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Eunice Ivala's presentation at ICEL 2012



2. A CASE STUDY OF PRE-SERVICE STUDENT-TEACHERSAND THEIR LECTURERS AT AUNIVERSITY OF TECHNOLOGY E. Ivala; A. Chigona; D. Gachago & J. Condy 3. Cape Town 4. Rationale for the study Low student success rate Evidence shows enhancing studentengagement increases academicperformance Littleis known about effective approaches tocreate student sustained engagement withlearning resources 5. Aim of the study Potential of digital storytelling inenhancing student engagement29 4th year pre-service students-teachers and their lecturers.Professional development courseDraws from Andersons (2003) model of interactions 6. Images 7. What is a digital story?DigitalStories 8. Digital Storytelling Projects Product:A 3-5-minutes powerful andpersonally meaningful story 9. Digital Storytelling ModelRecording story& adding sound (Audacity)CollectingWriting story imagesPutting it allSharing storytogether intostartMovieMakerPresentation day 10. Methodology A literature review on digital storytelling andstudent engagement 3 student focus group interviews conducted 1 focus group interview with 4 facilitators ofthe project Data was analysed focusing on identificationof conceptual themes and issues emergingfrom the data(Miles & Huberman 1994). 11. Literature ReviewDigital stories and student engagement Promote learner-centered approach Encourage creativity and writing Make students voice heard throughtheir stories Students are emotionally involvedin process The multi-modality and noveltyeffect of the medium DS increase engagement through interactivity between students,students and lecturers and students and content. 12. Literature ReviewDigital stories and studentengagement Little research is doneinternationally and nationally onDS and student engagement Adoption of DS in conventionaleducation setting is currentlylimited The study aimed to furtherresearch in the field and tocontribute an effective approachto enhancing studentengagement with their studies. 13. Theoretical Framework Andersons (2003) model of learning interactionThe model describes educational communication as being madeof:Figure 1: Learning interactions. Source: Veletsianos(2010: 25). 14. Theoretical FrameworkStudent-student interactionlowmediumhighStudent-content interactionlow medium highStudent-teacher interactionlowmediumhigh 15. Theoretical FrameworkStudent-student interaction low mediumhigh xStudent-teacher interactionlow medium high xStudent-content interactionlowmediumhigh x 16. Results and DiscussionDigital storytelling and the enhancement of student engagement Students and facilitatorsreported that digital storytellingenhanced students engagementwith the subject matter, athome and on campus. 17. Factors which led to the increasedengagement were:ControlledMotivation learning Study Peerbeyond learningclassroom Factors forincreased engagement 18. Extended opportunities for studybeyond the classroom timeStaff B: there were some students who would use everyWednesday (8:30am to 12.00pm-[the normal timeslot for thelecture]) and sit the whole day from 8: 00 to 5: 00 pm in thelab on campus and work on their stories and looked forpictures during the week and then I think there were a lot whojust came in the morning, got their information and did it on theirown time at home or on campus.Student E: I got a lot help at home. So people at home andfriends of mine outside campus, they knew quite a lot about theprograms I was using. So they were able to help me in thatrespect. But as far as editing my story and saying maybe includethis, maybe take out this, thats where my colleagues helped me 19. Motivation to interact with the subject matter-the seven roles of a teacherStudent B: ...its [producing a digital story] was somuch exciting than rather doing all the paperbased assignments that we always have todoyou know it actually was something that wewanted to come, we wanted to do it and weloved every minute of it. Its not often that youget an assignment that you actually really enjoydoing. 20. Student control of their own learningStudent D: its [producing of digital stories] isvery personalized. It comes from yourperspective and then other people can relate tothatwhereas when you write something [paperbased assignment] it comes out very factualespecially at this university levelpeople readsomething that youve written and they have aslightly different interpretation as you do in yourhead. Whereas this [digital story] The mood isset and the pictures are there to show things 21. Peer learning and increased student-lecturer interactionsPeer learningStudent E: Because like [student] C knewexactly what was going on with all theprogramming, whereas with writing and stuff, Iwould be fine on my own. Just like [student] A, butwithout C my movie would have been verydifferent and without sort of D saying this soundsgood, that sounds bad, we bounced ideas offeach other. 22. Peer learning and increasedstudent-lecturer interactionsStudent-lecturer interactionsStaff C: interpersonal relationships with the students. That wasreally interesting because initially we showed them a video andthey tried to copy what they saw. And in the first instances youhad to basically get them away from what they saw and getthem to be busy with the seven roles of the teacher and thattook a bit of confrontation.the moment they realized what theyhad to do, then they allowed me in and there was an incrediblemix, a linkage between me and the students.Student F: I also did most of my work at home like writing thestory and asking the lecturers maybe to edit and just check if 23. Summary of findings Hence deep understanding Enhancedof the subject student matter. motivation andHigh student interest in theengagement subject matterMore opportunitiesfor deep learning 24. Conclusion and recommendation Digital storytelling is an effective approach forenhancing student engagement Hence should be recognized and supported asan alternative method of learning andassessment in teacher education A question of sustainability and replication toother disciplines remains- further research 25. Acknowledgment I would like to acknowledge the students whohave taken part in this study for their input inthis research. I would also like to thank CPUTRIFTAL funding which made this researchpossible. 26. THANK YOU Dr Eunice Ivala


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