Digitale historiefortelling som kontekstuell læring i yrkesfaglig undervisning
[Digital storytelling: Contextual learning during vocational education and training]
DOI:
https://doi.org/10.3384/njvet.2242-458X.188144Keywords:
Digital storytelling, vocational teacher education, teacher educator, vocational training, study and teachingAbstract
Digital skills are needed in order to use digital media for learning purposes and to cope with today’s knowledge society. In recent years, digital storytelling has become a modern way of telling stories, and in learning facilities it has been used as a reflection medium. Vocational training often requires the dissemination of tacit and practice-based knowledge, and the trainers of vocational teachers have been lacking an appropriate approach. The aim of the study was therefore to evaluate digital story-telling as an educational approach in vocational education. Data were obtained by participatory observation and included 19 digital storytellings, text analysis of 18 subject evaluations and text analysis of 19 reflection notes. Data from visual material (digital storytelling) and textual analyses were categorized, grouped and then discussed and analyzed using phenomenological analysis.
Our findings showed that digital storytelling as an educational approach, promote learning outcomes through practical skills and increase the active use of subject terminology. The results showed further that digital storytelling promote reflection on one own and others’ actions and thus increase understanding of the actual work process in vocational education.
Digital stories as an educational approach can increase didactic skills and hence digital skills while allowing participants to learn from each other’s challenges.
References
Anderson, J. (2013). Active learning through student film: A case study of cultural geography. Journal of Geography in Higher Education, 37(3), 385–398. https://doi.org/10.1080/03098265.2013.792041
Bratitsis, T. (2017). Contextualized educators’ training: The case of digital storytelling. I P. Anastasiades & N. Zaranis (Red.), Research on e-learning and ICT in education (s. 31–43). Cham: Springer international publishing.
DeGennaro, D. (2010). Immersing preservice teaching in technology-mediated learning. Contemporary Issues in Technology and Teacher Education (CITE Journal). Hentet den 22.09.17 fra: http://www.citejournal.org/volume-10/issue-3-10/current-practice/grounded-in-theory-immersing-preservice-teachers-in-technology-mediated-learning/
Dewey, J. (1922). Human nature and conduct: An introduction to social psychology. London: Georg Allan and Unwin.
Dewey, J. (1974). Erfaring og oppdragelse. København: Christian Ejlers’ forlag.
Dewey, J. (1980). Art as experience. New York: Perigee Books.
Engen, B.K., Giæver, T. & Mifsud, L. (2017). Om å utøve digital dømmekraft. I B.K. Engen, T. Giæver & L. Mifsud (Red.), Digital dømmekraft (s. 24). Oslo: Gyldendal akademisk.
Gilje, Ø., Ingulfsen, L., Dolonen, J.A., Furberg, A., Rasmussen, I., Kluge, A., Knain, E., Mørch, A., Naalsund, M. & Skarpaas, K.G. (2016). Med ARK og APP: Bruk av læremidler og ressurser for læring på tvers av arbeidsformer. Oslo: Universitetet i Oslo. Hentet den 20.09.2017 fra https://www.uv.uio.no/iped/forskning/prosjekter/ark-app/arkapp_syntese_endelig_til_trykk.pdf
Gjæver, T.H., Johannesen, T. & Øgrim, L. (2014). Digital praksis i skolen. Oslo: Gyldendal akademiske.
Goth, U.S. & Økland, Ø. (2016). Helse og oppvekstfag i en globalisert verden. I U.S. Goth (Red.), Yrkes- og profesjonsutdanning i en norsk kontekst (s. 68–83). Oslo: Gyldendal akademisk.
Goth, U.S. & Schön, E. (2014). “Learning by doing…” Studentbedrift som pedagogisk tilnærming til entreprenørskap i yrkesfaglærerutdannelsen. Nordic Journal of Vocational Education and Training, 4(1), 1–22. https://doi.org/10.3384/njvet.2242-458X.14v4i1a3
Haug, K.H. & Jamissen, G. (2015). Se min fortelling: Digital historiefortelling i barnehagen. Oslo: Cappelen Damm Akademisk.
Hiim, H. & Hippe, E. (1998). Læring gjennom opplevelse, forståelse og handling (2.utg.). Oslo: Universitetsforlaget.
