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126 | Digital Media and Storytelling in Higher Education outcome and felt that his or her energy had not been invested in learning in vain. The basic idea of Dewey’s pedagogy was that learners should take an open and responsible approach to their own social interactions and creative activities by evaluating their own learning processes. Communication and discussion about experiences was seen as a key prerequisite for learning (Dewey, 1933, 1938). This activity-based pedagogical approach, based on students’ agency, is also reflected in the complex narrative processes that are being implemented with digital tools in the 21“ century. The most recent pedagogical paradigm is the constructivist theory of learning, which sees learning not as the reception of knowledge from objective reality through verbal, visual or tactile tools, but as an internal construction of knowledge in which the student incorporates new elements into his or her existing knowledge system (Nahalka, 2002). However, the major learning theory paradigms are not mutually exclusive. Narrative patterns of cultural transmission can be found both in the oral dialectical discourses of antiquity and in the pictorial and verbal representations stored in external memory devices after the invention of writing systems (Figure 9). Figure 9. DST and the pedagogical paradigms (Lanszki, 2018, p. 33) Based on a historical overview of pedagogical views, it is clear that the idea of top-down transmission of unchanged information is less and less prevalent in conceptions of learning, as the paradigm of democratic and individualistic knowledge construction based on experience is becoming increasingly dominant. The activities of the actors in the learning process have also changed. Students are becoming more and more active and involved in the learning process, and the role of today’s teacher is not the owner and transferor of knowledge, but a mentor and facilitator of the learning process who creates the optimal environment for learning.
