Abstracts

/ resmenes

relato digital storytelling

2123 March 2012 Valencia, Spain

 TheInteruniversityInstituteforAppliedModernLanguagesoftheComunitat Valenciana(IULMA)&theDepartamentdeFilologiaAnglesaiAlemanyaofthe UniversitatdeValnciawillbehostingtheInternationalConferenceonDigital Storytellingbetweenthe21stand23rdofMarch2012inValencia(Spain).

DigitalStorytellingisthemodernexpressionoftheancientartoftellingstories.Digital storiesderivetheirpowerbyweavingimages,music,narrativeandvoicetogether, therebygivinganotherdimensionandvividcolortocharacters,situations, experiences,andinsights.Tellyourstorynowdigitally.LeslieRule,CenterForDigital Storytelling Digitalstorytellingcombinesthelongstandingartoftellingstorieswithanyofavariety ofavailablemultimediatools,includinggraphics,audio,videoanimation,andWeb publishing.Ithasbecomebothaneducationalandaculturalphenomenonwhichhas certainlygivenanewdimensiontotheartofstorytelling.DigitalStorytellingis currentlybeingusedinmorethan80countrieswithmanydifferentapplications, includingeducation,marketing,andselfexpression,amongothers. InthisconferencewehopetogatherhereinValenciathosewhowanttoshareand explorethesenewpedagogical/socioculturaldimensionsofdigitalstorytellingaswell aslearnhowtheuseoftechnologyhashelpedtransformthewholeexperienceof storytellingintosomethingmorepersonalandwithineveryonesreach. http://www.uv.es/digitalstory/

ElInstitutoInteruniversitariodeLenguasModernasAplicadasdelaComunitat Valenciana(IULMA)yelDepartamentdeFilologiaAnglesaiAlemanyasernlasedede laConferenciaInternacionalsobreRelatoDigitaldesdeelprximoda21hastael23de marzode2012enValencia(Espaa). Elrelatodigitaleslaexpresinmodernadelantiguoartedecontarhistorias.Elpoder delosrelatosdigitalesseobtienealentrelazarlamsica,lanarrativaylavoz,dando asunadimensinprofundayunoscoloresvivosalospersonajes,alassituaciones,a lasexperienciasyalacomprensindelosdistintoscaracteres.Cuentaahoratuhistoria digitalmente.LeslieRule,CenterForDigitalStorytelling Elrelatodigitalsehaconvertidoenunfenmenoeducativoyculturalque,sinduda,ha otorgadounnuevoenfoquealarteantiguodecontarhistorias. ElRelatoDigitalseestusandoenlaactualidadenmsde80pasesconaplicaciones muydistintasqueincluyenlaeducacin,elmarketingylaautoexpresin,entreotras. ElRelatoDigitalcombinaelartedelanarracinclsicaconunagranvariedadde herramientasmultimedia,incluyendolasgrficas,elaudio,losvdeosdeanimaciny laspublicacionesenlaWeb. EnestecongresoesperamosreuniraquenValenciaaaquellosquequierancontarnos susexperienciasconelrelatodigitalyaaquellosquequieranaprendermsacercade cmoelusodelanarrativaunidoalasnuevastecnologashaayudadoatransformarla experienciadelrelatodigitalenalgomspersonalyalalcancedetodoelmundo.
http://www.uv.es/digitalstory

Organizing Committee/Comit Organizador

ConferenceConveners: CarmenGregoriSignes BarryPennockSpeck ConferenceSecretaries: MaraAlcantudDaz AnnaBrgidoCorachn MembersoftheorganizingCommittee: LauraMonrsGaspar AliciaRicartVay GarikoitzKnrrdeSantiago JosSaizMolina MiguelngelCandelMora

Scientific Committee/Comit Cientfico

AndreuSimo,Luisa,UVEG; BouFranch,Patricia,UVEG; CalvoMelero,Miguel,UniversidaddelPas Vasco; CardonaPrats,Beatriu,UVEG; ClavelArroitia,Begoa,UVEG; DolnHerrero,Rosana,UVEG; DominguezGarca,Noem,Universitadde Salamanca; ElviraMontasBrunet,UVEG; FusterMarquez,Miguel,UVEG; GarcaPastor,MaraDolores,UVEG; HuertaRamn,Ricardo,UVEG; Londoo,Gloria,UniversitatdeBarcelona; MaruendaBataller,Sergio,UVEG; MoltHernndez,Elena,UVEG; PrezCado,Marisa,UniversidaddeJan; ReyesTorres,Agustn,UVEG; RuizdeAlegria,Javier,EspacioAtomoS.L.; SopeaBalordi,Emma,UVEG; SuauJimenez,Francisca,UVEG; ZaragozaNinet,Gora,UVEG.

Themes / Temas
1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,university educationandeducationforadults). 2.DigitalStorytellingandForeignLanguageTeaching 3.DigitalStorytellingandSociety 4.DigitalStorytellingandCulture 5.DigitalStorytellingintheScientificTechnicalFields. 6.CommunityandPersonalStorytelling 7.TechnicalAspectsand/orInnovativeToolsinDigitalStorytellingProductions 8.DigitalNarrativesinWeb2.0.(blogs,socialnetworks,wikis,etc.) 1.Relatodigitalenalmbitoeducativo(educacinprimaria,secundaria,universitaria, educacinparaadultos). 2.Relatodigitalyenseanzadelenguasmodernas. 3.Relatodigitalysociedad. 4.Relatodigitalycultura. 5.Relatodigitalcientficotcnico. 6.Historiasdeviday/ocomunidad. 7.Aspectostcnicos,herramientasinnovadorasenlaproduccinderelatosdigitales. 8.NarrativaDigitalenWeb2.0(blogs,redessociales,wikis,etc.)

