately17,000

inhabitantslocatedinthesouthernborderofSonora,MexicoandArizona,intheUnitedStates.The

groupofstudentsanalyzedareinlevel4,thelastleveloftheESLprogramatCochiseCollege.Thetarget

groupiscomposedoftenstudentswhocomefromavarietyofculturalbackgrounds:onestudentfrom

Japan,onefromKorea,onefromPuertoRico,andsevenfromMexico.Thestudentssecondlanguage

developmentwithinasocialcontext,aswellastheirabilitytoretelltheirintervieweesstoriesusing

technologytoincorporatenarrative,musicandpictures,isbeingmonitoredandanalyzedboth

individuallyandcollectivelythroughtheirprogressintheproject,astheinstructorconductsaseriesof

interviewswiththemaftertheyhavecompletedeachoneofthefourphasesoftheproject.

________________________

Keywords: ESL;language;technology;emotional;social;interview;storyboard;clarification;

digital;storytelling


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Thevalueofadigitalstoryinacontentandlanguageintegratedlearning

(CLIL)Europeancontext

MaraDolores

Ramrez

Verdugo

&

Mara

Victoria

Sotomayor

UniversidadAutnomadeMadrid,Spain

Abstract

Thispaperpresentstheresearchconductedwithintheframeworkofthefundedprojectcalled

EuropeanCLILResourceCentreforWeb2.0Education(ECLIL,504671LLP120091ESCOMENIUS

CMP).ThemissionofECLIListoincreasechildrensexposuretoEuropeanlanguagesandtoimprovethe

qualityofteachingthroughtheimplementationofcontentandlanguageintegratedlearning(CLIL)

withintheEuropeandemandforacquiringamothertongueplustwoforeignlanguages.Theprojectis

currentlybuildingmultilingual interactiveresourcesfortheuseofCLILteachers.Morespecifically,the

presentstudyinvestigatesthevalueadigitalstorymaybringtoaPrimaryeducationcontextwhich

promotesCLILandICTandmethodologicalprocedureandresources.Thecentraldigitalstory,originally

createdforthisproject,entailsthreemainobjectiveswhichinvolvesexposingyounglearnersto

Europeanlanguages,childrenliteratureandsciencecontent.Ourmainaimwastoprovewhetherthe

universalnarrativeelementsandstructurepresentinthisdigitalstorymayenhance8to10yearold

studentslearninginvolvementandCLILachievement.Inaninitialpilotingphaseofthestudy,thestory

waspresentedtoatotalof70studentsenrolledinthreedifferentCLILschoolsintheregionofMadrid.

Three

experienced

English

teachers

participated

in

the

study

and

followed

the

guidelines

provided

by

theprojectresearchers.Inordertogatherobjectivedatathatmayproveourhypothesis,bothearners

andteacherscompletedspecificquestionnaireswhichwerethenstatisticallyanalysed.Theoutcome

gatheredhasbeenusedtoextendthepilotingtootherEuropeancountriesparticipatingintheproject.

Thislargerstudywillprovideinformationoncrossculturalsimilaritiesordifferencesregardingthe

resultsalreadyobtainedhere.Theseinitialfindingspointtowardstherichnessacentraldigitalstoryline

mayaddtoaCLILlearningcontextatlinguistic,content,literary,cognitive,socialandculturallevels.

________________________

Keywords: Digitalstory,;CLIL,;MultilingualEuropeancontext


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DigitalStorytellingasaPedagogicalToolwithinaDidacticSequence:

DealingwithLinguisticRoutinesinForeignLanguageTeaching

AgustinReyes

Torres,

Eva

Pich

and

Maria

Dolores

Garcia

Pastor

UniversitatdeValncia,Spain

Abstract

Digitalstorytellingnotonlyoffersteacherstheopportunitytoworkwithallfourlanguageskillsfromthe

verybeginningbutalsobringstogethertheideaofcombiningtheartoftellingstorieswithavarietyof

digitalmultimedia.Thisenablesinstructorstoteachanytopicinawaythatgeneratesinterestand

attention.OurcommunicationwillconsistofaDidacticSequenceinwhichwemakeuseofDigital

storytellingasapedagogicaltooltoworkonLinguisticRoutinessuchasgreetingsandleavetakings.To

thisaim,wehaveworkedwithfirstyearstudentsintheSchoolofEducationattheUniversityof

Valenciainordertoexploretheirabilitytoadapttheirlanguageskillstospecificsituationswithin

commondailyinteraction.Finally,afterworkingonthetargetsset,studentswillproducetheirown

digitalstoriesshowingthustheimprovementaccomplished.

