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Digital Storytelling: Emotions in Higher Education

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Competencies in Teaching, Learning and Educational Leadership in the Digital Age

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Abstract

In tandem with the deep structural changes that have taken place in society, education must also shift towards a teaching approach focused on learning and the overall development of the student. The integration of technology may be the drive to foster the needed changes. We draw on the literature of pertaining to the role of emotions and interpersonal relationships in the learning process, the technological evolution of storytelling towards Digital Storytelling and its connections to education. We argue Digital Storytelling is capable of challenging HE contexts, namely the emotional realm, where the private vs. public dichotomy is more prominent. Ultimately we propose Digital Storytelling as the aggregator capable of personalizing Higher Education while developing essential skills and competences.

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Notes

  1. 1.

    Available at: http://storify.com/

  2. 2.

    Available at: http://www.kerpoof.com/#/activity/storybook

  3. 3.

    Available at: http://cowbird.com/

  4. 4.

    Available at: http://animoto.com/

  5. 5.

    Available at: http://www.comicmaster.org.uk/

  6. 6.

    Available at:

    http://www.artisancam.org.uk/flashapps/picturebookmaker/picturebookmaker.php?PHPSESSID=9225166a1ad1eced34b763379f64cdc9

  7. 7.

    Herman (2009) defines tellability as “that which makes an event or configuration of events (relevantly) reportable—that is, tellable or narratable—in a given communicative situation ” (p.135). Herman notes that “a given narrative may be a rhetorically effective rendition of reportable events, or it may be only a teller’s halting attempt to make sense of a situation with low tellability.” (p. 34–35)

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Acknowledgements

This chapter is an extension of the paper presented at the CELDA 2014 conference in Portugal. It derived from a wider PhD project developed under the Doctoral Program in Multimedia in Education from the University of Aveiro and concluded in 2014. The project, which sought to understand student ID in Higher education through the use of Digital Storytelling, was made possible through the Doctoral Grant awarded by Fundação para a Ciência e Tecnologia (FCT).

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Authors and Affiliations

  1. School of Accounting and Administration of Oporto, Polytechnic of Porto, Rua Jaime Lopes Amorim s/n, São Mamede de Infesta, 4465-004, Portugal

    Sandra P. M. Ribeiro & Cristina M. F. Pinto da Silva

  2. Departamento de Educação, Campus de Santiago, Universidade de Aveiro, Aveiro, 3810-193, Portugal

    António A. F. G. Moreira

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  1. Sandra P. M. Ribeiro
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Correspondence to Sandra P. M. Ribeiro .

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  1. University of North Texas , DENTON, Texas, USA

    J. Michael Spector

  2. Deakin University, Melbourne, Victoria, Australia

    Dirk Ifenthaler

  3. Curtin University, School of Education Curtin University, Perth, West Australia, Australia

    Demetrios G. Sampson

  4. Universidade Aberta (Portuguese Open University), Lisbon, Portugal

    Pedro Isaias

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Ribeiro, S.P.M., Moreira, A.A.F.G., da Silva, C.M.F.P. (2016). Digital Storytelling: Emotions in Higher Education. In: Spector, J., Ifenthaler, D., Sampson, D., Isaias, P. (eds) Competencies in Teaching, Learning and Educational Leadership in the Digital Age. Springer, Cham. https://doi.org/10.1007/978-3-319-30295-9_9

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