CHAPTER 14 Telling Stories: Artists’ Books in the Collection of the British Museum

Porter, Venetia

doi:10.1515/9781474434300-019

Cited by 7 publications

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“…• ser técnica e, ao mesmo tempo, uma obra de arte, como um exercício da habilidade de comunicar-se com imagens, som, voz, cor, espaços em branco, animações, etc. (Porter, 2004).…”

Section: Metodologiaunclassified

“…Assim, para atingir o requisito do PPC do curso, lançamos mão da intervenção didática e orientamos o corpo discente a fazer uso da técnica DS. Para tanto, a ancoragem epistemológica de nossa decisão como Equipe Docente da referida disciplina fundamentou-se no conceito de presença social mediada (Kim, Contribuciones a Las Ciencias Sociales, São José dos Pinhais, v.17 (Bakhtin, 2016(Bakhtin, [1952, na diversidade e nas características de que nos fala Porter (2004) Retomando Knowles, Holton e Swanson (1998), consideramos que construir conhecimentos e desenvolver habilidades que sejam aplicáveis, isto é, que possam ser utilizados em situações práticas do dia a dia, constitui-se como um impulsionador para o processo de aprendizagem de estudantes adultos. Nesse sentido, propomos que a contribuição do DS para a presença social mediada no contexto da EaD motivou essa construção a partir de dimensões interligadas de capacidade de acesso, criação e compreensão crítica da produção audiovisual (Livingstone, Covering, Thumim, 2005).…”

Section: Relato Da Intervenção Didática Na Disciplina Tecnologias Na ...unclassified

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Digital Storytelling como técnica de fomento à presença social mediada na Educação a Distância: relato de intervenção didática

Hack,

De Miranda,

Barbosa

2024

CLCS

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O artigo tematiza o uso da técnica Digital Storytelling (DS) como estratégia de fomento à presença social mediada no contexto da Educação a Distância (EaD). A concepção teórica parte dos campos da Educação, da Comunicação e da Linguística Aplicada, em uma intersecção que visa destacar a importância do senso crítico e da percepção criativa na investigação das mudanças advindas com a midiatização do conhecimento para, assim, buscar experimentações contextualizadas de uso da tecnologia no campo educacional. Trata-se de um estudo qualitativo de base interpretativista que objetivou analisar a contribuição didático-pedagógica da técnica DS para o fomento da presença social mediada na EaD. Os dados foram gerados por meio de pesquisa bibliográfica, pesquisa documental e da intervenção didática como fonte à análise crítica e criativa sobre a temática do estudo. A argumentação centra-se nas discussões e na caracterização do DS como contribuinte ao fomento da presença social mediada na EaD e nas reflexões originadas da intervenção didática no curso de Letras-Português, ofertado na modalidade a distância pela Universidade Federal de Santa Catarina, no segundo semestre de 2023. Em síntese, os resultados apontam que a intervenção didática foi exitosa e que as histórias digitais deram conta de cumprir a presença social na disciplina Tecnologias na Educação, bem como de fomentar a socialização das experiências pessoais, que podem servir de ilustração a futuras situações de vida dos estudantes.

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“…• ser técnica e, ao mesmo tempo, uma obra de arte, como um exercício da habilidade de comunicar-se com imagens, som, voz, cor, espaços em branco, animações, etc. (Porter, 2004).…”

Section: Metodologiaunclassified

Section: Relato Da Intervenção Didática Na Disciplina Tecnologias Na ...unclassified

Digital Storytelling como técnica de fomento à presença social mediada na Educação a Distância: relato de intervenção didática

Hack,

De Miranda,

Barbosa

2024

CLCS

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“…In this study, a digital tool was integrated into the speaking activities, namely “Digital Storytelling (DST),” as the ways of learning have been influenced by the rapid development of information technology. DST has been defined as the ancient art of oral storytelling mixed together with the author's own story voice and personal tales, blending images, music, narrative, and voice together into powerful creations (Bernajean, 2004; Porter, 2004). In addition, some researchers have revealed that DST can be used as a multimedia tool in language learning to assist students and enhance their English speaking skills by using technology to tell stories in their own words and with their own voices (Somdee & Suppasetseree, 2012; Tahriri et al, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Developing cooperative learning in a content and language integrated learning context to enhance elementary school students' digital storytelling performance, English speaking proficiency, and financial knowledge

Fan

Chen

2023

Computer Assisted Learning

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Background Study: English education has been promoted in Taiwan for many years.Recently, content and language integrated learning (CLIL) has received attention as an effective way to integrate English into real-life contexts. With advances in technology, digital storytelling is suitable for students to develop multiple skills such as narrating real-life stories and recording them in English.Objectives: The present study developed a cooperative learning model in a CLIL context to enhance elementary school students' digital storytelling, English speaking proficiency performance, and financial knowledge. Methods:The participants were 43 sixth-grade students from two classes: the experimental group (n = 26) and the control group (n = 17). To investigate whether the digital storytelling results produced by the experimental group under the cooperative learning approach differed from the digital storytelling results produced individually by the control group, an experimental design was implemented throughout the 9-week course. All the participants took financial knowledge and English-speaking proficiency pre-tests and then received financial knowledge classes and digital storytelling instruction to help them effectively design digital storytelling videos, which incorporated the concepts of financial knowledge and English-speaking skills. Results and Conclusions:The results showed that the experimental group outperformed the control group in the overall digital storytelling performance, English speaking proficiency, and financial knowledge.

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“…New technologies have the potential to break down barriers to learning, and the use of TUIs has been found beneficial in promoting the inclusion of students with SEN (Barrett, 2006;Porter, 2004). TUIs encourage communication and active listening (Faver & Alanis, 2012), supporting students' speech, language, and communication skills, as demonstrated in Jadan-Guerrero et al 's study (2015) that aimed to strengthen literacy skills in children with Down syndrome.…”

Section: Inclusion and Tdstmentioning

confidence: 99%

Tangible digital storytelling and phygital reality: benefits for inclusion and cooperation in young children

Pasqualotto,

Filosofi

2023

Research on Education and Media

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Modern technology progresses at an incredibly fast pace. With personal computers, mobile phones, tablets, and the Internet, technology is used in all spheres, affecting our daily lives greatly. Educational games are also taking advantage of the technological process, for example, many useful apps are available for children. Gaming and educational opportunities have expanded because of the development of tablets and smartphones. Teachers have the opportunity to combine physical and electronic objects when creating education materials, so they are not confined to the use of traditional physical objects. Storytelling remains one of the oldest teaching methods for children: the development of technology has given impetus to the creation of tangible digital storytelling, which combines programs with physical objects, creating a single field for learning. Creating stories in which a child can interact with his/her peers has also provided new opportunities for inclusion and cooperation in young children. Indeed, the increased use of speakers, videos, pictures, and other tools that can help to quickly create and easily adapt objects for children with various backgrounds has fostered inclusive teaching. This paper will consider the evolution of the storytelling practice, focusing specifically on tangible digital storytelling and its benefits in young children.

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CHAPTER 14 Telling Stories: Artists’ Books in the Collection of the British Museum

Cited by 7 publications

References 0 publications

Digital Storytelling como técnica de fomento à presença social mediada na Educação a Distância: relato de intervenção didática

Digital Storytelling como técnica de fomento à presença social mediada na Educação a Distância: relato de intervenção didática

Developing cooperative learning in a content and language integrated learning context to enhance elementary school students' digital storytelling performance, English speaking proficiency, and financial knowledge

Tangible digital storytelling and phygital reality: benefits for inclusion and cooperation in young children

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