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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)
