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Constructivist learning environments in digital storytelling workshops: An interview with Joseph Lambert

机译:数字故事讲习班中的建构主义学习环境:约瑟夫·兰伯特访谈

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摘要

Storytelling is an effective means of imparting knowledge, beliefs, and traditions. In its multimedia form, digital storytelling has been made popular by the digital storytelling movement led by the Center for Digital Storytelling established in 1998. While digital storytelling has existed for a few decades, its use in education has been researched relatively recently over the past fifteen years (Holtzblatt & Tschakert, 2011). As a result, it is important that continued research is done in order to understand how students are learning through digital storytelling. The constructivist environments created through digital storytelling classes and workshops need to be researched in order to gain a deeper understanding of students' learning processes and to ascertain how to continue to create effective learning environments for them. In this study, the researcher endeavored to determine how the use of digital storytelling exercises is providing quality, learning experiences for students by examining the process of creating digital stories through the lens of social learning theory. This was done by analyzing data from an in-person interview conducted with the founder of the Center for Digital Storytelling, Joseph Lambert, the examination of another published interview from Lambert's (2013) book, Digital Storytelling: Capturing Lives, Creating Community , as well as other publications. Utilizing Honebein's (1996) seven pedagogical goals of constructivist learning environments to design the categories of coded data, the researcher created a set of guidelines that served as a framework of assessing to what extent digital storytelling workshops created constructivist learning environments. By analyzing the themes that emerged from the data, the researcher concluded that Lambert's digital storytelling work at the Center for Digital Storytelling, reflected all seven essential characteristics of constructivist learning environments in a significant manner, thereby indicating that the workshops at CDS were indeed constructivist environments.
机译:讲故事是传授知识,信仰和传统的有效手段。在1998年成立的数字叙事中心领导的数字叙事运动中,数字叙事以其多媒体形式广受欢迎。尽管数字叙事已有几十年的历史,但在过去的十五年中,人们对它在教育中的应用进行了比较研究。年(Holtzblatt&Tschakert,2011)。因此,继续进行研究以了解学生如何通过数字故事学习是很重要的。需要研究通过数字故事课和讲习班创建的建构主义环境,以便对学生的学习过程有更深入的了解,并确定如何继续为他们创建有效的学习环境。在这项研究中,研究人员致力于通过社会学习理论的视角来研究创建数字故事的过程,从而确定使用数字叙事练习如何为学生提供优质的学习体验。这是通过分析与数字叙事中心创始人约瑟夫·兰伯特进行的面对面访谈中的数据来完成的,该访谈是对兰伯特(2013)出版的《数字故事:捕捉生活,创造社区》一书中另一次发表的访谈的考察。和其他出版物一样。利用Honebein(1996)的建构主义学习环境的七个教学目标来设计编码数据的类别,研究人员创建了一套准则,作为评估数字叙事讲习班在多大程度上创造了建构主义学习环境的框架。通过分析数据中出现的主题,研究人员得出结论,兰伯特在数字叙事中心的数字叙事工作以重要的方式反映了建构主义学习环境的所有七个基本特征,从而表明CDS的研讨会确实是建构主义环境。 。

著录项

  • 作者

    Shin, Elizabeth.;

  • 作者单位

    Pepperdine University.;

  • 授予单位 Pepperdine University.;
  • 学科 Educational technology.;Social research.;Curriculum development.
  • 学位 Ed.D.
  • 年度 2016
  • 页码 146 p.
  • 总页数 146
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:46:45

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