Top 10 uses

Learner - generated

Learner-generated video can support higher order thinking skills when students produce their own content.  It is best suited to large group projects where production tasks can be clearly assigned.

Kearney & Schuck (2006) assert that leaner-generated content can:

  • support ‘rich, authentic learning experience,
  • encourage student autonomy and ownership,
  • create meaningful student roles and interactions, especially when students are given an opportunity to discuss and celebrate their products with a relevant audience.

Allam (2006) observes that the creative challenge of using moving images and sound to communicate a topic indeed engaging and insightful, that it also enables students to acquire a range of transferable skills in addition to filmmaking itself. These include research skills, collaborative working, problem solving, technology and organisational skills.

Modelling good practice for digital video projects

When developing learner-generated video projects the Model of Good Practice for DV projects (Schuck and Kearney, 2004) emphasises peer learning through each stage of a video project to encourage collaboration and social learning.

Kearney (2009) has also developed a learning design framework for the development of digital stories from pre-production to distribution phases.

Digital storytelling

Digital storytelling combines traditional storytelling with multimedia for: personal narratives, historical documentaries and stories, which inform or instruct. Digital storytelling tasks suit the emerging ‘digital generation’ of students (Oblinger & Oblinger, 2005) who are immersed in thismultimedia culture and are comfortable creating and communicating with digital media (Daley,2003).

The benefits to this type of learning are learning are:

  • Reflective experience
  • Critical thinking
  • Report writing
  • Digital, oral and written literacies

Further research shows that digital story-telling can be a potent learning experience (Burmark, 2004) and enhance student’s deeper understanding of a topic by combining traditional narrative with multimedia (Kearney 2012; Jake & Brennan, 2005).

7 Things you should know about digital storytelling, Educause,
http://www.educause.edu/library/resources/7-things-you-should-know-about-digital-storytelling
Monday, January 15, 2007

Digital curation

Antonio et al (2012) define digital curation as ‘an active process whereby content/artefacts are purposely selected to be preserved for future access.’

In the digital environment, additional elements can be leveraged, such as the inclusion of social media to disseminate collected content, the ability for other users to suggest content or leave comments and the critical evaluation and selection of aggregated content. This latter part especially is important in defining this as an active process.

Applications of digital curation tools (Antonio et al, 2012)

Tool Possible use in Higher Education Extending on the work of…
Storify Journalism students could use Storify to depict a current story as a series of images and social media posts to engage a wider, authentic readership.
Political science students could map an election, and responses to policy in this format.
Harsch, B, 2011
Markey, L, 2011
Pearltrees Philosophy students could evaluate and visually organise disparate web resources for assessment tasks.
Tutors could curate and build a visual representation of resources in their subject area.
Team Plenk, 2010
Pinterest Visual Arts students could create a portfolio showcasing their work whilst gathering inspiration from others.
Marketing students could explore brand image and social media marketing strategies.
Yale University, 2012
Duke University, 2012
Scoop.it Literature students could filter and synthesise web content, creating an annotated bibliography.
Knowledge Management students could create a group repository of knowledge.
Dixon, S, 2012