Perspectives on the use of Serious-Storytelling for Creative Thinking Awareness in Engineering

Caratozzolo, Patricia; Alvarez-Delgado, Alvaro; Hosseini, Samira

doi:10.1109/fie44824.2020.9273994

Cited by 13 publications

(5 citation statements)

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“…Two different types of tests were implemented to determine, respectively, whether the student could explain the meaning of the words (open response) and whether or not the student could distinguish the meaning of the word in a context. For more details on the design of language and written communication skills tests, see [ 76 ].…”

Section: Resultsmentioning

confidence: 99%

The use of video essays and podcasts to enhance creativity and critical thinking in engineering

Caratozzolo

Lara-Prieto

Hosseini

et al. 2022

Int J Interact Des Manuf

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The current demands of the labor market demand a new compendium of skills from engineering graduates. To develop skills at a more complex level, this study analyzed the use of second-generation Video Essays and Podcasts to improve soft skills. The characteristics of students belonging to Generation Z as digital natives were considered and digital platforms were adapted for interaction in social networks to enhance critical thinking and creativity (Criticality). Active learning experiences in different engineering programs were analyzed using the 4-group Solomon methodology with a quantitative design and different assessment instruments were used for Pre-Tests and Post-Tests, including various fluency and originality tests, as well as answering articulation ability tests. and modified VALUE rubrics from the Association of American Colleges and Universities (AAC&U). Our results clearly suggest that the use of these two tools substantially improves understanding of scientific concepts in engineering subjects, a greater ability to develop increasingly in-demand skill sets, and a greater awareness of creative thinking competence.

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Section: Resultsmentioning

confidence: 99%

The use of video essays and podcasts to enhance creativity and critical thinking in engineering

Caratozzolo

Lara-Prieto

Hosseini

et al. 2022

Int J Interact Des Manuf

Self Cite

View full text Add to dashboard Cite

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“…The addition of storytelling approach to the learning process created a personal relationship between the instructor and the audience and was also a powerful tool to engage students and form emotional connections to the topics under study (Nishioka, 2016). Storytelling was also an ideal cognitive tool to include in Vygotsky's approach because it is based on active and collaborative learning and is produced through the knowledge and previous experience of students (Truong-White & Mclean, 2015)(Patricia Caratozzolo et al, 2020). The four essential components of storytelling could be verified in all the experiencies designed in the study:…”

Section: Methodsmentioning

confidence: 99%

Education 4.0 Framework: Enriching Active Learning With Virtual and Technological Tools

Caratozzolo¹,

Alvarez-Delgado²

2021

International Conference on Education

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At the beginning of 2020, many educators were still unclear what exactly it meant to design teaching-learning processes in the Fourth Industrial Revolution, “Education 4.0”. Despite this, and due to the Corona crisis, all institutions were dizzyingly pushed into partially known digital and technological environments, dragging teachers and students with them. In the field of higher education, the situation was doubly challenging: there were still deep misunderstandings about how to improve the cognitive abilities of Generation Z students, and serious confusion about the fact that technological tools -even advanced- can hardly replace an entire cognitive theory. The present work is a study on the effectiveness of the Active Learning approach in STEAM (Science, Technology, Engineering, Art and Mathematics); the didactic use of technological tools (including screencasting and podcasting) and, the design of innovative strategies to enhance the development of the skills declared in the Education 4.0 Framework: global citizenship, innovation and creativity, digital literacy and interpersonal awareness. The methodology used was quantitative-experimental with a 4-group Solomon design, involved more than 250 students and was developed over three years, including the two semesters of 2020 (fully online environments). The use of VALUE rubrics (Valid Assessment of Learning in Undergraduate Education) allowed the obtaining of conclusive results: (i) the importance of a correct diagnosis of the development of digital literacy skills to promote the formation of metacognitive awareness; (ii) the impact of the design and implementation of adequate cognitive tools in the quality of the learning outcomes; and (iii) the relevance of the dosed use of technological tools in each stage of a 2D learning taxonomy (cognitive process dimension / orthogonal knowledge dimension). Keywords: Critical Thinking, Creativity, Higher Education, Educational Innovation

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“…Contar cuentos, aventuras, leyendas o novelas es el arte interactivo de usar las palabras y acciones para revelar los elementos e imágenes de una historia, al tiempo que se motiva la imaginación de los oyentes, así mismo se dejan ver los componentes de la narración, en primer lugar, la perspectiva se despliega en el punto de vista subjetivo que provoca emoción y activa la cognición. En segundo lugar, la interactividad en el uso de las palabras, acciones como vocalización, movimientos físicos y/o gesticulaciones para presentar la historia (Caratozzolo, et al, 2020).…”

Section: El Relato Digital Y Sus Posibilidades Pedagógicasunclassified

“…La narración se considera un proceso creativo por excelencia y puede ser una herramienta para fortalecer la resiliencia en los estudiantes de ingeniería que generalmente son expuestos al pensamiento analítico. El enfoque Serious-Storytelling es diferente al no académico porque permite opiniones y perspectivas a desarrollar en contextos de aplicación científica/técnica (Caratozzolo et al,2020). Con respecto a la definiciónde Serious-Storytelling, Lugmayr et al (2015) refieren a la suma de sucesos causa-efecto, que se basa en múltiples eventos estipulados para crear una experiencia de aprendizaje, es un tipo de narración en curso más que una trama que considera contar historias fuera del contexto de entretenimiento.…”

Section: Relato Digital Para El Aprendizaje En Cienciasunclassified

Posibilidades pedagógicas del relato digital para el aprendizaje en ciencias

Borges

Guardado

2022

TenPed

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La innovación en ámbitos educativos ha cobrado un papel relevante en los últimos años. Incorporar estrategias de aprendizaje que incentiven a los estudiantes de los diferentes niveles educativos al acercamiento de las ciencias es un imperativo en estos tiempos. Este trabajo tiene como propósito reconocer y analizar las posibilidades pedagógicas del relato digital (digital storytelling) como innovación educativa en el contexto del aprendizaje en ciencias. La expresión narrativa es un fuerte potencial para fortalecer y desarrollar la cognición, metacognición y juicio crítico, por lo que la incorporación de relatos digitales en el proceso de enseñanza y aprendizaje constituye un aporte en la innovación educativa desde el contexto mediado por las tecnologías y es válido en cualquier tema de estudio porque se perfila como un dispositivo efectivo para el desarrollo de las competencias del siglo XXI. Los entornos digitales proveen al estudiantado de autonomía y control en sus progresos académicos. Si bien los relatos digitales han sido usados en distintos contextos en el ámbito educativo, falta mucho por explorar y, aún más, su aplicación en el área de las ciencias. Desde la perspectiva pedagógica, constituye un camino para dar paso a una educación interactiva y dialógica, la cual implica involucrar a los estudiantes en su proceso de aprendizaje además de la posibilidad de formar conexiones emocionales con los contenidos de los temas de las distintas asignaturas aplicadas a su entorno.

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Perspectives on the use of Serious-Storytelling for Creative Thinking Awareness in Engineering

Cited by 13 publications

References 13 publications

The use of video essays and podcasts to enhance creativity and critical thinking in engineering

The use of video essays and podcasts to enhance creativity and critical thinking in engineering

Education 4.0 Framework: Enriching Active Learning With Virtual and Technological Tools

Posibilidades pedagógicas del relato digital para el aprendizaje en ciencias

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