Authentic Learning Across Disciplines and Borders with Scholarly Digital Storytelling
DOI:
https://doi.org/10.20343/teachlearninqu.9.2.8Keywords:
authentic learning, technology-enhanced assessment, scholarly digital storytelling, digital skillsAbstract
Scholarly digital storytelling combines academic research and digital skills to communicate scholarly work within and beyond the classroom. This article presents three case studies that demonstrate efforts to integrate scholarly digital storytelling, a technology-enhanced assessment, across disciplines, geographic locations, and teaching contexts. The case studies originate in the United States, Northern Ireland [UK], and Norway, and represent learning across multiple disciplines, including history, higher education, geography, and biology. This article explores the potential for scholarly digital storytelling, when carefully planned, scaffolded, and implemented, to engage students in authentic learning, teaching students to think deeply and creatively about disciplinary content while creating sharable digital products.
References
Alexander, Bryan, Kevin Ashford-Rowe, Noreen Barajas-Murphy, Gregory Dobbin, Jessica Knott, Mark McCormack, Jeffery Pomerantz, Ryan Seilhamer, and Nicole Weber. 2019. EDUCAUSE Horizon Report: 2019 Higher Education Edition. Louisville, CO: Educause. https://www.educause.edu/horizonreport.
Barber, Wendy, Sherry King, and Sylvia Buchanan. 2015. “Problem Based Learning and Authentic Assessment in Digital Pedagogy.” Electronic Journal of Elearning 13, no. 2: 59–67.
Barr, Robert B., and John Tagg. 1995. “From Teaching to Learning—A New Paradigm for Undergraduate Education.” Change: The Magazine of Higher Learning 27, no. 6: 12–26. https://doi.org/10.1080/00091383.1995.10544672.
Bass, Randy. 1999. “The Scholarship of Teaching: What’s the Problem?” Inventio 1, no. 1.
Bass, Randy, and Heidi Elmendorf. n.d. “Designing for Difficulty: Social Pedagogies as a Framework for Course Design.” Randy Bass (blog). https://blogs.commons.georgetown.edu/bassr/social-pedagogies.
Bozalek, Vivienne, Daniela Gachago, Lucy Alexander, Kathy Watters, Denise Wood, Eunice Ivala, and Jan Herrington. 2013. “The Use of Emerging Technologies for Authentic Learning: A South African Study in Higher Education.” British Journal of Educational Technology 44, no. 4: 629–38. https://doi.org/10.1111/bjet.12046.
Bozalek, Vivienne, Dick Ng’ambi, Denise Wood, Jan Herrington, Joanne Hardman, and Alan Amory. 2015. “Conclusion: Towards a Transformative Higher Education Pedagogy.” In Activity Theory, Authentic Learning and Emerging Technologies: Towards a Transformative Higher Education Pedagogy, edited by Vivienne Bozalek, Denise Wood, Jan Herrington, Joanne Hardman, Alan Amory, and Dick Ng’ambi, 234–41. London: Routledge. https://doi.org/10.4324/9781315771823.
Burdick, Anne, Johanna Drucker, Peter Lunenfeld, Todd Presner, and Jeffrey Schnapp. 2012. Digital Humanities. Cambridge, MA: MIT Press. https://mitpress.mit.edu/books/digitalhumanities.
Chan, Banny S. K., Daniel Churchill, and Thomas K. F. Chiu. 2017. “Digital Literacy Learning in Higher Education Through Digital Storytelling Approach.” Journal of International Education Research 13, no. 1: 1–16. https://doi:10.1017/S0960777307003979.
Cochrane, Thomas, Vickel Narayan, and James Oldfield. 2015. “Emerging Technologies in New Zealand: A Pedagogical Framework for Mobile Social Media.” In Activity Theory, Authentic Learning and Emerging Technologies: Towards a Transformative Higher Education Pedagogy, edited by Vivienne Bozalek, Denise Wood, Jan Herrington, Joanne Hardman, Alan Amory, and Dick Ng’ambi, 92–101. London: Routledge. https://doi.org/10.4324/9781315771823.
Felton, Peter. 2013. “Principles of Good Practice in SoTL.” Teaching and Learning Inquiry 1, no. 1: 121–25. https://doi.org/10.20343/teachlearninqu.1.1.121.
Felten, Peter and Nancy Chick. 2018. “Is SoTL a Signature Pedagogy of Educational Development?” To Improve the Academy 37, no. 1: 4–16. https://doi.org/10.1002/tia2.20077.
Fletcher, Christopher and Carolina Cambre. 2009. “Digital Storytelling and Implicated Scholarship in the Classroom.” Journal of Canadian Studies 43, no. 1: 109–30. https://doi.org/10.3138/jcs.43.1.109.
Gachago, Daniela, Veronica Barnes, and Eunice Ivala. 2015. “From Consumption to Production of Knowledge: Using Digital Storytelling to Enhance Authenticity of Industrial Design Students’ Learning.” In Activity Theory, Authentic Learning and Emerging Technologies: Towards a Transformative Higher Education Pedagogy, edited by Vivienne Bozalek, Denise Wood, Jan Herrington, Joanne Hardman, Alan Amory, and Dick Ng’ambi, 181–91. Abingdon, Oxon: Routledge. https://doi.org/10.4324/9781315771823.
Herrington, Jan. 2015. “Introduction to Authentic Learning.” In Activity Theory, Authentic Learning and Emerging Technologies: Towards a Transformative Higher Education Pedagogy, edited by Vivienne Bozalek, Denise Wood, Jan Herrington, Joanne Hardman, Alan Amory, and Dick Ng’ambi, 61–67. Abingdon, Oxon: Routledge. https://10.4324/9781315771823.
