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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.
