digital storytelling for supporting children’s creativity · children’s creativity,...

Digitalstorytellingforsupportingchildren’screativityElisaRubegni,SeniorLecturer,ComputerScienceSchoolUniversity ofLincoln– 10.11.2017

Myfocus:toidentifythekeyissuesofCCI forbetterdesignanddevelop

informationsystemstosupportlearningand teachingactivities informalsetting.

Context,people,andactivitiesmatter!

ElisaRubegni,October2013

Child–ComputerInteraction(CCI)

“CCI is the study of the Activities, Behaviours, Concerns and Abilities of Children as they interact with computer technologies, often with the intervention of others (mainly adults) in situations that they partially (but generally do not fully) control and regulate’’ [Read J., 2011]

CREATIVITY

Themechanismsofimaginationandcreativityistheexperienceandthere-elaborationoftheexperiencethroughdisassociation,associationandmutation.[Vygotsky,2004]

Inthisconstantprocesshumancreativityrestsuponrealexperiencewiththeworld,andimaginationisaspecialanduniqueformofusingourrealworldexperience.[Vygotsky,2004]

Creativityhasanindividualandasocialdimensionthatconstitutethetwosidesofthesamecoin[Vygotsky,1978]

erubegni@lincoln.ac.uk 10.11.17

STORYTELLING

Thenarrativeisaprimitivefunctionofhumanpsychologyandafundamentalaspectintheconstructionofmeaning.Narrativeisawayofmediatingtheconstructionofmeaningandachild’sorganizationofknowledge toexpresscreativityandusetheimagination.[Bruner,1996]

Storytellingactsasavehicleormetaphorforenablingchildren’screativity,experimentation,andlanguageenrichment intheirownoralandwrittenstories[Amour,2003]

erubegni@lincoln.ac.uk 10.11.17

STORYTELLINGINSCHOOL

Storytellingfacilitatespedagogicalandpsychologicaldevelopment suchaschildren'suseoflanguage andotherformsofcreativeself-expression(i.e.drawing,acting,etc.)aswellastheirsocialskills.

Thecreationofstoriesarearticulatedsocialpracticesthatmakethechildthefundamentalactorincloserelationshipwithpeersand,firstofall,theteacher(s)[Rizzoetal.,2002]

erubegni@lincoln.ac.uk 10.11.17

RecentCCIprojects

2009-11,Digital-BasedNarrativeActivitiesinaFormalEducationalSetting(Mr.Edu),grantfromUSI,CHUniversity ofLugano, Politecnico diMilano,It

2011-13,Activité NarrativeInstrumentée (ANI),FundedbyPartenariat HubertCurien (PHC)GermainedeStaël,CHUniversity ofLugano,University ofParis8,OrangeFrance,Fr

2011-15,PAper andDigitalresourcesinSchools, (PADS),grantfromHASLERfoundation,CHUniversity ofLugano

2016-18,Howdesigndigital storytelling uthoring tool forimproving pre-writing andpre-reading skillsUniversity ofLincoln,University ofLugano

ElisaRubegni,November2016Context,people,andactivitiesmatter!

elisa.rubegni@gmail.com June2016

PADSPAperandDigitalresourcesinSchools2011-15

Educatingpupilsandenhancing theirmedialiteracyis concernednotonlywithcomputerusageandInternetbrowsingbutalsowiththeabilitytocreatedigitalcontent

Swissschoolcurriculum

Subject:Local/FirstLanguageand,inparticular,onthesubareaofnarrativeandstorytelling

Curriculumgoals:• Linguisticcompetences• Narrativestyles• Digitalliteracy• Socialandemotionalskills

erubegni@lincoln.ac.uk 10.11.17

Longitudinalstudy

• 2primaryschools,theLeonardodaVinci(LDV)andtheIstituto Elvetico (IE)• 130pupils(ages6to11)• 7teachers• 2schooldirectors

erubegni@lincoln.ac.uk 10.11.17

Projectphases

1. Activityanalysis/usersneedselicitation2. Designandprototyping3. Evaluationofthefinalprototype

erubegni@lincoln.ac.uk 10.11.17

Thetheoreticalmodel

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TheNarrativeActivityModel (NAM)[Decortis etal.2001]

Fiabot!components

I)Definitionofstorystructureandplot;

II)Mediacreationandediting;

III)Sharingwithintheclassandpublicationofthestory.

erubegni@lincoln.ac.uk 10.11.17

I) Definitionofstorystructureandplot

• Narrative types structure, plot, and content architecture• Ingredients of the narrative – e.g. antagonist(s), protagonist(s),

protagonist helper(s), antagonist helper(s), magic object(s)erubegni@lincoln.ac.uk 10.11.17

II)Mediacreationandediting

• Children can create, import, and edit different media that can then be used in a story.

