Oldal 9 [9]
8 | Digital Media and Storytelling in Higher Education
The third part discusses in eight chapters how narrative structures can
be used in higher education research. In the first chapter, the use of life
narratives as primarily sources is presented, and in the second chapter,
measurement tools for the (impact) analysis of narratives, especially literary
and film narratives, are discussed. The following chapters focus on the third
area of research, namely that which examines storytelling as an art-based
participatory research method and considers both the research process and
the narrative product as objects of analysis. In separate chapters, the book
discusses the relevance of oral history and digital storytelling research in the
historical disciplines and presents digital storytelling as participatory action
research. This section also includes empirical research on the developmental
impact of video games, and netnography is also introduced as a new approach
in the social sciences for studying narrative structures on the Internet and
web 2.0 platforms. The third part concludes with a chapter exploring the
ethical and legal dilemmas related to digital resources and research based
on the use of digital tools.
The fourth part of the volume uses major learning theories and different
learning models to show how storytelling in an integrated media environment
opens up new dimensions of knowledge transfer in the 21“ century. The
first chapter interprets storytelling with digital tools primarily in terms of
constructivist and connectivist learning theories, while the second chapter
explores the impact of digital narrative creation on human cognitive
and affective-emotional factors. The next three chapters interpret digital
storytelling using Bloom’s taxonomy, the SAMR and PICRAT models, and
international frameworks (i.e., DigCompEdu, ISTE, and the 21 Century
Skills Framework). The final chapter discusses the possibilities of integrating
storytelling into MOOCs.
After exploring the general characteristics, the fifth and final section
presents good practices that integrate the analysis and creation of digital
narratives into the curricula of different fields of higher education. In this
section, educators can also find ideas on how to integrate new storytelling
conventions of the 21‘ century to update their methods and approaches to
teaching business, humanities and arts in higher education, as well as in the
social and health sciences. The book deliberately omits information technology
from the discussion of educational fields, as it intends to demonstrate how
non-professional users can take advantage of digital tools in research and
teaching in higher education.