 Oral Presentations / Comunicaciones

 1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation, universityeducationandeducationforadults).1.1primary

RELATOSDIGITALESDOCUMENTALESENEDUCACINPRIMARIA OBLIGATORIA,Propuestametodolgicaparalaproduccinmultimedial conalumnosdelltimocurso

AneskaCarolinaOrtegaBlanco,JliaCorominaCabeceranandAnaTeberoskyCoronado UniversitatdeBarcelona,Spain

Abstract
Estapresentacindescribirlosresultadosdelcorpusdeunainvestigacinconunametodologa investigacinaccindeintervencindidcticaencurso.Semostrarunanlisiscualitativoprofundo tantodelasproduccionesdelosalumnoscomodelascondicionesdelprocesodeenseanza aprendizaje.Elobjetivoprincipalesdescribirelusoderecursosmultimediales(videos,infografay textos)deungrupodeniosde6deprimariadeunaescueladeBarcelona.Sedetallarel procedimientodecreacinderelatosdocumentalesenuntextoexpositivoenmarcadoenunaunidad didcticaqueintegracompetenciasdecienciassocialesylengua.Dichoprocedimientoconsisteen dosactividadesquebuscanayudaralacomprensindelainformacin:disposicinmanipuladadela presentacinvisualdeltexto(organizacinsintcticosemnticaenformatopercolaetcommata)y etiquetajedelaspartesdelmismodeacuerdoconsusfuncionesdiscursivas.Apartirdeestas condicionessedesarrollunasecuenciadidcticaquediolugara10videosdocumentales(encataln) sobreeltemadeEdadMediaylaBarcelonamedievaldelbarrioElBorn.Nuestraexposicindelos resultadosdescribelosaspectoslingsticosdeltexto,losaspectosgrficossobrelainfografay,la performancedelapresentacindelosvideosrealizadosporlosalumnos(oralidad,gestualidad, memorizacin,coherencia,etc.) ________________________

Keywords:digitalliteracy;visualliteracy;preparacindematerialmultimedia;clavesvisuales; infografa

DigitalStorytellingsupportingcreativethinking
ClaudioScalaandEmilGirardi FreeUniversityofBolzano,Italy

Abstract
Theaimoftheprojectwastopromoteandsupportthedevelopmentofcompetencesinprocessesof storytellingamongprimaryschoolstudentsusingdigitalmediainstruments. Digitalstorytellingisprimarilyusedfornarratingpersonalstoriesorevents,forgivinglifetohistorical eventsandforpointingonobjectsthathastobeexplained(typicalforlearningobjects).Inthisproject storytellingwasintendedtobeaninstrumentforcollaborativecreationofstories,givenacontent backgroundandsomespecifickeywords.Theactivitiesweresupportedbytheuseofopensource softwareduringthephasesoftheproject. Itinvolvedabout200primaryschoolchildren,five4thgradeandfive5thgradegroupsofa comprehensiveinstitute(unitesKindergarden,primaryschoolandfirstbranchsecondaryschool)in Caorle,nexttoVenice,Italy. Theeducators(teachersandresearchers)andthepupilsagreedontendifferentnarrativebackgrounds (e.g.ImperialRome,PharaohsEgypt,OuterSpace,etc.)basedonwhichthestoriesshouldhavebeen created. Eachgroupbecameassignedoneofthesethemesandtheeducatorsgaveaninput,whichconsistedina storyincipit.Thenextstepinvolvedthewholegroup,amentalmapaboutkeyobjectsofthestory (characters,scenery,chronology,etc.)wasdevelopedthroughbrainstormingactivities.Oncethekey structureofastorywasidentified(introduction,happening,climax,ending),thepupilsweredividedin couples,whichdevelopedthestoryboard,wrotethedialogues,registeredthestory,completeditwith backgroundsounds. ThefinalproductswereuploadedontheWeb,inordertopermitsharing,reciprocalcommentsonthe outcomes,discussionontheprocess.Ininterviewingthemainactors(bothteachersandpupils)thislast pointresultedtobethemorerelatedtolearningpotentials,asinothersimilarexperiencesthatwillbe presented. ________________________

Keywords:competences;cooperation;creativity;process

 ACaseStudyofDigitalStorytellingActivitiesinaKindergartenClassroom
PelinYukselArslan InonuUniversity,Malatya,TURKEY,Turkey