Herrington, Jan, Thomas C. Reeves, and Ron Oliver. 2005. “Authentic Task Design Framework.” www.authentictasks.uow.edu.au/framework.html.
Hutchings, Pat and Lee S. Shulman. 1999. “The Scholarship of Teaching: New Elaborations, New Developments.” Change: The Magazine of Higher Learning 31, no. 5: 10–15. https://doi.org/10.1080/00091389909604218.
Iordache, Catalina, Ilse Mariën, and Dorien Baelden. 2017. Developing Digital Skills and Competences: A Quick-Scan Analysis of 13 Digital Literacy Models. Italian Journal of Sociology of Education 9, no. 1: 6–30. https://doi.org/10.14658/pupj-ijse-2017-1-2.
Jopp, Ryan. 2019. “A Case Study of a Technology Enhanced Learning Initiative that Supports Authentic Assessment.” Teaching in Higher Education 25, no. 8: 1–17. https://doi:10.1080/13562517.2019.1613637.
Lindsay, Noel and Denise Wood. 2015. “Facilitating Creative Problem Solving in the Entrepreneurship Curriculum through Authentic Learning Activities.” In Activity Theory, Authentic Learning and Emerging Technologies: Towards a Transformative Higher Education Pedagogy, edited by Vivienne Bozalek, Denise Wood, Jan Herrington, Joanne Hardman, Alan Amory, and Dick Ng’ambi, 92–101. Abingdon, Oxon: Routledge. https://doi.org/10.4324/9781315771823.
Littlejohn, Allison, Helen Beetham, and Lou McGill. 2012. “Learning at the Digital Frontier: A Review of Digital Literacies in Theory and Practice.” Journal of Computer Assisted Learning 28, no. 6: 547–56. https://doi:10.1111/j.1365-2729.2011.00474.x.
Lombardi, Marilyn M. 2007. “Authentic Learning for the 21st Century: An Overview.” Educause Learning Initiative. https://doi.org/10.7748/ns.29.52.8.s5.
Manarin, Karen, Christine Adams, Richard Fendler, Heidi Marsh, Ethan Pohl, Suzanne Porath, and Alison Thomas. 2021. Examining the Focus of SoTL Literature—Teaching and Learning? Teaching and Learning Inquiry 9, no. 1: 349–64. https://doi.org/10.20343/teachlearninqu.9.1.23.
Ng’ambi, Dick and Vivienne Bozalek. 2015. “Introduction to Emerging Technologies.” In Activity Theory, Authentic Learning and Emerging Technologies: Towards a Transformative Higher Education Pedagogy, edited by Vivienne Bozalek, Denise Wood, Jan Herrington, Joanne Hardman, Alan Amory, and Dick Ng’ambi, 105–14. Abingdon, Oxon: Routledge. https://doi.org/10.4324/9781315771823.
Oppermann, Matthias. 2008. “Digital Storytelling and American Studies: Critical Trajectories from the Emotional to the Epistemological.” Arts and Humanities in Higher Education 7, no. 2: 171–87. https://doi.org/10.1177/1474022208088647.
Pangrazio, Luciana. 2016. “Reconceptualising Critical Digital Literacy.” Discourse 37, no. 2: 163–74 https://doi:10.1080/01596306.2014.942836.
Payton, Sarah. 2012. JISC Briefing: Developing Digital Literacies. https://www.jisc.ac.uk/guides/developing-digital-literacies.
Puentedura, Ruben. 2006. “Transformation, Technology, and Education.” Strengthening Your District Through Technology 8. http://www.hippasus.com/rrpweblog/archives/2006_11.html.
Schrum, Kelly. 2021. “Scholarly Digital Storytelling: Enhancing Academic Research and Digital Literacy.” In Teaching Digital Literacy: A Faculty Guide to Integrating Digital Skills with Disciplinary Content, edited by Lauren Hays and Jenna Kammer. Sterling, VA, Stylus Publishing.
Singh, J. P. 2014. “Development Remix: Representing Poverty, Culture, and Agency in the Developing World.” International Studies Perspectives 15, no. 3: 243–56. https://doi.org/10.1111/insp.12023.
Sleeter, Nate, Kelly Schrum, Amy Swan, and Justin Broubalow. 2019. “‘Reflective of My Best Work’: Promoting Inquiry-Based Learning in a Hybrid Graduate History Course.” Arts and Humanities in Higher Education 19, no. 3: 285–303. https://doi:10.1177/1474022219833662.
Snelson, Chareen. 2018. “Video Production in Content-Area Pedagogy: A Scoping Study of the Research Literature.” Learning, Media and Technology 43, no. 3: 294–306. https://doi.org/10.1080/17439884.2018.1504788.
Villarroel, Verónica, David Boud, Susan Bloxham, Daniela Bruna, and Carola Bruna. 2020. “Using Principles of Authentic Assessment to Redesign Written Examinations and Tests.” Innovations in Education and Teaching International 57, no. 1: 38–49. https://doi.org/10.1080/14703297.2018.1564882.
Walters, Lynne Masel and Sam von Gillern. 2018. “We Learn in the Form of Stories: How Digital Storytelling Supports Critical Digital Literacy for Pre-Service Teachers.” International Journal of Digital Literacy and Digital Competence 9, no. 3: 12–26. https://doi:10.4018/IJDLDC.2018070102.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Kelly Schrum, Niall Majury, Anne Laure Simonelli
This work is licensed under a Creative Commons Attribution 4.0 International License.
