In this week’s class, Dr. Lina delved into the pedagogical technique of "Digital Storytelling" as an effective teaching strategy. Beginning with feedback from the previous week's learning community forum, she encouraged us to share any suggestions for refining the module, aiming to enhance the teaching effectiveness. She clarified the requirements for an upcoming assignment, highlighting the group teaching demo scheduled for November 27th and 29th, where each person will present for at least three minutes, focusing on topics aligned with our year two learning level and integrating higher learning objectives.
Moving on to the significance of storytelling, Dr. Lina emphasised its transformative impact, underscoring its potential to inspire commitment and even aid in job interviews. She stressed that storytelling extends beyond mere communication, establishing powerful human connections through a connected series of events expressed through various mediums.
Highlighting the challenges of storytelling, Dr. Lina outlined the four essential elements: the challenge plot, the creativity plot, the connection plot, and the conversion plot. These elements revolve around a transformation or conversion undergone by the protagonist, whether in mindset, beliefs, or personal transformation.
Transitioning to digital storytelling, Dr. Lina explained its practice involving computer-based tools to narrate stories or present ideas. She discussed the trajectory, tools, and media utilised in digital storytelling, emphasising the benefits in improving subject area understanding, technical skills, research proficiency, and overall academic performance.
To illustrate effective storytelling techniques, Dr. Lina showcased tools such as Storybird, Storyboard That, and Anchor, whilst also offering tips on creating compelling narratives. She engaged us in "Showing but Not Telling" activities, encouraging us to convey main ideas without direct exposition. Discussing the five principles of storytelling, she emphasised evidence-based claims, specific sensory details, and avoiding excessive reliance on body language.
During the tutorial, Dr. Lina prompted us to read a story and shared corresponding images to stimulate our imaginations for a collaborative story-building exercise. This interactive session aimed to enhance our understanding of narrative construction and engagement.
The topic of digital storytelling piqued my interest when it was introduced in the lecture. However, mixed emotions arose when I learned about the extended group teaching demo, feeling both at ease and stressed simultaneously due to the requirement of teaching year two learning levels while incorporating higher learning objectives. Despite this, I felt genuinely inspired when the significance of storytelling was highlighted.
Additionally, I found myself intrigued when the lecturer delved into the various tools and media employed in storytelling. The engagement peaked during the tutorial sessions, where our creativity and imagination were given free rein to explore diverse endings for the story. This activity allowed for an immersive and hands-on approach, which kept me thoroughly engaged throughout the session.
The lecture on digital storytelling this week evoked nostalgic memories from various chapters of my academic journey. It transported me back to my primary school days, where annual storytelling competitions were a cherished tradition. These were moments where I would immerse myself in crafting stories and bringing characters to life, a practice that I recall fondly.
Moreover, the significance attributed to storytelling resonated with my experiences as an international preschool class assistant during job interviews. It highlighted the importance of effective communication and the art of storytelling in conveying ideas to young learners, mirroring the requirements of my past role.
The elements of storytelling discussed in class triggered recollections of Dr. Too's literature classes, where we were tasked with analysing and presenting the plot of literary works, such as "My Mother Pattu". This assignment challenged us to delve deeper into narratives, exploring their nuances and intricacies.
The "Showing but Not Telling" activities in the lecture took me back to my high school days, reminiscent of the playful games like charades that we engaged in during our leisure time. These activities fostered creativity and honed our ability to communicate without using direct explanations.
Furthermore, the storytelling session's ambiance reminded me of the stress-relief games played in high school, orchestrated by our teachers. These activities were designed to break the monotony and provide moments of relaxation amidst our academic rigours.
Dr. Lina referred to the cognitive load theory as a means of connecting new knowledge with learners' prior understanding frameworks. Students benefit from considering their existing knowledge, identifying new information, and internalising it by integrating it with what they already know (Ji & Lee, 2021). Additionally, she explored practical applications of theories, analysing dialogic patterns in metacognitive facilitation between teachers and students (Guo, 2022).
The design of digital instructional videos enables technology-enhanced learning using various digital devices, promoting collaborative or self-directed learning environments (Kirkwood & Price, 2014; Marušić & Sliško, 2012). It also facilitates diverse communication modes among students and educators through interactive and multimedia content (Bayne, 2015; Conole, 2013). Language teaching integrates technology to enhance cross-cultural awareness, writing skills, exposure to authentic texts, and proficiency in speaking and listening (Chun et al., 2016; Yang & Chen, 2007).
Characterising characters aids in solidifying schemas since learning new information occurs within the context of existing memories. Integration of novel information with prior knowledge accelerates learning (Lewis & Durrant, 2011; van Kesteren et al., 2012). The schema model of memory consolidation indicates that consolidating hippocampal-mediated memory traces occurs faster if the newly encoded memory aligns with pre-existing cognitive schemata (Lewis & Durrant, 2011).
The brain's schematic automation predicts future events, and skill acquisition emphasises "learning by doing" through active engagement (Anderson, 1987; Van Merriënboer & Paas, 1990). Metacognitive schema construction significantly influences judgments, especially when anticipating subsequent schema-related tasks, demonstrating the broader role of story schemata in metacognitive processing (Pratt et al., 1982).
Moreover, this strategy aligns with the digital age, enabling students to leverage technology effectively for learning, bridging the gap between abstract concepts and real-world applications. Additionally, it promotes collaborative learning, encouraging teamwork and communication among peers. Ultimately, integrating digital storytelling aims to create an enriched learning space that caters to various learning styles, empowering students to actively participate and enhancing their overall learning journey.
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