Abstract
Digitalstorytellingistellingstoriesandsharinginformationwithmultimediatoolsandresources.Itisa methodforusingdigitaldevicestosupporttheeducationalprocess.Althoughmanystudiesconcerning educationalusesofdigitalstorytellinginareassuchasteachereducation,healtheducation,andadult learningexist,therearelimitedinvestigationsrelatedtodigitalstorytellinginearlychildhoodeducation. Therefore,thispresentcasestudyseekstounderstandhowdigitalstorytellingisusedasateachingand learningtoolinakindergartenclassroom.Participantsincludednineteenkindergartenstudentsanda teacherwhoincorporatedfourseparatedigitalstorytellingactivitiesintothecurriculum.Specifically, thisstudyinvestigatedstudentsreactionsandthechallengestheteacherfacedwhenincorporating digitalstorytellingactivitiesintoakindergartenclassroom.Datasourcesincludedmultipleinterviewsof theteacherandobservationoftheclassroomsettingduringtheactivities.Emergingdataprovides examplesthatillustratehowearlychildhoodteachersintegratedigitalstorytellingasaninstructional toolintocurriculumtofacilitateyoungchildren'slearning.Theresultsshowthatyoungchildrenare moremotivatedtoengageindigitalstorytellingactivitiesthaninregularclassroomactivities.In addition,theresultsshowthatthemethodsofusingdigitalstorytellingbytheteacherwerebasedona studentcenteredapproach. ________________________

Keywords:DigitalStorytelling,;EarlyChildhoodEducation;CaseStudyMethod

Newton'sSecret
RafaelBenlliure IECostaiLlobera,DepEnsenyamentGeneralitatdeCatalunya,Spain

Abstract
Howtocaterfordiversitytomeetourstudentsneedsisaquestionwelanguageteachersfrequentlyask ourselvesandoneforwhichwedonotfindasatisfactoryanswerthatfrequently. Thekeytosuccessmayvarydependingonthecontextbutthereisoneelementcommontoall successfulactivitiesandthisismotivation;engagingthestudentsintheteachinglearningprocessso thattheytrulybecometheprotagonistsofthestory. Mostofthetimewhenwethinkofdiversity,challengedorlowerlevelstudentscomefirsttomind. However,thereisalsothekindofdiversitywhichisontheoppositeside.Studentswithgreatskills, sometimesnativespeakers,whofindthemselvesintheEnglishsubjectfeelingboredorstuckinaclass wheretheygetinformationtheyalreadyknow. Whattodothen?Inaclassat1stBatxillerat,wheretherearesomehighcapacitystudents,wedecided upontheideaofdigitalstorytellingtointroduceanewanddemandingactivity. Storytellingrespondedtothissituationsuccessfullybychallengingthesestudentstomakethemostof notonlytheirlanguageskillsbutalsotheircreativityandcommitment. Theoutcomewastheproductionofavideospotpromotinghealthyfoodhabitsinwhichthestudents rewrotetheromantichistoricalmomentwhenNewtondiscoveredthelawofgravity.Thestudentsnot onlyhadagreattimedoingthisactivitybutfounditevenmorerewardingwhen,afterpresentingthe videotoaEuropeancontest,sawthemselvesamongthefinalists. ________________________

Keywords:batxillerat;diversity;videospot

1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation, universityeducationandeducationforadults).1.2secondary

Storytellingwithadigitalcomicstripasmethodologytosupport reflectionprocesses?
JeanClaudeCallens KATHO,Belgium

Abstract
Duringtheirstudies,preserviceteachersarecontinuallyaskedtoreflect.Storytellingmayplayan importantroleinareflectionbasedpractice.Digitalstorytellingisamethodologythatmaysupport studentsinthewritingofpersonalstories.Becausethe101participantsinthisstudywerefirstyearpre serviceteachers,(andthusitwasntcertainwhethertheywouldhavethenecessaryICTskillstouse multimediatocreateadigitalstory),wechosetouseasimplevariantofdigitalstorytellingandasked theparticipantstomakeadigitalcomicstriptoreflectontheirpractice.Tomakethedigitalcomicstrip, thestudentsusedatemplateinaWORDformat. Weformulatedthefollowingresearchquestions: (1)Towhatextentdoesstorytellingwithadigitalcomicstripsupportreflectionprocesses? (2)Whatistheimpactoflearnercontrolonreflectionprocesses? (3)Doesusinglinearstructuredguidelinestowriteadigitalcomicstripsupportmorereflection processesthannonlinearstructuredguidelines? Theanalysisfocusesonthenumberofelementsinthestoriesthatrefertoindepthorinbreadth reflection. Theresultsrevealthatthedigitalcomicstripsscoreratherlowonthedegreeofreflection(mean=1.17, SD=1.225).Second,atwowayANOVArevealsamoderatelystrongmaineffectofdegreeoflinear structureonthedegreeofreflection(F(1,97)=5.057,P=0.027,eta=0.050).Whenstudentshadlinear structuredguidelinestowritetheircomicstrips,theyscoredhigheronthedegreeofreflection(mean= 1.46,SD=1.304)thanwithoutlinearstructuredguidelines(mean=0.91,SD=1.097).Nointeraction effect(betweenlearnercontrolanddegreeoflinearstructure)andnomaineffectoflearnercontroland ofthedegreeoflinearstructureonthedegreeofreflectioncouldberetrieved.Toconclude,wediscuss thepracticalimplicationsofthisstudy. ________________________

Keywords:learnercontrol;storytelling;linearstructuredguidelines;reflection;digitalcomic strip

Relatdigital,histriesdevida:emocionsiaprenentatgea4rtdESO
AnnaGascon IESFedericaMontseny,Spain

