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Transcript of Digital storytelling by
Digital storytelling in Nursing
Seminar: The use of digital storytelling across disciplines and institutions. Cape Peninsula University of Technology:
Cape Town Campus
Penny Gill, Eunice Ivala, Daniela Gachago, Linda Mkhize, Zubeida Petersen and Nazma Vajat
23rd August 2012
Introduction Digital Story-telling - in Higher Education - in Nursing Theoretical Framework Project Design Impact of the study for Teaching and Learning Challenges encountered in implementation of
DST Strategies for enhancing meaningful use of DST Recommendations for future use.
Outline of Presentation
STORYTELLING TRADITION
Storytelling tradition in Africa
San Rock art to illustrate their stories
Digital storytellingDigital storytelling is the modern equivalent of ancient story-telling
defined as a short first personmulti-media video narrative documents human life experience, ideas or feelings through story-telling(Center for Digital Story-telling, 2012).
Digital storytelling supports learner-centred approaches,
COLLABORATIVE
LEARNING
REFLECTION
FOR DEEP LEARNING
DEVELOPMENT
OF DIGITAL LITERACIES
EFFECTIVE INTEGRATION OF TECHNOLOGY INTO TEACHING &
LEARNING
PROJECT-BASED
LEARNING
DIGITALSTORYTELLING
DST in Higher Education educational technology
utilizes meaningful activities to construct meaning in different ways. Trilling & Hood (1999)
increase student’s understanding of curricular content. Sadik (2008)
DST in Higher Education assists students gain
literacy skills. Robin (2006) addresses the needs of
students with different learning styles. Matthews-DeNatal (2008)
utilizes almost all the skills the student needs in the 21st century Jakes(2006); Bugan & Robin (2008)
DST in Higher Education
- engenders student’s
creativity, creates critical
thinkers & critical viewers
of media
- improves research skills
& builds learning
communities
DST IN NURSING
Many applications in under and post graduate nursing
Can be used to challenge negative experiences in nursing
DST IN NURSING
Exposes students to human experience of being a patient and encourage the development of sensitive individualised and compassionate practice. (Wood and Wilson-Barnett, 1999; Costello and Home, 2001; Repper and Breeze, 2004.
ECP NURSING CONTEXT
acute shortage of nurses
implemented in January 2008
Government DoH bursary provided to students/Faculty funding DoE
Background to the study Negative status
Impact on self-esteem
Low academic literacy skills (NBT)
Mature students, many socio-economic problems / poverty
THEORETICAL FRAMEWORKTajfel and Turner(1979) The Social Identity Theory categorise themselves into one or more in-
groups, building a part of their identity on the basis of
membership of that group and enforcing boundaries with other groups
THEORETICAL FRAMEWORKTajfel and Turner(1979
3 elements
- categorisation
- identification
- comparison
THEORETICAL FRAMEWORKTajfel and Turner(1979) Social identity theory: how does
belonging to a social group impact on student engagement and success?
Link between student’s social identities and student engagement
Peer groups engage in social creativity realigning their value system away from success in class in order to maintain a positive social identity
THEORETICAL FRAMEWORKTajfel and Turner(1979) Is Social identity: based on social
class / race or ethnicity / track
there is high correlation between tracking students and engagement Kelly(2008)
TRACKING
Tracking greatly polarizes the differences in attitudes and behaviours between high and low track students (differentiation – polarization theory)
Strategies for students: Individual mobility Social creativity Direct competition
Reasons for disengagement
Consequences of disengagement much less felt for students who already have been labelled low-achievers than students that are high achievers
Little opportunity for upward mobility
PROJECT DESIGN Topic: Caring for people with
disabilities, linking personal experiences / stories with care theory
Influenced by Centre for DS workshop model
PROJECT DESIGN
3 workshops over the course of 2 months1st Workshop: introduction, community map, mind map in groupsSelf-study: development of script and recording, 4 weeks service learning2nd Workshop: Finalising of scripts, recording, MovieMaker3rd Workshop: Screening and debriefing (focus groups
Centre for Digital Storytelling
Origins from community theatre, strong social change background
Focus on collective sharing of stories, story circle
Focus on stories that are usually not heard
Everybody has a story to tell Silenced voices
Participation and Learning Techniques
Community mapDrawing a map of community with resources and challengesLink back to students’ communities and lived service learning experiences among studentsVisual techniques to help students with low academic literacyImproves meaningful learning, transfer of theory and practice
Research design Qualitative study
Focus groups with all 6 groups of students (2 groups per focus group)
Each approximately 1 hour
Inductive method of analysis
Findings and discussionThemes that arose: Developing a nursing
identity Empathizing with the
patient Link to communities Collaboration Acquisition of
knowledge/multimodality Challenges
Developing nursing identity
Extending views of what it means to be a nurse
Moving from self-doubt to achievement.
Skills transfer
Empathizing with patient
New insights Understanding and empathizing with
patient “What I got to learn about the
unconscious patient is that they need people around them even if they don’t feel anything.. I think I will change like how I treat them
Link to communities
Helps transferring knowledge and experiences into community:
Combining information from personal experience and research:
Collaboration Group cohesion
Development of individual identities within groups
Peer support, learning from each other
Distribution of roles within the group
Acquisition of knowledge / multimodality
Different from normal assignments
Active/deep learning
Understanding the subject content better with DS
Challenges in:
Communication amongst group members
Access to computers and training
Diverse computer skills in groups
Challenges continued Lack of time
Lack of support from lecturers
No mark for digital stories
Technical problems disappointment with recording of the sound.
Discussion: Digital Storytelling Exposes students to the human
experience of being a patient and encourages the development of sensitive individualised and compassionate practice. (Wood and Wilson-Barnett, 1999; Costello and Home, 2001; Repper and Breeze, 2004)
Discussion: Digital Storytelling engages in “meaning making”
helps build connections with prior knowledge
good stories are remembered longer by students than lessons that lack them
Discussion Social identity theory: comparison
with other groups, feeling of dissatisfaction
But also pride and confidence in final product
Embodied learning, empathising with patients
Discussion Unconscious / taken for granted roles
(in and out groups / more holistic perception of identity as nurse
Transferable skills
Blurring boundaries between formal / informal learning (Barrett 2006)
Recommendations Integration into curriculum and
grading
Extra workshop for MovieMaker
Access to labs over period of time
Make sure all students develop skills
Include IT department and English teacher in the project
Acknowledgements This project was partly funded by the
2011 Research on Innovation in Teaching and Learning Fund
Thanks to ECP lecturer Zubeida and ECP2 2012 students
Special word of thanks to Daniela, Eunice, Linda and librarian Nazma