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Download fileUsing digital storytelling as an assessment instrument: preliminary findings at an online university
conference contribution
posted on 2009-05-01, 13:03 authored by Jeremy B. Williams, Kanishka Bedi‘Digital Storytelling’ is a term often used to refer to a number of different types
of digital narrative including web-based stories, hypertexts, videoblogs and
computer games. While the definition of digital storytelling is still evolving, this
emergent form of creative work has found an outlet in a wide variety of
different domains ranging from community social history, to cookbooks, to the
classroom. It is the latter domain that provides the focus for this paper,
specifically the online classroom in the graduate business school
environment.
The authors hypothesise that as – in the majority of societies – people are
‘hard wired’ both to tell and to listen to stories from a very young age and,
significantly, to remember stories, the scope for deep learning using this
particular pedagogical tool is considerable. The more conservative forces
within business schools may not be persuaded by this idea but – whether they
are or not – the fact remains that, in the knowledge economy, digital
technologies have become the modus operandi for business communication.
In this sense, a business school curriculum with a heavy bias towards textbased,
essay-style assignments might be adjudged out-of-step with the times.
A supplementary hypothesis, therefore, is that digital storytelling also
represents a highly authentic form of assessment (Herrington et al. 2003), in
that the digital storytelling format improves presentation skills which are highly
sought in the business world today.
Much of the work on digital storytelling in the education sphere has
concentrated on the primary and secondary sectors. With some notable
exceptions (e.g. Paull 2002), the literature on digital storytelling in the
tertiary/adult education sector is quite sparse. Research on the use of digital
storytelling in business schools, meanwhile, appears non-existent, hence the
motivation for this study.
History
School
- University Academic and Administrative Support
Department
- Professional Development
Research Unit
- CAA Conference
Citation
WILLIAMS, J.B. and BEDI, K., 2007. Using digital storytelling as an assessment instrument: preliminary findings at an online university. IN: Khandia, F. (ed.). 11th CAA International Computer Assisted Assessment Conference : Proceedings of the Conference on 10th and 11th July 2007 at Loughborough University. Loughborough : Lougborough University, pp. 433-450Publisher
© Loughborough UniversityVersion
- VoR (Version of Record)
Publication date
2007Notes
This is a conference paper.ISBN
0956957268Language
- en