Abstract
Elsobjectiusinicialserenperunabanda,animarlalumnatalalecturaialaproduccidetextos mitjanantlesnoveseinesdigitalsiperaltraparticiparenunprojectegeneralambaltresdoscentres, queincloaunalecturacomunailelaboraciderelatsdigitals. Lexperinciavaserrealitzadaambungrupde18alumnesde4rtESOdelIESFedericaMontseny,a BurjassotalaclassedeValenci.Durantelcurssutilizarendiversesferramentestic:blocdaula,wiki, curts,ividelits. Amblalecturadelanovel.laJo,deJordiSierra,vaigplantejarlaproducciduna autobiografiailacreacidunarelatdigital.Pertaldevitarlesresistnciesinicialsdelalumnatacontar elqueenteniencomintimitats,vaigutilitzatalgunesdelestcniquesderelaxaciivisualitzaci creativaidescripturaapartirdelevocacidemocions. Apartirdelstextoselaboratsambaquestatcnicacreativalalumnatvaelaboratelsseusrelatsprimer escrits,desprsdigitalsutilitzantlesferramentesinformtiquesquecadascvadecidir.Elresultatvan ser15relatsalgunsmsntimsquedaltres,pertotselaboratsdesdelavivncia,publicatsalblogde laulaivisionatsenunasessiconjuntaamblalumnatilesseuesfamlies. Elrelatdigitalhaestatunaferramentaengrescadoraperescriureinarrar,pertambperpotenciarla cohesigrupalilsdelesTIC,totiqueelresultattcnicnoestresoltsatisfactriamententotsels productes.Entrelahistriadevidailafotobiografia,elresultatfoumoltpositiuendosmbits:el personal,ambunreforamentemocionaldelsilesadolescentsautoestima,eficcia,iellingstic acadmicelvalenciperlaproducciliterriaiesttica.Isdesdestavessantquecentrarlameua comunicaci. ________________________

Keywords:histriesdevida;relatdigital;fotobiografia

ELEMENTOSCOGNITIVOSYEMOTIVOSPRESENTESENLA CONSTRUCCINYRECEPCINDERELATOSDIGITALESPERSONALES. Unaexperienciaaniveldebachillerato.

MiguelHerrerosNavarro Universitatdebarcelona,Spain

Abstract
ElobjetivodeestacomunicacinesreflexionarsobrelasdistintasfasesdecreacindeunDigital Storytelling,segnelmodeloestablecidoporLambert(2006),ysobrelosdistintosprocesoscognitivos queserealizandurantelaejecucinyrecepcindeunarelatodigital. Setienepresentelaexperienciaquesevienerealizandodesdehacetresaosyqueconsisteenla creacinderelatosdigitalesdentrodelunmarcoeducativoformal,enunauladebachilleratodeuna poblacinde15.000habitantes.Seestudianlasrelacionesentrelasdistintasfasesdecreacindeun relatodigitalylosprocesoscognitivosqueseactivandurantelaejecucinyrecepcindeunrelato digital:procesamientoyrecuperacindelainformacin,evocacindelrecuerdo,reconocimiento, rememoracin,seleccinyordenacindesucesos,construccinyarticulacindeunahistoria. Porotraparte,larecepcindelrelatopromueveunprocesodeempataenelespectadorporelquese recibeunavivenciavicarialdeunahistoriaquepuedeproducirunaimplicacinpsicolgicayllevarauna respuestaemocionalsobreloqueallsenarra(identificacin,proyeccin).Esarespuestapsicolgicay emocionaldependerdelapropiaestructuradelrelato.Lamismarecepcindelrelatopromueve diversasactividadespsquicas:percibiryorganizarestmulosaudiovosuales,aplicaresquemasmentales enfuncindenuestraexperienciaparabuscarelsentidodelrelato,mediatizarelsentidodelrelatoen funcindelapropiaexprienciavitalybiogrfica.Deestemodolarecepcindelrelatodigitalposibilitala autoreflexinylatomadeconcienciadesmismoapartirdelaexperienciacompartida,alavezquese tomaconcienciadelotro. Sepretendeaportarelementosquenospermitanentenderelpapeldelrelatodigitalpersonalenel procesodeenseanzaaprendizajedelalumnadodelbachillerato.Atravsdeunaprcticaquelo convierteeneldobleprotagonistadedichoproceso,comoautordesupropiorelatopersonalyreceptor delosrelatoselaboradosporsuscompaeros. ________________________

Keywords:DigitalStorytelling,procesoscognitivosdelrelatodigital,procesosemotivosdel relatodigital,lacreacindelrelato,recepcindelrelatodigital,estructuranarrativa. 10

RELATOSDIGITALESPERSONALESENEDUCACINSECUNDARIA OBLIGATORIA.Estudiosobresuusoypropuestaparasu aprovechamientoenprocesosdeaprendizajeporproyectos

GloriaLondooMonroy UniversitatdeBarcelona,GrupdeRecercaEnsenyamentiAprenentatgeVirtual(GREAV),Spain

