Storytelling In Higher Education Research Articles

Evaluating Future Trends of Digital Storytelling in Higher Education: A Bibliometric Analysis

Digital storytelling has proven to be a pedagogy that can enhance learners’ motivation and multiple competencies. However, there is a lack of conceptual research on digital storytelling in higher education. This study aims to assess the trends of digital storytelling in higher education through bibliometric analysis. The PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analyses) procedure was used to extract data from the Scopus and Web of Science databases. A thorough review was conducted to classify and rank the relevant literature on digital storytelling in higher education. The result shows that research on digital storytelling in higher education is increasing annually, but there are significant regional and disciplinary gaps at the higher education level. The main findings of this study are helpful for practitioners and researchers to understand better the current state of research on digital storytelling in higher education and to provide directions for future research.

Digital Storytelling in Higher Education: Highliting the Making Process

Digital storytelling is an innovative and engaging method of learning that has been widely used in various higher education institutions. This research uses a qualitative descriptive analysis method and interviews several students who have created digital storytelling. In this journal, we highlight the importance of digital storytelling as an effective learning tool in higher education and identify the challenges in the process of creating digital storytelling. We also discuss the benefits of using digital storytelling, best practices in its use, and implications and recommendations for educators and higher education institutions. Previous research has shown that digital storytelling is effective in improving students' skills and prosocial behavior in early childhood. Therefore, digital storytelling can be an alternative and effective learning method in higher education

How do we achieve good education in wound care and tissue viability services?

British Journal of Community NursingVol. 27, No. Sup12 Clinical CommentHow do we achieve good education in wound care and tissue viability services?Alison SchofieldAlison SchofieldE-mail Address: [email protected]Clinical Manager, Mole Digital; Honorary Tissue Viability Nurse, York and Scarborough NHS Foundation TrustSearch for more papers by this authorAlison SchofieldPublished Online:15 Dec 2022https://doi.org/10.12968/bjcn.2022.27.Sup12.S24AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Adderley U. National Wound Care Strategy update: online education resources for all. Wounds UK. 2022; 18(2):72–73 Google ScholarAlterio M, McDrury J. Learning through storytelling in higher education: using reflection and experience to improve learning. Routledge; 2003 Crossref, Google ScholarBenner P. From novice to expert. Menlo Park. CA:Adaison-Wesley; 1984 Crossref, Google ScholarFosnot C. Constructivism: theory, perspectives and practice. New York: Teachers College; 1996 Google ScholarFried R. The passionate teacher. Boston: Beacon Press; 1995 Google ScholarHolloway S. Growing a specialism through education: wound care education 5 years on. Wounds UK. 2019; 15(4):20–25 Google ScholarHolloway S. Embedding wound management education into existing curricula. Wounds UK. 2020; 16(3):10–12 Google ScholarJarvis P. Adult learning in the social context. Routledge: Oxford; 2011 Google ScholarNHS Business Service Authority. NHS learning support fund (LSF). 2022. https://www.nhsbsa.nhs.uk/nhs-learning-support-fund-lsf. (accessed 3 October 2022) Google ScholarNoddings N, Witherell C. Epilogue: themes remembered and foreseen. In: WitherellNoddings (eds). Stories lives tell: narrative and dialogue in education. New York: Teachers College Press; 1991 Google ScholarNursing and Midwifery Council. The code: professional standards of practice and behaviour for nurses, midwives and nursing associates. 2018. https://www.nmc.org.uk/standards/code/ (accessed 1 November 2022) Google ScholarOusey K, Sollitt F, Rigby M. Supporting tissue viability by developing business knowledge and skills. Wounds UK. 2019; 15(5):66–69 Google ScholarReason P, Hawkins P. Story telling as inquiry. In: Reason P (ed). Human inquiry in action: developments in new paradigm research. London: Sage Publications; 1988 Google ScholarRoyal College of Nursing. Frequently asked questions: education grants. 2022. https://rcnfoundation.rcn.org.uk/Apply-For-Funding/Educational-grants/FAQ-Education-Grants. (accessed 1 November 2022) Google ScholarSchofield A. What have tissue viability services learnt from the coronavirus pandemic? Nurs Times. 2021; 117(3):23–25. https://cdn.ps.emap.com/wp-content/uploads/sites/3/2021/02/210224-What-have-tissue-viability-services-learnt-from-the-coronavirus-pandemic.pdf Google ScholarThe British Association of Urology Nurses. The British Association of Urology Nurses. 2022. https://www.baun.co.uk/ (accessed 1 November 2022) Google ScholarThe Queens Nursing Institute. The Queen’s Nursing Institute. 2022. https://qni.org.uk/ (accessed 1 November 2022) Google Scholar FiguresReferencesRelatedDetails 1 December 2022Volume 27Issue Sup12ISSN (print): 1462-4753ISSN (online): 2052-2215 Metrics History Published online 15 December 2022 Published in print 1 December 2022 Information© MA Healthcare LimitedPDF download