________________________

Keywords: Didacticsequence;Linguisticroutines;TeachingEnglish


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Elrelatodigitalylaperspectivadegneroenlaenseanzadeidiomas:

unapropuestainductivaparaeltratamientodelatransversalidadyla

adquisicindecompetencias.

SandraVzquez

Hermosilla

and

Gora

Zaragoza

Ninet

UniversidaddeValencia,Spain

Abstract

Elobjetivoprincipaldeestacomunicacinespresentarlosresultadosobtenidosdeunestudiopiloto

desarrolladopordosmiembrosdelgrupodeinvestigacinGENTEXTenunaclasedeingls(Lengua2)de

laUniversitatdeValnciasobrealaadquisicindecompetenciasyeltratamientotransversalde

aspectosdegneroatravsdeunaseriedepropuestasdidcticasentornoalautilizacindelrelato

digitalenlasclasesdeidiomas.Paraello,enprimerlugar,sepresentan,demanerabreveyconcisa,

algunasdelasimplicacionespedaggicasdelrelatodigitalentendidocomounaformanarrativa

multimediaquefavoreceelpensamientocrticoycreativo(Benmayor2008,Coventry2008,Lenon

2008).Ensegundolugar,sehabladelaimportanciadeltratamientodeaspectosdegneroenel

desarrollodecompetencias(Cameron2005;Sunderland2000,2004)

ElmtodoutilizadoparadichoestudiocombinalautilizacindelentornoWeb2.0paraelaccesoy

visualizacindelosrelatosdigitalessometidosaestudio(Wheredidwecomefrom?,Thatssogay!

dentrodelproyectoonlineRainbowFamilyTree)juntoaunaseriedepropuestasdidcticasinductivas

basadasenlamultimodalidad.Estasactividadesllevanalalumnadoparticipanteaadquirir

determinadascompetenciasincluidasenlaguadocentedelaasignaturabasedelestudio,ascomoel

tratamientoylaadquisicindeconocimientostransversalesrelacionadosconlosestudiosdegnero.

Losresultadosdedichoestudionospermiten,porunlado,observarlareaccindelalumnadoanteel

usodelrelatodigitalcomoherramientapedaggica;porotro,podemosanalizarcmofuncionanlas

caractersticasintrnsecasdelgneroparaeldesarrollodedeterminadascompetenciasy,porltimo,

podemospresentarunestudioqueservircomomodeloparalacreacindefuturaspropuestas

didcticasbasadasenelaprendizajeintegradodelenguaycontenido(CLILContentandLanguage

IntegratedLearning,Fernndez2002)

________________________

Keywords: Relatodigital;Gnero;Competencias;Enseanzadeidiomas


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3.DigitalStorytellingandSociety

ExtendingCreativePractice Redressingthedigitalexclusionofolder

peoplethroughDigitalStorytelling

MarkDunfordandAlisonRooke

UniversityofHertfordshire/Digitales; CUCR/Goldsmiths,UnitedKingdom

Abstract

Older

peoples

access

to

digital

technologies

is

a

policy

concern

across

Europe

and

beyond.

In

the

last

decade,anarrayoftechnologieshastransformedthewaymanyofusinteract.Internetcommunication

systemssuchasemailandsocialnetworkingsiteslikeFacebookandTwitterhaverevolutionised

personalcommunicationforyoungerpeople.Thepublicserviceswereceivehavebeentransformedby

technology.However,duetoarangeoffactorsincludingtheanxietiesofolderpeopleandinadequate

marketing,theelderlyhavebeenlargelyexcludedfromthisrevolutionandthebenefitsitbrings.

Effectiveeinclusionisnowrecognisedascentraltotheactiveparticipationofolderpeopleinsociety,

contributingtoactiveageingatwork,independentlivingandbeinganactivememberofthe

community.

ThispaperdiscussesaGrundtvigEuropeanproject,ExtendingCreativePractice,whichbringstogether

media,education,publicservices,socialcareandeducationalpartnersinSlovenia,Romania,Finlandand

theUK.OlderpeopleareusingDigitalStorytellingtomakeshortfilmsusingtheirownphotographic

archivestotellstoriesabouttheirlives.AtthesametimetheprojectprovidesanaccessiblerouteintoIT

learning.FromastartingpointofhavingnoITknowledgewhatsoever,participantsaresoonsharing

theirstoriesonYouTube,chattingtodistantrelativesonSkypeandemailing.Theprojectaddressesthe

social,economicandgeographicalisolationofolderpeoplewhilstsimultaneouslygatheringavibrant

socialhistorywhichtellsusaboutthepersonal,socialandhistoricalchangesolderpeoplehavelived

through.

