The Decision-Making Process and the Construction of Online Sociality through the Digital Storytelling Methodology

Limone, Pierpaolo; Toto, Giusi Antonia; Cafarelli, Barbara

doi:10.3390/electronics10202465

Cited by 10 publications

(4 citation statements)

References 41 publications

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“…The intervention, called 'DST music and soundtracks', was constituted in the model of the University of Foggia (present below) (Limone et al, 2021) in a theoretical lesson on listening to music, musical intelligence and three international good practices (Toto, 2017) of technology-mediated music teaching in which students observe student treatment, behaviour and outcomes of this teaching practice. As an alternative to the latter theme, it is possible to replace it with a lesson on rhythm for which no prior knowledge of musical content is required.…”

Section: Methodsmentioning

confidence: 99%

Use of Music and Openness in a Group of Teachers-in-Training Receiving a Musical Intervention

Toto¹,

Ragni²,

Limone³

2023

To Be or Not to Be a Great Educator

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The effects of music education on cognitive abilities have raised great interest among scholars of education and learning. According to literature, the use of music in pedagogical practices enhances learning processes with positive impact on the intellectual and social development of students. The main objective of this study was to explore the personal experience with music of teachers-in-training while participating in a musical intervention. The intervention, included both theoretical and practical modules, was delivered during a Digital Storytelling (DST) course. Specifically, our main aim was to investigate possible relationships between the personality openness dimension of teachers-in-training, the role of music in their personal life, and rewards they perceived associated with music. 818 teachers-in-training attending the DST class in an online specialisation course at the University of Foggia were enrolled. After their informed consent was obtained, they completed an online survey including three self-report questionnaires: The Big Five Inventory (BFI; John et al., 1991), The Brief Music Experience Questionnaire (Brief-MEQ; Werner et al., 2006 and the Barcelona Music Reward Questionnaire (BMRQ; Mas-Herrero et al., 2013). The research study was approved by the Institutional Review Board of the University of Foggia. In order to test the associations among the studied variables, correlations (Pearson’s r) and a CFA analysis were conducted using the SPSS software. Results showed that teachers who reported to positively use music daily (r = .67), especially enjoy in sharing music with other people, and teachers who reported to use music as a reward in terms of special connection with it (r = .64), also reported higher levels of openness (originality, curiosity, reflective thinking, imagination, invention, giving values to artistic and aesthetic experiences). Our results highlight the importance of including music in learning processes as a possible mediator able to enhance teachers and students’ socio-emotional and cognitive skills.

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Section: Methodsmentioning

confidence: 99%

Use of Music and Openness in a Group of Teachers-in-Training Receiving a Musical Intervention

Toto¹,

Ragni²,

Limone³

2023

To Be or Not to Be a Great Educator

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Section: Methodsmentioning

confidence: 99%

To Be or Not to Be a Great Educator

2023

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The COVID-19 pandemic has brought teachers professional and personal challenges, creating particularly stressful crisis-like conditions for their learning and development. The aim of this qualitative study is to conceptualise teachers' learning experiences that have accompanied the transformations of their professional activity during the COVID-19 pandemic. Narrative interviews of teachers were conducted in Latvia in the spring/summer of 2022. They were coded and analysed according to thematic analysis method. This article entails the results of the first stage of the study. The study found that teachers' learning experiences during the COVID-19 pandemic are characterised by the paradigm of transformative learning as overcoming. Thematic structure of the learning experiences was developed and comprises 4 themes (dealing with limitations, seeking support from community, learning on the go, drawing conclusions) as well as 13 subthemes, which describe teachers' experiences in rich detail, revealing their complexity and variability. The article offers conclusions on the conceptualisations of teachers' experiences, discusses support and conditions needed to benefit from the experience and points to the significant role of context, relationships, and dedication for teachers to have beneficial learning experiences accompanying the transformations of their professional activity during the COVID-19 pandemic.

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“…Undoubtedly, the new audiovisual theory was suggested mostly for adult media studies learners and targeted at the educational process quality utilizing technology-enhanced learning [4]. Additionally, on the other hand, following the relevant literature [51,116,120,[186][187][188][189][190], the digital storytelling methodology focuses on the application of digital storytelling (narration form here on) through educational techniques which is commonly created and used from and through ICT-tools in order to bring a narrative to life utilizing audiovisual content [4,8,177]. Despite what we already know about the influence of the ICTs in education and ICT-supported educational techniques [4] (p. 8), the most recent literature has also shown that their effectiveness is determined by the educational needs of the learners themselves [1,4,8].…”

Section: Research Interactive Seminar: the Teaching Methodological Ap...mentioning

confidence: 99%

The Challenge of an Interactive Audiovisual-Supported Lesson Plan: Information and Communications Technologies (ICTs) in Adult Education

2022

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The rapid development in the fields of science, and information and communications technologies (ICTs) in recent years, as well as the COVID-19 pandemic, have brought about and continue to generate transformations in education, especially in adult education. In the present enhanced research article, an interactive audiovisual-supported lesson plan template and its non-verbal role in our psychological and mental health are presented in-depth. Applying a multi-methodological approach, this interactive communication-themed adult lesson plan was executed and researched in the framework of an interactive seminar in Greece and Cyprus. The research sample consisted of adult educators as adult learners and involved empirical research where technology-enhanced research methods were applied as qualitative action research with quasi-experiments. Specifically, the attitudes and views of an adult educators’ group regarding the research interactive seminar that they participated in were re-investigated through secondary analysis. Similarly, the suitability of specific ICTs as well as whether they help or change the physical or psychological and mental health of the participants at the end of a teaching–learning procedure as a pilot case study were explored. The research results, effects and findings confirm the current debate on the employment of contemporary ICTs within the framework of the educational process of technology-enhanced learning in education (including adult education) as derived both by the literature, and by the research results, effects and findings of various other studies and research papers. Finally, this study can be used as a basis for creating and/or developing an audiovisual-supported lesson plan aimed at adult learners as an alternative approach.

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The Decision-Making Process and the Construction of Online Sociality through the Digital Storytelling Methodology

Cited by 10 publications

References 41 publications

Use of Music and Openness in a Group of Teachers-in-Training Receiving a Musical Intervention

Use of Music and Openness in a Group of Teachers-in-Training Receiving a Musical Intervention

To Be or Not to Be a Great Educator

The Challenge of an Interactive Audiovisual-Supported Lesson Plan: Information and Communications Technologies (ICTs) in Adult Education

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