Abstract
Lapresentacindarcuentadeunainvestigacindoctoral,detipocualitativoytericoaplicado,cuyos objetivosson,enelcontextodelaEducacinSecundariaObligatoria(ESO),(a)describirycomprender lascaractersticas,lascondicionesylimitacionesdeaplicacinylosbeneficiospedaggicosquepueden ofrecerlosRelatosDigitalesPersonales(RDP),cuandosonproducidoscomoproyectosprcticosde aprendizaje,y(b)disear,implementar,evaluaryperfeccionarunametodologadidcticaquepermita orientarsuusoycreacinenprocesosdeenseanzaaprendizajecentradosenlosestudiantes. ConcretamenteseemplealaInvestigacinbasadaenDiseocomomtodoprincipal,yelEstudio instrumentaldeCasocomomtododeapoyoparaelanlisisdecinco(5)intervencionescon estudiantesdelIESSEPEsteveTerradasiIlladeCornelldeLlobregat(Catalua),realizadasentre2008y 2011.Laexposicindelosresultadosestarorientadaadescribirlascaractersticasdelosrelatos obtenidosylasfasesquehacenpartedelametodologaempleadaymejoradaalolargodelestudio.Se pretendeas,contribuiraavanzartantoenelconocimientogeneraldelarelacinentrelanarrativa personaldigitalylaeducacin,comoenlacomprensindelaprendizajeporproyectosycentradoenel aprendiz;asmismo,facilitarypotenciarelaprovechamientoenelauladelaexpresinylas experiencias,vivenciasyvisionesdelossujetosqueaprendeny,tambin,delasposibilidadesde multimedialidadymultimodalidadqueofrecenlasTICenelaula. ________________________

Keywords:DigitalStorytelling;Narrativapersonal;Aprendizajecentradoenelestudiante; Aprendizajeporproyectos;Metodologadidctica;EducacinSecundariaObligatoria.

11

WritingSkillsandStudentEngagement:DigitalStorytellingasaToolfor MotivationEnhancementinSecondaryEducation
CristinaSerranoPerez Spain

Abstract
DuringtheMasterinSecondaryEducationTeachingtraineeshipstage,Inoticedthatstudents engagementinwritingactivitiesinEnglishwasratherlowinCompulsorySecondaryEducation, particularlyintheirfinalyear(4thESO).Motivationiscrucialtosuccessinlearningalanguage,since studentshavetowanttodosomethinginordertosucceedatit(Harmer:2007).Individualsneedto identifyamotivationaltriggerthatsparksthelearningprocess,activatingandincreasingtheir involvement,whichfuelsuptheprocessitself. Basedonthispremise,athreestageonsiteinvestigationwascarriedoutataSecondarySchoolinthe outskirtsofValencia,followingtheactionresearchmethodologyandprocedures.Datawasgatheredby meansofbothanonymouslycompletedquestionnairesandevidencecollectionsheets.Thetraditional approachusedforteachingwrittencommunicationwasidentifiedasbeingineffective(stage1),asit contributedtostudentsnegativeviewsandperceptionofwritingasanoncreativeproductoriented process,devoidofanaudience.Aftersoundingoutstudentsopinion(stage2)onEducationalDigital Storytelling(EDS),thisnewgenrewasviewedasapossibleremedyforthelearningimpasseobserved. Hence,adidacticsequencebasedonEDSwasimplementedinthelaststageoftheinvestigation.The projectwascarriedoutina4thESOclassroom,withahighmixedabilitylevel. ResultsrevealthatevenEDSbaseddidacticunitsshouldbefurnishedwithasolidsetofmotivational strategiesandappealingmaterialbasedonareflectiononstudentsneeds,amongstothers,inorderto beeffectiveinthebestpossiblelearningatmosphere. Participantsinthecasestudyweregenerallyengrossedintheproject,activelyengaginginallthe activities.StudentsidentifiedoneormoreelementsofEDSastheirmotivationaldrivetoproducetexts inEnglish.MainconcernsdetectedwereunrelatedtowrittencommunicationinEnglish. ________________________

Keywords:EFL;WritingSkills;StudentEngagement;Motivation;SecondaryEducation

12

L'aspecteperformatiudelacomprensilectora.Creaciderelatsdigitals peral'ensenyamentdelValencicomaL2en4tdeSecundria
AntoniDeLaTorre IES'JoanotMartorell'deValncia,Spain

Abstract
EntreelscincaspectesdelacomprensilectoraproposatsperLawrenceR.Sipe(Universitatde Pennsylvania),l'acteperformatius'erigeixcomlarespostacreativadel'actedelecturad'unaobra literria.Nosaltresl'hemorientatcapalacreaciderelatsdigitalsenquatregrupsd'estudiantsde Valencia4tESO,dellenguaprimeracastellana,durantelscursosescolars200910(2grups)i201011 (2grups).DescrivimduesexperinciesconsecutivesalvoltantdesengleslecturesdeLiteraturajuvenil delmateixautor,JordiSierraiFabra.Elsttolsdelsllibressn:'Pellculaverge,contesperversos',i'Jo'. Laprimeraslarecreacide12contesrealistesilasegonaslanarracipersonald'experincies autobiogrfiquesid'indagacieneljo,totesduesenformatderelatdigital.Aquestes'activitats performatives'provoquentresestilsdiferentsdeplasmarlanarraci:realista,liricoemotiui ludicotransgressor. Enlacomunicacidescriuremambdsprocessosdecreaciderelats,diferentspelquefaala seqenciacidelesactivitats,elsobjectiusqueperseguemambl'activitat(aprenentatgedelallengua, transposicidelestcniquesnarrativesenhistriaaudiovisual,l'alfabetitzacidigitalimultimdia, l'escripturacreativadedennciasocialod'mbitpersonal,elfomentdelalectura,eltreballenequip), ielsresultatsobtinguts.Analitzaremlesdificultatsnarratolgiquesitcniquesexperimentadespels alumnesilesrespostesdonades.Finalmentenumeraremelsaprenentatgesqueelsestudiantsiel professordeclarenhaveraconseguitamblarealitzacidelsrelatsmultimedials. Elcorpusquepresentaremconstade16relatsdigitalssobreelprimerllibredelecturaide25sobreel segon.Estrobenpublicatsenlniaensengleswikis:http://peliverge.wikispaces.comi http://portfoli4.wikispaces.com. ________________________