Hiim, H. (2013). Praksisbasert yrkesutdanning: Hvordan utvikle relevant yrkesutdanning for elever og arbeidsliv? Oslo: Gyldendal Akademisk.
HiOA. (2016). Om høgskolen. Hentet den 02.10.2017 fra http://www.hioa.no/Om-HiOA
Istenic, S.A., Cotic, M., Solomonides, I. & Volk, M. (2016). Engaging preservice primary and preprimary school teachers in digital storytelling for the teaching and learning of mathematics. British Journal of Educational Technology, 47(1), 29–50. https://doi.org/10.1111/bjet.12253
Jamissen, G. (2013a). Digital historiefortelling som redskap i utviklingsarbeid. I G. Bjørke, H. Jarning & O. Eikeland (Red.), Ny praksis- ny kunnskap: Om utviklingsarbeid som sjanger (s. 142–152). Oslo: ABM-media AS.
Jamissen, G. (2013b). Kvalitetsperspektiver ved digital historiefortelling for læring i høyere utdanning. I T. Fossland, K.R. Ramberg & E. Gjerdrum (Red), Ulike forståelser av kvalitet i norsk, fleksibel høyere utdanning (s. 263–279). Tromsø: Norgesuniversitetets skriftserie 1/2013.
Johannessen, A., Tufte, P.A. & Christoffersen, L. (2011). Introduksjon til samfunnsvitenskapelig metode. Oslo: Abstrakt forlag.
Kearney, M. (2011). A learning design for student-generated digital storytelling. Learning, Media and Technology, 36(2), 169–188. https://doi.org/10.1080/17439884.2011.553623
Kvale, S. & Brinkmann, S. (2009). Det kvalitative forskningsintervju. Oslo:
Gyldendal akademisk.
Kelentric, M., Helland, K. & Arstorp, A-T. (2017). Rammeverk for lærerens profesjonsfaglige digitale kompetanse. Oslo: Senter for IKT utdanningen.
Læreplanverket for kunnskapsløftet. (2016). Hentet den 20.11.17 fra http://www.udir.no/laring-og-trivsel/lareplanverket/
NOU 2014:7. Elevenes læring i fremtidens skole: Et kunnskapsgrunnlag. Oslo:
Kunnskapsdepartementet. Hentet den 02.11.2017 fra
https://www.regjeringen.no/no/dokumenter/NOU-2014-7/id766593/sec2
NOU 2015:8. Fremtidens skole: Fornyelser av fag og kompetanser. Oslo:
Kunnskapsdepartementet. Hentet den 02.11.2017 fra https://www.regjeringen.no/no/dokumenter/nou-2015-8/id2417001/
Patton, M.Q. (2002). Qualitative research and evaluation methods. London: Sage
Publications.
Programplan for Bachelor yrkesfaglærer i Design og håndverk. (2014). Oslo: Høgskolen i Oslo og Akershus. Hentet den 02.12.2017 fra http://www.hioa.no/Studier-og-kurs/LU/Bachelor/Yrkesfaglaerer-design-og-haandverk
Redecker, C., Carretero, S., Vuorikari, R. & Punie, Y. (2017). European framework for digital competence of educators. Seville, Spain: European Commission Joint Research Centre, Institute for Prospective Technological Studies.
Shelby-Caffey, C., Ubeda, E. & Jenkins, B. (2014). Digital storytelling revisited.The Reading Teacher, 68(3), 191–199. https://doi.org/10.1002/trtr.1273
Urbano, L. & Urbano, L. (2008). Learning through movie production with the movie classroom. Journal of Geoscience Education, 56(4), 334–341. https://doi.org/10.5408/learning_through_movie_product
Walters, L.M, Green, M.R., Wang, L. & Walters, T. (2011). From heads to hearts: Digital stories as reflection artifacts of teachers’ international experience. Issues in Teacher Education, 20(2), 37–52. Hentet den 31.08.2017 fra http://search.proquest.com/openview/474478b4b768a8fe8323220021858b0b/1?pq-origsite=gscholar&cbl=28752
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 Anne-Catrine Wolden, Ursula Småland Goth, Anne Karin Larsen
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
From 2021 NJVET publishes all articles under the Creative Commons License CC BY 4.0.