ThispaperchartsthedevelopmentofExtendingCreativePracticeandshowshowdigitalstorytellingcan

extendthequality,rangeandamountofopportunitiesfordigitallyexcludedpeople.Itlooksdirectlyat

experiencethroughTraintheTrainerworkshopsinFinland,SloveniaandRomaniaanddrawsonan

extensiveformativeevaluation.

________________________

Keywords: DigitalStorytelling;Exclusion;OlderPeople;PanEuropean


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TheCongoStoriesProject:DigitalStorytellingbyFemaleJournalistsin

theEasternDemocraticRepublicofCongo

AaronGoodman

WilfridLaurierUniversityBrantford,Canada,Canada

Abstract

Background:

FemalejournalistsintheeasternregionoftheDemocraticRepublicofCongo,identifiedbytheUnited

Nationsastheworstplaceintheworldtobeawoman,arerecreatingthewayreporterstellstories

aboutcriticalhumanitariancrises.

Forthefirsttime,acourageousgroupofwomeninCongoareusingdigitaltechnology,andvideoin

particular,toproducepersonalnarrativevideosabouthowthewarsintheircountryaffectedthemand

ledthemtorisktheirlivesrespondingtothousandsofcasesofsexualviolenceandrape.Theirworkis

knownastheCongoStoriesProject.

Methods:

AccordingtoProfessorPrueClarkeofCityUniversityofNewYork,thedominantmediaorganizationsin

Africahavefolloweda"payforplay"modelfordecades.Asaresult,Clarkearguesthemediahave

predominantlyfocusedonthepoliticalandeconomiceliteandcorruptinstitutionsandhaveconsistently

ignoredthevoicesandexperiencesofwomen,especiallythoseimpactedbyarmedconflict.

Usingnarrativeinquiryanddrawingontheoryfromdigitalstorytelling,ethnography,creative

approachestoreconciliation,autobiography,narrativepsychology,andvideoasmemory,thispaperwill

explorehowthewomensstorytellingiscontributingtothepracticeofjournalismandconflict

resolution.

Results:

ThispaperalsoexploreshowtheCongoStoriesProjectaimstocreateagreaterspaceforwomenin

Congototelltheirownstoriesandhowitisenablingthewomentobolstertheirselfconfidenceand

identitiesasactivistsandjournalists.Italsoexamineshowthisrevolutionaryformofstorytellingcould

beappliedinotherconflictsandhumanitariancrises.

Thepresentationwillfeatureapresentationofoneofthewomensdynamicvideosandadiscussion

abouttheirwork.ThispaperwillalsoexaminehowthewomensstorytellingprocessinCongocouldbe

appliedinotherconflictsandhumanitariancrisesaroundtheworld.

________________________

Keywords: narrativa,fandom,brickfilms,branding


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Larennciaalaveunarrativa.Latomitzacidedadesfrontalrelatenles

edicionselectrniques

DolorsPalau

UniversitatdeValncia,Spain

Abstract

Enpleaugedelrelatdigitalidelespossibilitatsqueofereixenterrenysquevandesdeleducatiual

cultural,desdelcientficalempresarialosocial,lesedicionselectrniquesdelsmitjansespanyolshan

renunciatalpoderdelaveunarrativaalhoradexplotarlespotencialitatsquetelnouentorn.Han

optatperdiluirelrelatenunannimconjuntdedades,perconvertirlatramaenunaordenada

disposicidelementsdarreredelaquallautorsemblaesfumarseodimitirdelaseuatasca,recorrenta

unaestructurarepetitiva.

Quanlexcsdinformaciexigeixrelatsslids,capaosdedonarcomptedunaactualitatcomplexa,els

mitjanshandesistitdaquestatascaperaerigirseensimplesarxivadors,peraatomitzarla

interpretacinenprofunditatenentradesgenriquesquedesintegrenlessnciadelacomprensi

narrativa.Aquestacomunicacipretnanalitzarlescaracterstiquesquetenenelsespecialsdelpais.com

ielmundo.es,amblobjectiudedeterminarcomespresentenelsdocumentsquemillorpodrien

desenvoluparelrelatenelsmitjansdigitals,enlalniadelqueharepresentatelreportatgeenels

mitjanstradicionals.Sobreuncorpusdereportatgespublicatsentre2008i2011,lestudicombinaruna

metodologiaquantitativaiqualitativa,pertaldeveurelevolucienlestructuradelsespecialsalllarg

daquestaetapa.