Keywords:Lectura;Comprensi;Creaci;Escriptura;Storytelling;Processos;L2

13

1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation, universityeducationandeducationforadults).1.3university

ELRELATODIGITALPARALAE/ADELALENGUAFRANCESA:UNA METOLOGAINTEGRADORADECOMPETENCIAS
MElenaBaynatMonreal IULMA/UniversityofValencia,Spain

Abstract
Mostraremosenestacomunicacinnuestraexperienciadeintegracindelrelatodigitalenvariosy diversosprogramasdeenseanzadelalenguafrancesaenlauniversidaddeValenciacursosdelengua francesageneralydelenguafrancesaparafinesespecficoscomoactividadesevaluables.Esta experiencianoshaservidoparatrabajareintegrarennuestrasprogramacionesdiferentescompetencias genricasyespecficas.Hemoslogradoresultadosaltamentesatisfactoriosentodosloscursosenlos quehemosutilizadoestaherramientadocentelenguafrancesadelalicenciaturade1defilologa, comunicacinenlenguafrancesaIdelgradodeturismoyfrancsparalosnegociosIdelgradode InternacionalBusinessparatrabajarvariadascompetenciasreferentestantoaconocimientoscomoa capacidadesyhabilidades(individualesysociales).Mostraremoslosresultadosdelaexperiencia ilustrndolosconpequeosfragmentosproductosfinales(diferentesrelatosdigitalescreadospor nuestrosalumnos)ascomocomentariosdeestosensusmemoriasfinales. Terminaremoscomentandoquelosrelatosdigitalesseadaptanperfectamenteanuestrametodologa deenseanzadeidiomasporquenosayudanapromover,entreotros:laautonomaenelaprendizaje,el desarrollodelascompetenciasdigitalesoeltrabajocolaborativoy,adems,facilitanlamotivacinde nuestrosalumnosayudndolesasuperarmuchosmiedosybloqueos(factorfundamentalenlaE/Ade idiomas). ________________________

Keywords:relatodigital;competencias;autonoma;enseanzadeidiomas(francs); competenciasdigitales;trabajocolaborativo;motivacin

14

FactualityandsubjectivityintheHistoryandCulturedigitalnarratives
PatriciaBouFranch UniversityofValencia,Spain

Abstract
Theadventandpopularizationofnewtechnologieshasprovidedstudentsandlecturerswithnew educationaltools.Onesuchtool,whichisincreasinglyusedinhighereducation,isdigitalstorytelling,i.e. multimediadigitalnarratives. Digitalnarrativesconstituteahybridgenrethatsharesfeatureswithtraditionalformsoforal/written narratives,televisiondocumentaries,videogamesorresearchreports(HandlerMiller2008;Swales 1989).Theycanbeofdifferenttypes,rangingfrompersonalnarratives,instructionalstoriesor narrativesthatrecounthistoricalevents(GregoriSignes2008;Robin2006).Thelatter,whichIcall HistoryandCulturedigitalnarratives,aretheobjectofthepresentstudy. ThegenericpurposeoftheHistoryandCulturedigitalnarrativeiseducational,asthesestoriesare generatedtofulfillanacademicassignment.However,inordertosuccessfullyachievesuchpurpose, undergraduatestudentsareinstructedtobecreativeandentertaining.Thisrequirementisgenerally reflectedinthewayhistoricaleventsarepresented. Premisedontheassumptionthatindividualsmakemeaningthroughavarietyofsemioticresources,this paperexaminesHistoryandCulturedigitalnarrativesasmultimodal,computermediatedformsof communication(Herring1996;Kress&VanLeeuwen2001).Specifically,itfocusesonthediscourse organizationofsuchnarrativesfromtheperspectiveofcomputermediateddiscourseanalysis,which takesintoaccountthesocialandtechnologicalaffordancesofelectroniccommunicationaswellasthe roleofvariabilityandtheconstructionofsocialidentitiesontheInternet(BouFranch2011; Androutsopoulos2006;Herring2007). Tocarryoutthisstudy,acorpusof15HistoryandCulturedigitalnarrativeswascompiledandanalysed. ThesewereproducedbySpanishundergraduatesofEnglishStudiesforthemoduleHistoryandCulture oftheEnglishspeakingcountries.Resultsrevealedthatthedigitalnarrativesfluctuatedbetweenthe discourseoffactualityandthediscourseofsubjectivity(Patrona2005).Itwasarguedthatfactuality allowedstudentstodisplaytheirknowledgewhilesubjectivitywasemployedinspecificmovesto displaycreativityandentertainment.Further,HistoryandCulturedigitalnarrativesalsoplayedarolein theconstructionofL2identities. ________________________

Keywords:narrative;computermediatedcommunication;multimodality;subjectivity; factuality

15

DigitalStorytelling:apowerfultoolinadultwomeneducation
FedericaCirulli UniversityofFoggia,Italy

