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Part V.
Digital Media and Storytelling
in University Courses
The structure and content of university courses are determined by the
outcomes reguired by the institutions, but instructors have autonomy in
the implementation. However, the methodology of university courses in
Hungary is still characterized by frontal instruction, lectures, demonstration,
discussion, and explanation due to the fact that knowledge has to be
delivered to a large number of students in a relatively short period of time.
However, as opposed to the top-down and instructor-centered transfer of
knowledge, student-centered methods that include modern ICT tools should
be implemented in higher education instead (Ollé, 2010). According to the
recommendations of the OECD, higher education should eguip students
with a wide range of skills to meet the challenges of a knowledge-based and
ever-changing society and encourage lifelong learning. In line with this goal,
higher education methodologies should be enriched with problem-based,
competence-developing methods that improve students’ critical thinking,
creativity, and communication skills in addition to subject-based learning
(Hoidn & Kärkkäinen, 2014).
There has been a marked increase in effective teaching practices at higher
education institutions, and more and more universities are sharing their
innovative teaching practices. These are available in an open source higher
education methodology database which can be found on the Tempus Public
Foundation website since 2017. The ICT Research Center of the Karoli
Gäspär University of the Reformed Church has prepared an educational
informatics handbook specifically for the development of higher education
methodologies (Dringö-Horväth et al., 2020).
Various forms of storytelling are increasingly being used as independent
or supplementary teaching methods in higher education courses (Kubinger¬
Pillmann, 2022). The primary aim of this integration is to explore personal
and professional identity (Lanszki, 2016c, Moss, 2017) and to develop generic
soft skills such as critical thinking, communication and interprofessional
collaboration (Jamissen & Moulton, 2017). In addition, digital forms of
storytelling can be adapted to educational outcome requirements and
subsequent professional profiles.
8 https://tka.hu/nemzetkozi/9770/felsooktatas-modszertani-adatbazis