• The story contents can be very heterogeneous, i.e. images, photos, videos, music, audio, and animation.

erubegni@lincoln.ac.uk 10.11.17

III)Sharingintheclassandpublicationofthestory

Stories can be delivered as video and shared online and onsite with their peers and other schools

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Choosethenarrativetype Selectthestoryingredients/characters

Fiabot!

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Choosethenarrativetype Selectthestoryingredients/characters

Fiabot!

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!!!!!

!!!! !

Text-basedVSimage-based

Researchquestion:whichversionismoresuitabletosupport thecreationofadigitalstorytelling forsupporting theachievementofcurriculumobjectivesinaformaleducationalcontext?

erubegni@lincoln.ac.uk 10.11.17

Textualversion Imageversion

!!!!!

!!!! !

Text-basedVSimage-based

Researchquestion:whichversionismoresuitabletosupport thecreationofadigitalstorytelling forsupporting theachievementofcurriculumobjectivesinaformaleducationalcontext?

erubegni@lincoln.ac.uk 10.11.17

Textualversion Imageversion

Recruitment

• Theschoolcurriculumneededtoincludethecreationofstories• Children4th or5th grade• Teacherinterestsinusingtechnology(nospecificskillneeded)

erubegni@lincoln.ac.uk 10.11.17

Studysetting

• 1school• 2classes:4th grade• 2teachers• 43children

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Methods

• Ethnographic observation

• Interview- teachers

• Focus group - children

• Teacher evaluation of students’ stories:• Creativity, • Collaboration, • Media Literacy, • Consistency with the narrative genres.

erubegni@lincoln.ac.uk 10.11.17

Elementsofanalysis

Focuson:• Theplotstructure,• Thecharacters’behaviorandrole,• Thechildren’sabilitytoelaborateandusetheirexperienceaselementsofthestory,• Children’ssourcesofinspiration

erubegni@lincoln.ac.uk 10.11.17

Procedure

a. Children’straining,1hour.b. StoriesCreationandsharing,6hourseachday(3

days).c. FocusgroupandInterview,6 hours.

erubegni@lincoln.ac.uk 10.11.17

Setupoftheclass

• Childreninsmallteams,uptofive(goodbalanceofchildren’sskills,attitudes,andpersonalities)• 1iPadeachgroup• Penandpapers

erubegni@lincoln.ac.uk 10.11.17

Setupoftheclass

• Childreninsmallteams,uptofour• 1iPadeachgroup• Eachgroupwasformedconsideringagoodbalanceofchildren’sskills,attitudes,andpersonalities

erubegni@lincoln.ac.uk 10.11.17

Dataanalysis

• Dataweretranscribed,coded,andanalysed

• Thematicanalysis

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Version1:Image-BasedFiabot!EvaluationResults

Researchquestion:

• Howwouldchildrenreacttopopularimages?

• Wouldtheirpresencetriggerdifferentreactionsintermsofbeingcreative?

• Howwouldthestorystructurebeaffected?

erubegni@lincoln.ac.uk 10.11.17

Version1:Image-BasedFiabot!EvaluationResults

Teachers(Interview)

• Childrenfocusedonthevisualcharactersoftenlefttheseunexploredinthestory

• Characterstakenfrompopularsources(movies,booksandcartoons)werenotelaboratedanyfurtherandmoreover,theresultingstorywouldjustfollowtheoriginalonetheywereborrowedfrom

Children(FG)• theImage-Richversionofferedthemguidanceonhowtobuildastoryandideasforcharacters

erubegni@lincoln.ac.uk 10.11.17

Version1:Image-BasedFiabot!EvaluationResults

Children(observation)• Childreninthegroupusedproperlythenameofthecharacters’typesandtheyquicklystartedtocreatethestory

erubegni@lincoln.ac.uk 10.11.17

Version2:Text-BasedFiabot!evaluation

Researchquestion:• Howwouldthetextualversionsupportchildren’screativityinmakingthestory?

