Youths’ Posting Practices on Social Media for Digital Storytelling

Hurtado, María José Rubio; Alpiste, Marc Fuertes i; Olmo, Francesc Martínez; Albalat, Jordi Quintana

doi:10.7821/naer.2022.1.729

Cited by 11 publications

(7 citation statements)

References 28 publications

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“…In the science learning element, some learning strategies aim to improve students' abili-ty to carry out digital communication and collaboration. For example, teachers can utilize Learning Management Systems (LMS), e-learning, collaboration with cloud documents, and interactive learning videos in science learning (Rubio-Hurtado et al, 2022). With digital collaborationbased learning with science material, students will get used to discussing, giving comments to each other, or working synchronously in the same media.…”

Section: Resultsmentioning

confidence: 99%

Science Learning in Answering Digital Competency Needs of Preservice Math and Science Teachers in the STEM Context

Hidayat,

Prayitno,

Anif

et al. 2023

JPII

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These study purposes are to map the digital competency of pre-service math and science teachers and investigate how science learning can answer the challenge of digital competencies (DigComp) needs. This research used Rasch Model analysis to make knowledgeability mapping of the subject and analyzed using Wright map output by Winsteps 5.3.4. Data was gathered from a survey of 328 pre-service teachers of science majors, e.g., Biology, Chemistry, Geography, or Math, using the DigComp Framework-Based Questionnaire (DFBQ). The responses were based on respondents’ diverse demographic profiles (gender, region, living area, and field of study). The findings identify several differences in teacher training students’ knowledgeability of digital competencies that the Wright map in the Rasch model can map. Knowledgeability mapping is essential to determine which part of DigComp still needs to be strengthened with science education in the context of Science, Technology, Engineering, and Mathematics (STEM) implementation. The study yields two main conclusions: 1) The mapping study of pre-service math and science teachers’ knowledgeability in the DigComp framework shows Logit Value Person (0.31LVP1.11) and Logit Value Item (LVI 0.66 logits); (0 ≥ LVI ≥ 0.66) that are reflecting a middle to lower level of competency, and 2) Science learning has high potential to address this challenge through its learning strategy implementations. The findings can be recommendations for future research of knowledgeability mapping and policy development and discuss implications for digital competency framework practices.

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Section: Resultsmentioning

confidence: 99%

Science Learning in Answering Digital Competency Needs of Preservice Math and Science Teachers in the STEM Context

Hidayat,

Prayitno,

Anif

et al. 2023

JPII

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“…Many of the technological tools that were used in this extrapolation had already been used as a complement to the face-to-face teaching process, so their use did not cause alterations among teachers, students, and universities [26][27][28]. Among these tools were digital platforms [29][30][31], MOOCs [32], tools based on word processing [33,34], multimedia tools, gamification tools [35][36][37][38], social networks [39][40][41], augmented reality [42][43][44][45][46], robotics [47][48][49], and/or virtual forums [50,51], among others.…”

Section: Literature Reviewmentioning

confidence: 99%

Key Factors in the Implementation of E-Proctoring in the Spanish University System

Moro

Gallardo-Pérez

et al. 2022

Sustainability

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Between two possible practices when supervising a remote synchronous evaluation, during the COVID-19 pandemic, the majority of Spanish universities opted for the use of videoconferences with audio and active video, instead of implementing e-proctoring. Thus, in order to analyze the reasons for this non-implementation and take measures so that its use can be extended in the Spanish university system, this study focused on identifying the critical factors in the decision of Spanish universities to accept and implement e-proctoring as a method of remote supervision. For this, a causal study was carried out using the methodology of fuzzy cognitive maps, and the data obtained were processed through the FCMappers tool. This allowed a glimpse of the key role played by students in this non-implementation (who alleged the non-possibility of having the resources necessary for the use of e-proctoring and the violation of privacy that the use of this tool entailed) and highlighted the role of the “pressure or incentives from government” factor if these allegations are to be eliminated and if e-proctoring is to be implemented in Spanish universities.

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“…Therefore, it makes sense to use this narrative motivation for teaching stories (cf. Rubio-Hurtado et al, 2022). To do so, existing storytelling skills must be further professionalized.…”

Section: Narrative Competence: Stylish Identity-telling As An Educati...mentioning

confidence: 99%

Digital Storytelling: A Didactic Approach to Multimodal Coherence

Meier

2022

Front. Commun.

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The aim of this article is to explain multimodal coherence-making as a transcribing practice and how this can be used to teach multimodal, narrative, and media competences in different genres. In multimodal arrangements, language makes images readable in specific ways and images make language understandable in different ways. This results in an abductive understanding process that can be used in teaching and learning contexts. This idea of meaning-making is based on the social semiotic approach of style. According to the understanding of semiotic meta functions, this approach considers style as the practice of selecting, forming, and composing semiotic resources. These stylistic practices realize a subjective appropriation of discursive and habitual patterns, which are carried out within the semiotic and technological dispositions (affordances) of the situationally used media infrastructures. In this sense, digital storytelling is a multimodal style practice with digital tools. Multimodal storytelling in educational contexts means that teachers and learners are prompted to bring the communicative functions of text, image, video, and audio into narrative coherence. Based on a journalistic Instagram story, this article reconstructs the media-practical, multimodal, and narrative skills that are prototypically necessary. Based on this analysis, these competencies are operationalized to make them usable for new teaching/learning arrangements using digital storytelling.

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Youths’ Posting Practices on Social Media for Digital Storytelling

Cited by 11 publications

References 28 publications

Science Learning in Answering Digital Competency Needs of Preservice Math and Science Teachers in the STEM Context

Science Learning in Answering Digital Competency Needs of Preservice Math and Science Teachers in the STEM Context

Key Factors in the Implementation of E-Proctoring in the Spanish University System

Digital Storytelling: A Didactic Approach to Multimodal Coherence

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