Browsing by Subject "digitaalinen tarinankerronta"

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  • Vaalasmaa, Teemu (Helsingfors universitet, 2017)
    Goals In this study, a week-long digital storytelling project was conducted in a labour market training course in adult education. The study problem was: how collaborative learning was present in the groups in the labour market training course and what it contributed to producing digital storytelling videos? The theoretical background in this study is Global Sharing Pedagogy -model and the collaborative learning aspect of it. For collaboration, the theoretical background are the central concepts of Hakkarainen's studies and the productive agency by Schwartz & Lin. Methods This was a case-study. The subjects in this study consisted of two labour market training groups that were united for the purposes of this study and ages of participants were from 20 to 50 years old. They were split into four smaller groups which were used as cases in this study. The smaller groups had members between four and seven. The project lasted for one week and there was from three to six hours of work each day. At the end of week, the digital stories were reviewed together. The data for this study consists of field diary during the working phase, group interviews with the groups and the finished digital stories. Each group was a separate case and the descriptions from both observation and interviews were searched for signs of collaborative learning. Each case was also compared to other cases to find differences and similarities. Results and conclusions The descriptions of learning in groups had clear aspects of collaborative learning. Each group had some aspects but three of four groups, the dedicated, the independents and the supported had significant collaborative learning present in every part of the project while the wanderers had lesser collaborative learning present. The results reveal that digital storytelling is a good tool to use in adult education to promote both collaborative learning and 20th century skills in students.
  • Viitanen, Kirsi (Helsingfors universitet, 2015)
    Many international organizations have defined the so called 21st century learning skills that students should have in order to be successful in today's society. Digital literary is one of those skills. Experts say that schools do not really have the concrete tools to teach these skills. Research shows that digital storytelling is one way to develop many of the important 21st century skills. The purpose of this study is to analyze how students could develop their digital literacy by creating digital stories. More precisely, what kind of media content production, editing, and sharing skills will they learn by making their own video stories. This study is based on Digital Storytelling Project by the University of Helsinki. The project was a part of Finnable 2020 research funded by Tekes. This study involves all the 6th graders that participated to the Digital storytelling project from Finland, a total of five classes. The research material consists of student and teacher interviews and video stories made by the students. The research material was analyzed with content analysis. The framework for the analysis was based on research on digital literacy, digital storytelling and film narrative. The results of this study show that the students learned many digital literacy skills involving media content production by creating video stories. By making their stories the students learned to plan their own content, to search for relevant information and material to their stories, and to use mobile devices for filming. They also learned about filming, and how to deliver their own message through the video stories. By editing their stories the students practiced how to edit and remix pictures and videos with different video editing tools. By sharing their video stories with others the students learned how to share information, how to evaluate their own work and the work of others, how to consider the audience, and how to interact and influence through video stories.