Abstract
ThispresentationdescribestheexperienceofthelaboratoryonDigitalStorytellingheldattheUniversity ofFoggiaduringtheLifelongLearningProgramme(LLP)ERASMUS,intensiveprogramme,whichenables studentstotakepartinactivelearningexperiencesinatransnationalenvironment.ThecourseinFoggia wasfocusedoninnovativeteachingmethodsforadultwomeneducation.Universitystudents,with differentacademicbackgroundfromSpain,FranceandItalytookpartinourintensiveDigitalStorytelling workshop. DigitalStorytellingpracticehasbeenusedasatooltoexploretheemotionalintelligenceinadultwomen andthewebofemotionalrelationships,inparticularwithrelatives,childrenandgrandchildren,involved intheirnarratives.Atthesametimeproducing,watchingandlisteningtheDTSshasbeenimportantto analyseanddiscussthesenseofbelongingtospecificculturalgroups,intermsofsocialrepresentations, collectivememories,butalsointermsofprejudiceandstereotypes.Eachstudentcreatedhisownstory andwasabletoliveanempoweringhumanexperiencefacilitatedbytheuseoftechnologiesthatwere previouslyunknowntothem. Anothergoalofthisactivitywastoletstudentstoliveandexploreemotionsinpublicandsharethem withotherpeopleusingatechnologythathadthepowertointrigueandreduceresistances. Studentslearnedtocreatetheirpersonalvideonarratives,toenjoyandrelatetootherstudentsstories, toexpresstheiremotionsandtosharethemwithcolleagues.Inthissense,DigitalStorytellinghas proofedtobeapowerfultoolinadultwomeneducation,sinceitimmediatelyrecollectswithsignificant elementsinparticipantslives,stimulatinganeffectiveparticipationofwomeninthelearning experience. ________________________

Keywords:DigitalStorytelling;Lifelonglearning;Womeneducation;Innovativeteaching methods;Emotionalrelationships

16

InstitutionalizingDigitalStorytelling(DS)inhighereducationhowto buildsustainablestructures?
GreteJamiessen&KristinHolteHaug OsloandAkershusUniversityCollegeofAppliedSciences,Norway

Abstract
ThiscontributionmeetstheconferencethemeDigitalStorytellinginEducation.Theauthorshave workedwithDSinhighereducationforseveralyears.OurexperiencesincludefacilitatingDSfor studentgroupsfrom575studentsusingDSasatoolfordocumentationof,andreflectionupon, practice.Throughtheseactivities,wehavecollectedvaluableexperiencesaimedatintegratingDSinto theFacultysportfoliooflearningtoolsofferedtoallstudents.Bypresentingselecteddatafromour research,ouraiminthispaperistodiscussthelearningpotentialofDSandhowtobuildsustainable structuresaroundDSinhighereducation. Twostudiesformthebasisofourpresentation.Toensureacomprehensiveapproachtoourresearch topic,weusedbothqualitativeandquantitativemethods,participatoryobservationswithfieldnotes, focusinterviewsandquestionnaires.Bothstudieswereconductedamongpreschoolteacherstudents attheFacultyofEducationatOsloandAkershusUniversityCollegeofAppliedSciences. InordertoimplementDSonaregularandfullscalebasisweacknowledgei)theneedformodification inthemethodrelatedtotheCDStradition,andii)changesintheestablishedcoursedesign.Todaythe FacultyoffersICTcourseswithoutcloseconnectiontoDS.Theonesidedfocusonsoftwareisatthe expenseofDSanditsvitalelements;thepersonalvoiceandthestorytellingprocess.Further,ICT teachersandsubjectteachers(eg.socialstudies,musicandmathematicsteachers)mustcollaboratein ordertobuildsupportivescaffoldsaroundthestudents'developmentofDS,leadingstudentgroups throughouttheDSprocess.ThismayrequirereorganisingandchangingprioritiesattheFaculty. However,thisisasmallinvestmentcomparedtoanexpectedlearningoutcomeforindividualstudents andgroupsofstudents. ________________________

Keywords:HigherEducation;Reflectiononpractice;Learning;ImplementingDS

17

 ElRelatoDigitalStorytellingenelmbitouniversitario
CarlosSaldaaRamrezandAlejandraOsorioOlave UniversidadAutnomaMetropolitana,Mexico

