Engaging Non-traditional students through digital storytelling

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Presentation at the 5th international digital storytelling conference in Ankara, Turkey, 8-10 of May 2013.

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<ul><li>1.Veronica Barnes, Daniela Gachago &amp; Eunice IvalaEngaging the non-Engaging the non-traditional studenttraditional studentthrough digitalthrough digitalnarrativesnarrativesCape Peninsula University ofTechnology</li></ul> <p>2. Non traditional student (NTS)students who are currently under-represented [in HE] and that thisunderrepresentation is a product of socialclass and/or ethnicity(Select Committee on Education and Employment, 2001) 3. Student workersGenderNon traditional student (NTS)Age usuallyover 24 yrsSocio-economicbackgroundSocio-economicbackgroundEthnicity/ raceEthnicity/ raceFirst generationin HEAcademic underpreparednessjuggling work, academic&amp; family rolesjuggling work, academic&amp; family rolesLearningdifficultiesCinderella studentsCinderella studentsEnglish 2ndlanguageEnglish 2ndlanguage 4. Pedagogies that engage NTSsthe challenges that students faced in theirstudies?the challenges that students faced in theirstudies?the challenges that students faced in their studies?the challenges that students faced in their studies?Alternative curriculum and coursestructures are needed at first year level toprovide a non-remedial approach to NTS.recognize the capabilities that NTSsbring with them into HE, and to buildon these skills not bound by thetraditional assumptions(CHE, 2007: 44,45)Institutions and educators must provide flexibility andchoice in order to cater for the diverse student group.(Laing &amp; Robinson, 2011:184) 5. Context of study legacy as formerprofessionalvocational education.This study: at a large University of Technology inSouth Africa.attracts a large number of so-called non-traditionalstudents affordability in termsof study fees 6. Methodology research questionsthe challenges that students facedin their studies?the challenges that students facedin their studies?What are the challenges thatstudents faced in their studies?What made the studentsinterviewed non traditional?How did the digital storytellingpractice help the students dealwith these challenges? 7. ProjectProject:- innovative practice of digital storytelling- development of digital story on timber- in groups- very open brief- reliance on resourcefulness of students- qualitative: interviews with students &amp; lecturer.- Data analysis was done inductively- guided by the literature 8. Context of study - demographicsContinuing underdevelop-ment of design andtechnology courses in under-funded public schools.Apartheid legacy: vastmajority of pupils in theseschools are still non-white,lack of access to expensiveschools 9. Findings are our students NTSs? 10. Findings affinity for technologyAngela: it was something that I had beendying to do - had been dying to do for solong ...stop motion is just the coolest, so thatI found very cool. Ja, I think just the fact thatits something we werent familiar with - itworked well. 11. Findings - collaborationMichael: No there was just a plan, and wefollowed through with it.Michael: No there was just a plan, and wefollowed through with it.Interviewer: And you stuck tothe deadline?Michael: Yes, ja. We were always checkingon each other. So we would kind of monitoreach other and keep each other on track allthe time as well as ourselves. 12. Findings - flexibilityMichael: This was a very nice project, when we got thebrief we sat down and we chatted and then everybodyjust did what they had to do. So it wasnt just sittingdown and drawing or sitting down and buildingsomething. It was: we have to go get costumes, wehave to go shoot the movie. We have to go do theediting. It was very nice.Michael: Yes, ja.Interviewer: So you liked the idea ofnot being in the classroom but beingout and about? 13. Findings creative identityAngela: I think maybe that was the biggestchange over because we are all creative peoplewe just kind of might want togive information,communicate information in a better way or in amore kind of interactive way. When someoneswatching something theyre enjoying it and youcan create something fun out of it withinformation that particularly isnt very interestingat all, which I think is quite nice 14. Findings challenging taskGeorge: It wasnt the fact that it was gettingharder and harder, it was the fact that wednever done it before. So we didnt really knowhow it was going to be done and any of that. Butthen we did more research and like through theresearch I got more excited for it and then whenwe did it it was just - it was just so much fun .Angela: we dont really deal with film throughoutthe year. It was a new medium for us and I thinkthats also intriguing learning something thatyoure not comfortable with which I found veryinteresting.Angela: we dont really deal with film throughoutthe year. It was a new medium for us and I thinkthats also intriguing learning something thatyoure not comfortable with which I found veryinteresting. 15. FindingsHow DST affordances responded to elements of NTS 16. UDL is one approachthat would benefit allstudents.UDL is one approachthat would benefit allstudents.Create learning experiences that talk totheir NTS strengths, NOT mediate theirchallenges.Create learning experiences that talk totheir NTS strengths, NOT mediate theirchallenges.UDL aims to develop curricula &amp; projects that give allstudents equal opportunities to learnUDL aims to develop curricula &amp; projects that give allstudents equal opportunities to learnNTS profile is complex, nuanced andmay be changing.NTS profile is complex, nuanced andmay be changing.(Steven 2005)Our students are non-traditional in theircontext - learning activities should be designedto engage all students, not just TS or NTSs.Discussion &amp; conclusions(Roberts, 2011)Universal Design for LearningUniversal Design for Learning 17. Conclusions End to labeling NTSsFurther research: experimentation and creativity in the learningdesign process. disrupt current teaching and learning practicesand design learning activities that are inclusiveand provide flexibility and choice for NTSs andTS needsWhy did some of theparticipants of thisstudy pass and somefail?Why did some of theparticipants of thisstudy pass and somefail?How to transfer someof these principles thatseem to engage NTSsHow to transfer someof these principles thatseem to engage NTSs 18. Any questions? www.cput.ac.za/blogs/edutech http://www.cput.ac.za/blogs/edutech/digital-storytelling-resources/ YouTube channel:http://www.youtube.com/user/CPUTstories Email us at barnesv@cput.ac.zaor gachagod@cput.ac.zaContact us </p>

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