Oldal 81 [81]
OCR
80] Digital Media and Storytelling in Higher Education around the world have been built around DST, and research centers and academic research groups? on DST are proliferating. In addition, a good deal of individual research has focused on the role of DST in self-expression and psychotherapy for marginalized social groups. DST has also appeared in the world of education, where it has become a tool not only for self-expression but also for content management and skill development. In his guide for teachers, Frazel (2010) simplified the description of the process into three stages allowing for DST to be interpreted in different pedagogical contexts: (1) preparation; (2) creation; and (3) presentation. Yang and Wu (2012), on the other hand, break the process down into four phases: (1) pre-production (asking questions, finding information on the topic, writing, oral presentations, and storyboarding); (2) production (compiling images and audio recordings); (3) post-production (editing); and (4) sharing. This is somewhat similar to Ohler’s (2013) approach, which considers the first stage as the planning stage, with the actual work divided into three parts (pre-production, production, and post-production), with post-production involving the insertion of effects and title. Ohler’s last stage is also labeled as sharing. All the approaches mentioned above draw on the StoryCenter model, according to which a digital story is a multimedia, typically linear narrative created using ICT tools in which the visual elements are still images and the auditory element is the narrator’s own voice. The stories are characterized by their cinematic nature, uniqueness, emotional reflection and focused content, and their creation is a special hybrid blend of individual and collective efforts which dynamically combine both offline and online activities. StoryCenter defines seven key elements of a digital story (Table 1). Table 1. 7 key elements of a digital story (cf. Robin, 2008, based on Lambert, 2002) 1. Point of View | What is the main point of the story and what is the perspective of the author? 2. A Dramatic A key question that keeps the viewer's attention and will be Question answered by the end of the story. 3. Emotional Serious issues that come alive in a personal and powerful Content way and connect the audience to the story. told-Un/conference Digital Storytelling event was held at the University of East London in 2017 which focused on the role of DST in different fields (e.g. education, health, civil society, etc.). ® (1) USA: University of Houston, research team in educational science led by Bernard Robin, who is researching the use of DST in education and leading a MOOC on Coursera; University of Minnesota, library science; University of Massachusetts, sociology, led by Jaber F Gubrium (2) Norway: University of Oslo, led by Knut Lundby in Education and Media Studies (3) Canada: Centre for Oral History and Digital Storytelling (4) Australia: Oueensland University of Technology, Social Sciences (5) European Commission funded program in several EU Member States: IDigStories.