Laprincipalcaractersticadelespropostesanalitzadesslapostaperunaconfiguraciquesuspnla

narracicomanexeorganitzador,comsilanolinealitatexigiraunadistribucidelementsoposadaala

veurelatora,comsideixaramutiparalitzatelnarradoralhoradorganitzarenunatramamultimdia,

hipertextualiinteractivaelsingredientsbsicsdelrelat.Aquestacomunicaciapostaperrestaurari

recuperarelvalordelanarracicomafilconductordelesversionsdigitalsdungnerecomel

reportatge,elmsadientperalanlisiilainterpretaci.

________________________

Keywords: DigitalJournalism;Narrativity;Multimedia


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AssessingtheApplicabilityofDigitalStorytellinginaPakistaniContext

HudaSarfraz,SanaShamsandQaisarKhalidMahmood

CenterforLanguageEngineering,AlKhawarizmiInstituteofComputerScience,Universityof

Engineering&Technology,Lahore,Pakistan

Abstract

Digitalstorytellingiswidelyrecognizedasapioneeringtechniquethatallowsordinarypeopletoshare

theirstoriesfromunique,personalperspectives.Digitalstorytellingactsasaselfhealingtoolfor

storytellersandempowersthembygivingthemavoice.Itisbeingusedacrosstheworld,toheal,

empowerandtocreateawareness.

SomeinitiativehasbeentakentobringthispioneeringtoolintousebywomeninPakistanaswell,

includingtheGawahiproject[1]andtheFeministTechExchangePakistandigitalstorytellingworkshop

[2]conductedin2010.Theseinitiativeshowever,havecateredlargelytotheprivilegedandeducated

sectorofsociety.Digitalstorytellingremainslargelyunexploredinthecontextofthemajorityof

Pakistaniwomen,whohavenoaccesstoinformationandcommunicationtechnologiesandareinmany

cases,semi ornonliterate[3].

Thispaperpresentsaresearchprojectconductedto

1.Developaframework,usingaparticipatoryprocess,withinwhichPakistaniwomenatthegrassroots

levelcancreatedigitalstories

2.InvestigatewhetherthedigitalstorytellingprocessisapplicableandbeneficialforPakistaniwomen

survivorsofviolenceatawider,grassrootslevel

Bothoftheseobjectivesareinterrelated.Theapplicabilityofdigitalstorytellingatthegrassrootslevelis

asignificantquestiontobeinvestigated,astraditionally,Pakistaniwomeninvolvedinfilmmakingand

mediaarenotviewedinapositivelight.Therefore,itisessentialtocarefullyadaptthedigital

storytellingprocesssuchthatitisculturallyacceptable.

Thesequestionswereinvestigatedbydesigningandconductingadigitalstorytellingworkshop,Subhe

Nau[4](anUrduwordforanewdawn),foraroundtenPakistaniwomensurvivorsofviolenceatthe

grassrootslevel.


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34

Thispaperwillpresenttheworkshopdesignandtheparticipatoryprocessthroughwhichitwas

designed.Itwillalsoqualitativelyassesswhethertheparticipantsandotherstakeholdersfoundthe

workshoptobebeneficial.

References:

[1]http://gawaahi.org/

[2]http://jehanara.wordpress.com/2010/06/11/thefirstfeministtechexchangeinpakistana

pleasantsurprise/

[3]http://www.census.gov.pk/

[4]http://www.cle.org.pk/subhenau/digitalstories.html(includesdigitalstoriescreatedduringthe

workshop)

________________________

Keywords: Women;Violenceagainstwomen;Pakistan;Literacylevels;Locallanguage;Urdu;

Socialconstructs


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Lautilizacindelasnarrativasdigitalesenprocesosdegestinde

conocimientodelasorganizaciones

JulioZino

&

Elena

Martn

DepartamentdAntropologiaCultural,UniversitatdeBarcelona.DepartamentdeJustcia,

GeneralitatdeCatalunya,Spain

Abstract

ElDepartamentdeJustciallevaacabounprogramadegestindelconocimientobasadoen

comunidadesdeprctica,denominadoCompartim.Unodelosobjetivosdeesteprogramaesrecuperar

ysistematizar elconocimientoqueposeenlosdiferentescolectivosprofesionales,paraponerlosa

disposicindetodalaorganizacin.

Dentrodeestemarco,propusimoslaintroduccindelasnarrativasdigitalescomounametodologaque

permitetantolarecuperacindelasexperienciasprofesionalesparticularescomosudifusindentrode

loscolectivos.Tambindestacamossuinterscomounametodologafactibledeserintegradaenlas

actividadessocioeducativasdelosdiferentescolectivosprofesionales.