STORYTELLING AS AN EFFECTIVE TECHNOLOGY FOR TEACHING THE COURSE «LEADERSHIP IN EDUCATION» FOR MASTERS

The article examines both the theoretical and practical aspects of storytelling as a teaching technology in higher education at the second (master’s) level. The benefits of incorporating storytelling into the practice of teaching the course «Leadership in Education» is demonstrated, since telling stories is a relevant tool for leaders at all levels. The content and objectives of the course «Leadership in Education», which is included in the innovative educational program «Corporate Education and Personnel Development» at Borys Grinchenko University of Kyiv, are briefly described. There is a brief theoretical review of current English and Ukrainian scientific works on the subject under consideration. The following functions of storytelling as a teaching technology are distinguished: educational, value-oriented, motivational, educational, developmental, communicative, and mentoring. Methodological recommendations for the creation of a successful story, relating to its structure and required components, are developed. An example of recommendations on the use of storytelling, which the author followed when teaching the course «Leadership in Education» at the second (master’s) level of higher education, is given. The recommendations are based on the theoretical generalization of scientific views of scientists and their own pedagogical experience. Based on student feedback, it is concluded that using storytelling in higher education as a technology that improves the efficiency of the educational process is recommended. The study has confirmed the need for a thorough examination of the pedagogical and psychological foundations of storytelling, as well as appropriate teacher training in the use of this technology.

Telling Stories from the Sea: Facilitating Professional Learning in Maritime Post-Simulation Debriefings

This study examines storytelling episodes in 13 video-recorded and fully transcribed post-simulation debriefings from a maritime navigation course. The aim is to scrutinize the facilitators’ practice of telling stories from the sea during debriefings, to explore the organization and inner function of storytelling in debriefing. A combination of dialogical-performative analysis and a structural narrative model was conducted to analyze and contextualize stories from working at sea in the debriefing practice. The analysis shows how storytelling in debriefing frequently occurred, and was mainly occasioned by critical discussions about students’ mistakes during the simulated scenario. In such a critical debriefing practice, the results show how telling stories about lived experiences of professional dilemmas and mistakes serves multiple functions. In line with research results from previous studies on storytelling in higher education, this study demonstrates how storytelling connects the simulated event to the professional responsibilities on board seagoing ships. In addition, storytelling might also serve face-saving purposes in this critical debriefing practice, which raises important questions regarding psychological safety and the debriefing climate.

The elephant in the room: Tensions between normative research and an ethics of care for digital storytelling in higher education

