Digitale historiefortelling som kontekstuell læring i yrkesfaglig undervisning

[Digital storytelling: Contextual learning during vocational education and training]

Authors

  • Anne-Catrine Wolden Oslo and Akershus University College
  • Ursula Småland Goth VID vitenskapelige høgskole, Norge
  • Anne Karin Larsen OsloMet – storbyuniversitetet, Norge

DOI:

https://doi.org/10.3384/njvet.2242-458X.188144

Keywords:

Digital storytelling, vocational teacher education, teacher educator, vocational training, study and teaching

Abstract

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.

Author Biography

Anne-Catrine Wolden, Oslo and Akershus University College

Assitant Professor

Institute of vocational teacher education

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 p 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

2018-03-14

How to Cite

Wolden, A.-C., Småland Goth, U., & Larsen, A. K. (2018). Digitale historiefortelling som kontekstuell læring i yrkesfaglig undervisning: [Digital storytelling: Contextual learning during vocational education and training]. Nordic Journal of Vocational Education and Training, 8(1), 44–57. https://doi.org/10.3384/njvet.2242-458X.188144

Issue

Section

Peer-reviewed research articles