Durante2011realizamosdostalleresdeformacinennarrativasdigitalesdirigidoalosmiembrosdelas

diferentescomunidades(hanparticipadomsde30profesionales).Apartirdeestaformacin,

constituimoslacomunidadDigiTalededicadaalaexperimentacinyaplicacindelametodologadelas

narrativasdigitalesendiferentesmbitos:prisiones,justiciajuvenil,mediacincomunitaria,equiposde

asesoramientopenalydeatencinavctimasdedelitos.Lacomunidadcuentaconunaplataformaque

permiteelintercambioyladifusindelasexperienciasquesellevanacaboencadambito.

ParalaJornadaanualdelprogramaCompartimdenoviembrede2011,seinvitalosmiembrosde

DigiTaleaquerealizarannarrativasdigitalesdondeserecogieranlasexperienciasdetrabajo

colaborativoquesellevanacaboensuscomunidades:sepresentaron11narrativasdigitalesconesta

temtica.

Porotraparte,hemoscomenzadoaexperimentarconlametodologadelasnarrativasdigitalesenlos

siguientesmbitos:recuperacindehistoriaspersonalesenungrupodeteatrodelaprisinModelode

Barcelona;clasesdelenguadelaescueladelaprisindeQuatreCamins;comentariosdelibrosdesdela

bibliotecadelaprisindeBrians2;recopilarexperienciasdemediacincomunitaria.

________________________

Keywords: gestindelconocimiento;comunidadesdeprctica;prisiones


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4.DigitalStorytellingandCulture

Designinganauthoringtoolbasedonatraditionalperformanceart

WahjuAgungWidjajanto

DigitalMediainEducation(dimeb)ResearchGroup,UniversityofBremen,Germany,Germany

Abstract

ThispaperfocusesonthedevelopmentoftheWayangAuthoringtool,whichaimstoassistchildrenin

creatingandperformingstories,developinganappreciationforculturalartifacts,andenhancing

interculturalempathywhilebuildingayoungstorytellercommunitywithinavirtualworld.Thisstudy

seeksaframeworkofinteractiondesignofanauthoringmedia,whichisappropriateforsupportinga

childsnarrativedevelopment.Theconceptofthetoolisbasedonthenarrativeelementoftheancient

Indonesianartformwayang,atraditionaltwodimensionalshadowpuppettheater.Tounderstandthe

usersrequirementsandtoevaluatethetool,childrenfromdifferentculturalbackgroundsandwith

theirteachersaswellasstoryperformerswhousewayanghavebeeninvolvedinthedevelopmentand

evaluationprocess.WayangAuthoringiscomposedofthreeelements:theimaginationbuilding

element,thecreativeactingelementandthesocialinteractionelement.Childrentakeexistingmaterials

asaninspirationtool,imaginewhattheythemselveswanttotell,createastorybasedontheirown

ideas,playwiththeircreations,sharetheirstoriesandcreationswithothers,andreflectontheir

experiences

at

the

end.

This

virtual

creative

production

tool

is

expected

to

provide

a

space

for

young

peopletochangetheirrolefromasimpleusertoa(co)creatorinboththevirtualandnarrativeworlds.

Thisresearchfoundthatabetterunderstandingofhowstoriesarecraftedandbroughttolifeina

performancetraditionoffersabetterdesignofinteractionofanauthoringmedia.Furthermore,the

handlingofculturalartifactshelpssupporttheabilitychildrentounderstanddifferentculturalcodes,

andtherewereindicationsfromtheworkshopanddiscussionwithexpertsthatitalsosupportsthe

childrenscuriositytolearnmoreabouttheculturelyingbehindtheseartifacts.Thiswouldinturn

enhancetheinterculturalempathybetweenchildren

________________________

Keywords:

storytelling;

intercultural;

authoring

tool


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Discoursestrategiesinmultimediastorytelling

IsabelAlonso,DoloresPortoandSilviaMolina

UniversidadAutnomadeMadrid;UniversidaddeAlcaldeHenares;UniversidadPolitcnica

deMadrid,Spain

Abstract

Thepresentstudyexploresthestrategiesbywhichcognitiveandculturalmodelsareevokedandshared

intheprocessingofdigitalstorytelling.Digitalstoriesaremultimodalnarratives(KressandVanLeeuwen

