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140 I Digital Media and Storytelling in Higher Education
A
Gr Building an emotional relationship,
incorporating the experience
| Responding to Phenomena > [Selflreflection to experiences
> Recall own memories
and listen to others
Figure 13. The affective domain of Bloom’s taxonomy according to Krathwohl et
al. (1973), Ollé et al. (2013) and the affective activities of DST
(Lanszki, 2018, p. 80)
Students recall their own memories in relation to a topic and establish a
context between themselves and the topic. Related experiences are then
shared between peers to create a shared context between narratives. At the
end of the process, the students evaluate each other’s digital stories as well
as the process, and the values that have been formulated as group norms are
incorporated into the individual behavior of the students.
The psychomotor components of Bloom’s taxonomy can also be found in
DST activities (Figure 14, based on Bredacs’ modified model, 2015).
The psychomotor domain of Bloom's Taxonomy Activities of DST
| mn —* ERS pie
(Aion À FOR os gas
A
Imitating the editing (of the teacher
atin DRPSDSAR from the internet]
Figure 14. The psychomotor domain of Bloom’s taxonomy, according to Krathwohl
et al. (1973), cf. Bredacs (2015) and the activities of DST (cf. Lanszki, 2018, p. 80)