• Wouldchildrenfocusmoreoncharacters’roleandhabitswithoutanyinsightsofpredefinedcharacters’images?

erubegni@lincoln.ac.uk 10.11.17

Version2:Text-BasedFiabot!evaluation

Teachers(Interview)

• thestorieswereveryoriginal:thecreationofbothtextandimagesandtheircombinationonthestorytriggeredhigherlevelsofcreativity

• Workingonthedescriptionofthecharactersbroughtthechildrentofocusonthestoryplotandcreategoodstory

Children(focusgroup)• theytookinspirationfromtheirownimagination andfrom

experiencestheysharedwiththeirfamilyorfriends

erubegni@lincoln.ac.uk 10.11.17

Version2:Text-BasedFiabot!evaluation-results

Children(observation)• Thecreationoftheplotandthedescriptionofthecharacterswentinparallelandonefedtheother:somechildrenstartedtodrawcharactersonthepaperwhilebrainstormingabouttheplot

erubegni@lincoln.ac.uk 10.11.17

Summary:Text-basedVSImage-based

TheImage-Richversion:• thecharacterswerenotexploredanyfurther,childrencreatethestoryinlinewiththepre-existentone

Thetext-basedversion:• allowedtoexplorebettertheplotandtocombinemoreoriginalelementsofchildrenimaginationandpersonallife(includingbooks,cartoon,movie,etc.)

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Followup:designandevalutionoftheText-basedVersion

Studysetting

• 2schools• 2classes:4thgrade• 2teachers• 46children

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RESULTS

Creativity Collaboration Medialiteracy Narrativegenres

Rebecca 4 4 4 2Thepastinthefuture 4 5 2.5 3Thedragonsandthefamilystone 5 5 4.5 4.5Lukeandthesavior 2 5 1 5Cloudsandproblems 4.5 5 5 5Jonnyandthegiants 1.5 5 4 4Everythinghappenedinonenight 5 5 4 5Thecrown 4.5 5 5 5Lucia’ssavior 3.5 4 4 5Searchingforthegoldandsilvertree 5 5 5 5Virginiathevain 4 5 4 3.5RomeaandGiulietto 2.5 4.5 5 4Theadventureoftwofriends 3 5 2 5ThejewelsoftheQueen 5 5 4.5 5Discoveringthesweetieworld 5 5 5 5Thekidnappedprincess 2 3.5 3 3.5TheknightAghoss 3.5 4.5 5 4.5

Teachers’evaluation

erubegni@lincoln.ac.uk 10.11.17

Creativity

• 60%ofthestoriesobtainedaveryhighscore(teachers’evaluation)

• “In‘Lukeandthesavior’story.ChildrentookinspirationfromHungerGamesbuttheydidn’tcopythegame.Theyusedthestrategiesofthegameinthestorybycreatingcomplexnarrativemechanismsthatwereveryintriguingfortheaudience…therewasanimprovementinthelevelofdiscussionandengagementofpupilsincreatingthecharacterofthestoryandtheplot.”T1(Interview)

• “Ireallylikedhowintheplot‘Virginiathevain’childrenintegratedsomeepisodesfromonechild’sfamilywithotherelementsthatwereinvented.”T2(Interview)

erubegni@lincoln.ac.uk 10.11.17

Discussion

Fiabot!components

• I)Definitionofstorystructureandplot;

• II)Mediacreationandediting;

• III)Sharingwithintheclassandpublicationofthestory.

erubegni@lincoln.ac.uk 10.11.17

I)Definitionofstorystructureandplot

• Thestorystructureandtheingredientssupportthechildrenconceivingthenarrativeanditsmechanismsbeforewriting

• Improvetheirabilityofcollaboratingandsharingtasksamongagroup

• Thediscussionoftheplotandcharactersallowedthemtofigureoutoriginalelementsforthestory

• Reinforcetheexplanationinclassbyrecallingthestructureofthestory,theingredients,thestyle,etc.

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II)Mediacreationandediting

• Childrencanexplorethemediaopportunitiesandlimitsofproducingdigitalcontentforcreatinganarrative

• Theproductionandeditingofmediaaswellasthemixofdifferentcontentstrainedpupilsincommunicatingthroughdigitalmedia

• Thechildrenfeltincontrolofthequalityofthefinalproduct

erubegni@lincoln.ac.uk 10.11.17

III)Sharingandpublication

• Improvementofchildren’sself-esteemandtheirsatisfactionofbeingauthorsandsharingtheirstorieswithothers(includingthefamily)

• Enhancementofteachers’self-confidencetowardstheothercolleaguesandtheschooldirector

erubegni@lincoln.ac.uk 10.11.17

FUTUREDIRECTIONS

• Howcouldwestimulatechildrenimaginationintheprocessofcreationofdigitalmedia?

• Howcouldweallowchildrentocombinetheirpastexperiencesandtocreatemediafordigitalstorytelling?

• Howcoulddigitalstorytellingcreationsupporttheimprovementofchildrenimaginationandcreativethinking?

erubegni@lincoln.ac.uk 10.11.17

Thanksforlistening.Questions?

erubegni@lincoln.ac.uk