2001,2010;VentolaandMoya2009)whichinvolvetherecountingandshapingofeventsbyportraying

inwords,images,andsounds,forthemostpart,whathappensinourworld.Therapiddevelopmentof

digitalmediaandtheinteractionbetweentext,soundandimagehavealteredthetraditional

relationshipheldbetweenthenarratorandhis/heraudienceontheInternet.Typically,thesestories

involvepersonalaccountsandareemotionallycharged,butareaddressedtoawideaudienceof

strangers.Thus,itisourmainobjectiveheretodescribetheinteractionbetweendigitalstorytellersand

theiraudiencesbyanalyzingthemultimodalrepresentationofthesocialactorsandissuesinvolved,as

wellasthecognitiveandculturalframesactivatedinthestoriesandthentoidentifythediscourse

strategiesthatstorytellersusetomatchthevalues,beliefsandexperiencesthatarecommontotheir

audiences.Forthispurpose,wehavecompiled30digitalnarrativeswithhighlyemotionalcontents

hostedbyeducational,communityandculturalwebpages.Dataarediscussedinrelationtothe

respectivesocioculturalcontextsinwhichmultimodaltextswereproduced.Resultsobtainedareof

interesttoresearchersinnarrativesanddiscourseanalysis.

________________________

Keywords: multimodalnarratives;discoursestrategies;cognitiveandculturalmodels.


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TheInternationallyEducatedNursesJourneyinBeingaNurseinCanada

PatriciaBradley&NadineCross

SchoolofNursingYorkUniversity,Canada,Canada

Abstract

Background:Registerednursesleaveorescapetheircountriesoforiginandcometo

practiceinCanada.Theseindividualsareconfrontedwiththestrugglesoflivinginaforeignland,lackof

recognitionoftheirnursingabilitiesandcredentials,andupgradinginpostsecondaryeducationallthe

whilecaringfortheirfamiliesandchildren.Theartofdigitalstorytellingprovidesawaytoexpressthe

complexityoftheessenceofnursesexperiencesnotmadeexplicitthroughrecentresearch.These

storiesareabouthumanrelationshipsandjourneyswithimmigration,citizenship,andbeingemployed

intheirchosenprofessioninCanada.

Method:Thepurposeofouroralpresentationistoexplorehowdigitalstorytellingengaged

internationallyeducatedBScNstudentstorevealtheeducationalandculturalexperiencesofnurses,

whobeginagain,theircareersandanewlifeinOntario,Canada.

Results:Weundertookthedigitalstoryprojecttodevelopavenueofteaching/learningfor:

administratorsandnursingcolleagueswithinhealthcareinstitutionswhoemployandworkalongside

thenurses;professorsandstudentswhoengagewiththenurseswithinuniversities;andpersonswithin

Canadasimmigrationandcitizenshipagencies.Wewillsharelessonslearnedinthedevelopmentofthe

digitalstorieswhilestayingtruetothenarratorsandtheirexperiences.

________________________

Keywords: professionalandpersonalknowing;internationallyeducatednurses;global

representation;actionresearch


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AcaseofMediatedInterculturalCommunication:Representationof

PeoplethroughCultureshockstory.com

MeritxellCollazos

Sola

UMBCNewMediaStudio,Spain

Abstract

Nowadays,informationaltechnologicexpansionoffersmoreopportunitiesforrepresentingindividuals

thaneverbefore.Thereisthepotentialforpeopletousetheirowncreativityinordertocommunicate

witheachother.Theemergenceofidentityrepresentationscanalsobearesultoftheincreasing

interculturalexperiences.Manyquestionscanarisefromthisfact,suchas:Istherealinkbetween

culturalidentity,selfawareness,andcreativeenhancementincrossculturalencounters?Whatare

someofthetoolsavailabletoportraythoseinterculturalaccountstowardstheunderstandingbetween

cultures?ThemaintopicsofmyresearchduringmyMAinInterculturalCommunicationatthe

UniversityofMaryland,BaltimoreCounty,wereinterculturalcompetencyandcreativityenhancement,

andtheuseofmediation/mediatizationofselfrepresentationinmedia.Aspartofmyresearchandmy

academictraining,IhavebeenworkingasadigitalstorytellingfacilitatorinUMBCNewMediaStudio.In

ordertodomyresearchIdevelopedwww.cultureshockstory.com.Theprojectembracesintercultural

experiencesofstudentsfromtheUniversityofMaryland.Cultureshockstory.comutilizesthreedifferent

typesofmedianarratives:studiointerviews,digitalstories,andapersonaldocumentaryfilm.The

collection

of

studio

interviews

is

an

exercise

to

look

at

the

mediation/mediatization

of

the

discourse.