Background: Digital storytelling (DST) has been embraced in classrooms around the world as a way to unpack issues of identity and positionality which are critical for any pedagogy concerned with social justice. However, adopting this process-orientated practice into higher education raises ethical concerns especially in relation to the normative approach to traditional research.Objectives: The objective of this article was to explore the ethical concerns surrounding DST when used as a pedagogy and to determine if an ‘ethics of care’ approach could help to mitigate the ethical dilemmas experienced by teachers and researchers alike.Method: A single case study, narratives, illustrations and reflections from a final-year arts education project were used to explore some of the ethical issues we encountered when employing DST as a pedagogy and in educational research.Results: The results of this reflection show that special attention needs to be paid to the following issues: the collection and interpretation of data, how anonymity and confidentiality are ensured in DST, who owns the stories, how sampling is conducted and how consent is sought and, finally, how the tenant of ‘do no harm’ is adhered to in DST.Conclusion: We argue that traditional deontological approaches to ethics are not able to fully respond to the complex, nuanced and ongoing concerns posed by DST projects. We adopt Joan Tronto’s Ethic of Care to argue that ethical practice cannot be contained in codes of conduct alone and cannot simply be signed off on by institutional review boards, but is rather a matter of a daily personal, professional and political caring practice.

Exploring entrepreneurial architecture for the service industries: the emerging role of storytelling in higher education

Exploring entrepreneurial architecture for the service industries: the emerging role of storytelling in higher education

Exploring entrepreneurial architecture for the service industries: the emerging role of storytelling in higher education

The purpose of this study was to examine the relationship between entrepreneurial architecture and diversity and its significance to service based industries. This research explored how entrepreneu...

“Tell Me a Story”: A Critical Hip-Hop Framework for Storytelling in Higher Education

Abstract: The author presents an approach to writing student stories that integrates elements of arts-based inquiry, critical race theory, and hip-hop culture. Focused on her community college composition class, the author reflects on her concern for students who have continually struggled to learn to write. She writes aspects of her students' stories through a reflective process after conversational interviews. Writing stories about her students helps her gain greater clarity about the students she serves.

SEEQ Questionnaire for validating the teaching improvement when introducing Digital Storytelling in Higher Education

In higher education, improving learning strategies is a widely studied topic and also considered a matter of concern to the teaching community. For that reason, the teaching team in charge of the Information Security module unit has applied the SEEQ questionnaire since the 2012-13 academic year. SEEQ questionnaire has a long trajectory of use in order to analyse the effectiveness of teaching. In the present contribution, we analyse the effects of the introduction of Digital Storytelling in the ECTS activities during the last course session, obtaining results from the SEEQ questionnaire when comparing to the previous year data, in which Digital Storytelling was not considered.

Enhancing Vocabulary and Writing Skills through Digital Storytelling in Higher Education

Enhancing Vocabulary and Writing Skills through Digital Storytelling in Higher Education

Digital Storytelling – Special issue

Digital Storytelling – Special issue

Meshing the Personal with the Professional: Digital Storytelling in Higher Education

This paper chronicles a yearlong journey of learning about digital storytelling and leading the creation of five digital stories within a higher education community. We bring two complementary perspectives to guide this inquiry: as a faculty member in teacher education and as the University of Wisconsin system representative for the Learning Technology Development Council as well as director of our educational technology center. Our passion for the arts, aesthetics and education bring us to extend an inquiry into teacher identity and reflection by connecting our colleagues’ stories with the art of digital storytelling. We see its place and value in an academic environment; although not always currently clear, the roots of personal insight permeate the lives of professionals within the academy. Digital storytelling spans the artificial divide between the experiences of the past and our professional identities. The myriad uses of digital storytelling in higher education are explored as a reflective tool for practice, to highlight academic projects, interests or initiatives, and most importantly, to simply reflect on how we are shaped by the stories we live and how we in turn share our diverse identities.

Digital storytelling in higher education

DIGITAL STORYTELLING is a promising instructional strategy as well as an emerging field of study in higher education. Courses on digital storytelling are offered in communications and creative writing programs at a number of universities. However, the potential for digital storytelling extends far beyond the fields of communication and media studies across many fields of study, including history, American Studies, business and leadership, knowledge management, community planning, and much more. In addition, digital storytelling has been used to help students prepare for college. Digital storytelling applications include personal stories, digital story archives, memorial stories, avocational stories, educational stories, and stories in medicine and health. This paper examines the origins and practice of digital storytelling, highlighting a range of applications in higher education.