Authentic Learning Across Disciplines and Borders with Scholarly Digital Storytelling

Authors

DOI:

https://doi.org/10.20343/teachlearninqu.9.2.8

Keywords:

authentic learning, technology-enhanced assessment, scholarly digital storytelling, digital skills

Abstract

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.

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Author Biographies

Kelly Schrum, George Mason University

Kelly Schrum is an associate professor of higher education at George Mason University (US).

Niall Majury, Queen's University Belfast

Niall Majury is director of education and senior lecturer at the School of Natural and Built Environment at Queens University (UK).

Anne Laure Simonelli, Université Côte d’Azur

Anne Laure Simonelli is a pedagogical engineer at Digital Systems for Humans (DS4H) at the Université Côte d’Azur (France). She was a researcher at bioCEED at the University of Bergen (Norway) at the time of this study.

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Published

2021-09-14

How to Cite

Schrum, Kelly, Niall Majury, and Anne Laure Simonelli. 2021. “Authentic Learning Across Disciplines and Borders With Scholarly Digital Storytelling”. Teaching and Learning Inquiry 9 (2). https://doi.org/10.20343/teachlearninqu.9.2.8.