Afteransweringaquestionnaireoninterculturalexperiences,theparticipantworksoutacreative

orderingexercisetellingtheirownstoryusingasetofwinduptoys.Secondly,thewebsitedisplaysa

collectionofdigitalstoriesaboutstudentsinterculturalexperiences.Finally,anobservational

documentaryfilmportraysdifferentstagesofthecultureshockontheUShapeofsomestudents

experiences.Myprojectisjustanexampleofnewmediausesinparticipativeeducationalenvironments

toshowhowrepresentationsofselfidentitycanfosteralternativewaysofcommunicatingcultureand

selfidentity.

________________________

Keywords:

international

student;

digital

storylelling;

media

narratives;

website;

intercultural

competency;creativity;personalaccount;selfidentityrepresentation


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CultureShock! TellusYourStory

AlexHenry

Tyne&WearArchives&Museums,nitedKingdom

Abstract

CultureShock!wasanexperimentalpartnershipprojectdesignedtocollect1,000digitalstoriesfrom

peopleintheNorthEastofEngland;preservetheminperpetuityusingdigitaltechnology;andshare

themaswidelyaspossible.

Thepoliticalandphilosophicalrootsofdigitalstorytellinginthecommunitydevelopmentandjustice

movementsmakeitanidealmethodofengagementandparticipationformuseums.

Theprojectexploredthediverseheritageofindividuals,groupsandcommunitieslivingintheNorthEast

ofEnglandbyencouragingparticipantstocreatetheirowndigitalstoriesinspiredbymuseumand

gallerycollections.Bycreatingthesestories,theprojectaimedtopromoteagreaterawarenessand

understandingofdiversecommunitiesbyencouragingpeoplefromdifferentbackgroundstodocument

andsharetheirheritageandexperienceswitheachotherandthewiderNorthEastcommunity.

Allthestoriescreatedbyparticipantshavebeenaddedtomuseumcollectionstohelpmakeour

collectionsmorerelevanttotheNorthEastcommunityandforfuturegenerations.CultureShock!is

leadingthewayintheregionincollecting,storingandaccessioningdigitallybornmaterial.

TherewasalsoamajorpublicscreeningofthestoriescreatedaspartoftheCultureShock!projectusing

innovativeandcreativebroadcastingmethodsincludingaprojectwebsite,museumexhibitions,the

openingofanemptyshopinNewcastlecitycentreandatwoweekCultureShock!festival.Storieswere

shownattheLondonBFIfilmfestivalandononeoftheBBCbigscreens.

Thissessionwillgiveanoverviewoftheproject,themainoutcomesandimpactoftheprojectfor

everyoneinvolvedandwheredigitalstorytellingatTyne&WearArchives&Museumsisgoing.

________________________

Keywords: Museum;Gallery;Heritage;Collections;Contemporarycollecting;Community

Engagement;Participation;Archiving;Accessioning;Ethics;Ownership;Publicscreening


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Investigatingmediaculture.AcasestudyofDSTasaresearchtechnique.

PierpaoloLimone

UniversityofFoggia,Italy

Abstract

Digitalstoriesareexamplesofnewliteraciesthatengageindividuals,especiallyyouth,ingainingaccess

toamultimodalauthoringstrategypreviouslyavailablealmostexclusivelytoprofessionalsworkingin

mediaorganizations(Lambert,2006;Hull&Schultz,2002).Ourfocushereisonthepossibilityofusing

DSTsinvolvingpersonalnarrativesinordertodepictportrayalsoftheselfandtheselfinacommunity.

Inaculturalstudyprospective,DSTcouldinfactbeemployedtopicturethecultureofthesubjectand

theirwebofsocialrepresentation,prejudice,stereotypesandvalues.

ThestudyfocusesontheuseofDSTasanhermeneuticdevicethatcanbeemployedinqualitative

educationalstudiestounderstandthecultureofthesubject.Thepurposeofthisstudyistodiscussa

researchtechniquethatexploitsthepotentialityofnewlanguages,anhermeneuticdeviceableto

investigatemediaconsumption.Traditionalmonomediatechniques,belongingtothequalitative

researchapproach,canestablishadistance,aculturalbarrierwithsomesubjectsaccordingtothesocial

status,thelanguageandvocabularyinuse.Traditionalresearchtoolslikeinterviews,observationsand

questionnairesarebuiltupinagutembergeanelitarianmannerthatreproduceaculturalgapbetween

theresearcherandthesubject.Newmediacouldinsteadenableacontiguityofeverydayexperience

andtheresearchdatacollectingtechnique.DSTcanofferanecologicalapproachtoresearchinto,for

example,mediadietsinschoolpupilsbecausedigitalmediacanbetterexploittheexpressiveand

representativepotentialitiesofstorytelling.Autobiographicaldatacollectingstrategiescanbenefitfrom

amultimedialanguageclosertothewritingandreadingstrategiesofthedigitalgenerations.

