A learning design for student-generated digital storytelling

Kearney, M

A learning design for student-generated digital storytelling

Kearney, M

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Publication Type:: Journal Article
Citation:: Learning, Media and Technology, 2011, 36 (2), pp. 169 - 188
Issue Date:: 2011-06-01

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Field	Value	Language
dc.contributor.author	Kearney, M https://orcid.org/0000-0002-6396-0418	en_US
dc.date.issued	2011-06-01	en_US
dc.identifier.citation	Learning, Media and Technology, 2011, 36 (2), pp. 169 - 188	en_US
dc.identifier.issn	1743-9884	en_US
dc.identifier.uri	http://hdl.handle.net/10453/18769
dc.description.abstract	The literature on digital video in education emphasises the use of prefabricated, instructional-style video assets. Learning designs for supporting the use of these expert-generated video products have been developed. However, there has been a paucity of pedagogical frameworks for facilitating specific genres of learner-generated video projects. Informed by two studies, this article describes the development of a learning design for a popular genre: learner-generated digital storytelling. A particular learning design representation is used to present a structured description of an approach to digital storytelling, and issues are raised relating to future iterations of the design. © 2011 Taylor & Francis.	en_US
dc.relation.ispartof	Learning, Media and Technology	en_US
dc.relation.isbasedon	10.1080/17439884.2011.553623	en_US
dc.subject.classification	Education	en_US
dc.title	A learning design for student-generated digital storytelling	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	36	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	2001 Communication and Media Studies	en_US
dc.location.activity	WOS:000289616200005	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	36	en_US

Abstract:

The literature on digital video in education emphasises the use of prefabricated, instructional-style video assets. Learning designs for supporting the use of these expert-generated video products have been developed. However, there has been a paucity of pedagogical frameworks for facilitating specific genres of learner-generated video projects. Informed by two studies, this article describes the development of a learning design for a popular genre: learner-generated digital storytelling. A particular learning design representation is used to present a structured description of an approach to digital storytelling, and issues are raised relating to future iterations of the design. © 2011 Taylor & Francis.

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http://hdl.handle.net/10453/18769