ThestudyhasbeendevelopedintheApuliaregion(Italy),withinthree40hourworkshopssoasto

createaDSTonapersonalrepresentationofthenewmediadiet.Thepaperisfocusedonthecritical

appraisalofacasestudybasedonfieldresearchthatemployedDSTasanhermeneuticdeviceinorder

toinvestigatethesubjectsmediaculture.TheresearchteamIcoordinatedhasconductedworkshops

whereeachstudentinvolvedproducedaDSTofhis/hermediadietthatofferedrichinsightsintothe

mediaecologyinwhichthesubjectlives.

________________________

Keywords: Digitalstorytelling;Ethnographicresearch;Mediadiet


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5.DigitalStorytellingintheScientificTechnicalFields.

Narracionesdigitalesyaprendizajebasadoenproblemasoencasos

MiguelCalvoMelero&MariaLuisaPalanquesSalmern

UniversityoftheBasqueCountry,Spain

Abstract

Tantoelaprendizajebasadoenproblemascomoeldelosestudiosdecasoconstituyenmetodologas

activascuyautilizacinseveincrementadacadavezenmayormedidaenelprocesoactualde

transformacindemodelosdeenseanzaalosdeaprendizaje.

Enamboscasoselaprendizajedelosalumnosseorganizaentornoalapropuestadeunproblemaode

unconjuntodecasoscuyassolucionesdebenbuscar,generalmentemediantetrabajosengrupo,

buscandoyadquiriendolosconocimientosnecesariosparaencontrarlosresultados.

Esevidentequeambasmetodologassonbastanteincentivadorasparalosalumnos.En2005,como

experimento,

decidimos

incluir

las

narraciones

digitales

como

forma

de

presentar

los

problemas

o

los

casosparaexponerdeformasintticaelescenarioendondesucedenascomoindicarlosfactoresque

intervienen.Estasnarracionesseintercalarontantoparaexponerproblemascomplejosquese

desarrollaran alolargodelapartemsterica(problemas)comoparapresentarcasosconcretosa

resolverenunaodossesionesenformadeseminarios.

Estametodologaseaplictantoenasignaturasmuytcnicascomo:CartografamatemticaoSistemas

deInformacinGeogrficacomoenotrasmshumansticascomo:Historiadelacartografao

Geomarketing.

Desdeelcomienzohemosrealizadoencuestasparaevaluarelimpactoylaefectividadsobrelos

alumnosylosresultadosmuestranvaloresmuypositivos.

Estaponenciapretendeexponerlasmetodologasseguidas,ejemplosprcticosyresultadosdelas

diferentesexperienciasdesarrolladas.

________________________

Keywords: Aprendizajebasadoenproblemas;Estudiodecaso;Metodologiasactivasde

aprendizaje


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Walkingbackwardsintothefuture.

CherylBrown

weltec,NewZealand

Abstract

InMaoritermswewalkbackwardsintothefuture,lookingtoourpasttoinformourfuture.

Thispresentationdetailsaprojectthataimstosharecommunitystoriesandincreasemembersdigital

capability.Oneortwoexampleswillbeshared. TheprojectwasdevelopedinPorirua,acitynorthof

NewZealandscapital,Wellington,andhasfourmajordevelopmentperiods:theoriginalMaori,colonial

farmers,returnedWW2soldiersandgovernmentworkers,andfinallyMaorimigrantsandPasifika

immigrants. Asthesepeoplegrowold,membersofarevitalisedcommunityassociationwantedto

recordtheirstoriesandcreateacontextforourVillagePlan. Themethodologyinvolvestheuseofcase

studyapproach. Anendofprojectsurveywillusequantitativeandqualitativeanalysistoassessour

successes. Inphaseone,weshowedexamplesofdigitalstoriesatacommunityeventwherenamesof

possiblestorytellerswerecollected. Theinterviewerthendiscussedtheirphotoswiththem,drafteda

storyandscannedimages. Thestorywasrecordedandfinallysharedonline.Somestorytellersreadto

recordtheirstoryandotherstoldtheirstorythroughdialogue. Inphasetwo,thepositiveresponses

encouragedustoplanaweekendworkshopforstorytellersandtheirnominatedhelper. Theresults

indicatedapositiveresponseandhasservedtoreconnectpeople. Weexpecttohave20storiesbythe

endof2012andtosurveythoseinvolvedintheproject. Weexpecttofindheightenedinterestinthe

areashistoryandinlear

Documents

Digital Storytelling-Abstracts Book