Abstract
Enlosentornosdigitalesdelacomunicacin,elrelatooDigitalstorytellingcobracadadamsfuerzano slocomounaformadetransmitirnuestrasexperienciaspersonalesaotros,sinoenmbitosquevande lapublicidadalapropagandapoltica.Esterecursoestambinunapoderosaherramientaparala creacinartsticayparalaconstruccindemensajescomunicativosdegranalcancesocial.Envirtudde esto,enlaUniversidadAutnomaMetropolitana,unidadCuajimalpa,(UAMC),sehaimplementadoel relatodigitalcomoherramientaeducativadentrodelosLaboratoriosdeExperimentacinVisual, MultimediaeHipermedios.Respondiendoalossietepasosnecesariosparalaconstruccindeun storytelling,(puntodevista,preguntadramtica,contenidoemocional,voz,msicadefondo,economa, ritmo),hemoslogradoquelosalumnosnosloaprendanautilizarlasherramientasmultimediasinoque yestaeslaparteimportantelogrenexpresarhistoriaspersonalesdeunamaneraclarayeficaz. Vinculamoslaexperienciaindividualconlosconocimientosadquiridoshastaahoraenelsistema educativoformal,perosobretodo,vinculamostodalainformacinprocedentedelaeducacininformal ydelosentornosdigitalesenlosquedemaneracotidianasedesenvuelvenyacumulaninformacinlos jvenesuniversitarios. Antecedentes Eldeseodeimplementarlosrelatosdigiatalesalaulapartedelaexperienciaquelosdosponentes tuvieronaltomareltallerdeRelatosDigitalesatravsdelCenterforStorytellingdeSanFrancisco.Si bienenunaprimerainstancialaexperienciadecompartirhistoriasnarrativastansignificativasresult lomsimportante,enunasegundarevisindelaexpriencianosimpresionlaeficienciaenladidctica deenseanzaconlaquesenospresentunproblemaylasherramientasquesenosdieronparapoder solucionarlodemaneraoptima.Asfuecomopensamosquepodramosimplentarlosrelatosdigitales enelaulaparaexperimentarnarracionesvisualessignificativas. Comounparaguasmsamplioqueenglobalosrelatosdigitaleshacemosunarevisinanterior,tericay prnticadondesepartedeunateorageneralsobremultimedia,nuevosmedios,sociedadglobalizaday erahipermoderna.Seanalizanlosprincipiosgeneralesparaeldiseomultimedia:imagen,texto,sonido einteraccin.Sereflexionasobreelusodelsoftwareparamultimediaparaentenderlaintegracinen unproductodecomunicacinquecontempleeldiseo,lainteractividadylausabilidad.ElRelatoDigital Storytellingfuncionaparaponerapruebalapremisaprincipaldenuestroproyecto:elestudiantedebe sercapazdecontarsupropiahistoriaparasercapazdecontarlashistoriasdeotros. Conunampliobagajedeconocimientostcnicosytericos,losestudiantesaprendenaminimizarsus herramientasyaromperparadigmasparadejarporunmomentolacurvaaristotlicaylasestructuras narrativasyrealizarunejerciciopuro,msconectadoconsusemocionesqueconsusteorasyanlisis. Setratadegenerarendostrimestresunproyectoalquellamamoshiperdocumental Mtodos:

18

EnlaUniversidadAutnomaMetropolitanaunidadCuajimalpaexistendosmateriasquesedan consecutivamenteenelpenltimoaodelacarreradeCienciasdelaComunicacin:Laboratoriode ComunicacinyExperimentacinMultimediayLaboratoriodeComunicacinyExperimentacin Hipermedia.Elproyectoquehemospropuestosecomponedeunaseriedeejerciciosquepartendelos RelatosDigitalesenprimerapersona,realizamosdocumentalparticipativoydocumentaldirigido,hasta llegaralaintegracinenunproductodecomunicacinmultimediaquecontempleeldiseo,la interactividadylausabilidad. LaexperienciadelaimplementacindelRelatoDigitalStorytellingcomoherramientaeducativaesten unafasedeanlisiscualitativo,esdecirestamosinterpretandoapartirderesultadosprcticos.Loque enestaponenciasepresentaeselresultadodelaimplementacindelRelatoDigitalStorytellingenun proyectohiperdocumentalquecontienevariacionesyprogresionesdelasnarracionesdesarrolladaspor estudiantesuniversitarios.Comomtodo,enelaulasehandesarroladoyalossuiguintespasos: 1.Sepresentanlaspremisasinicialesdelproyectointegralyexaminamosunentornosocialaestudiar, queenestecasoserahablardelaciudaddeMxicoysushabitantes,asqueapartirdeuntrabajode investigacindesarrollamosteorasfundamentadas,redireccionamoslasvisionesapartirdegenerar mselementosdeestudio,entrevistasyopinionesdenarradoresyobservadores. 2.Elprocesocomienzaporlareflexinsobreellenguajedelosnuevosmediosenelmarcodeuna sociedadglobalizada,sediscutesobrelaculturamediticaenlaerahipermodernaysehaceladistincin entremultimedia,hipermediosehipertexto.Apartirdeestosecomprendelanecesidaddedesarrollar narrativaspropiasenelmarcodelconceptousabilidad. 3.Sediseaysedesarrollaunproyectofinaldeexperimentacinmultimediaquearticulantegramente texto,imagenfija,imagenenmovimiento,animacin,grficosysonido.Identificamoslosprincipios generalesparaeldiseomultimedia:imagen,texto,sonidoeinteraccin. 4.Elestudianteenestaetapadesucarreraseponeapruebayaquedebedominarherramientas tecnolgicasdecomunicacinqueloayudarnaproyectarsusmensajeseficazmente,Lasherramientas nuevasqueaprendeamanejarsonlasdediseoydesarrolloWeb, 5.EnlafasedeintegracinserealizanactividadesquepretendendarunhiloconductoralosRelatos Digitalesenuncontenedor.Asquesediscutenlecturasymaterialesmultimediaengrupo. Resultados: SepresentaelHiperdocumentalrealizadoporlosestudiantes,dondesenarralaexperienciadeestos gruposdetrabajoparapresentarconclusionessobreelusodelRelatoDigitalenlaeducacinparala comunicacin;seexponenejemplosyseproponeunmodelodetalleraimplementar. ________________________

Keywords:Universidad;Educacin;Tecnologas;Taller

19

AdvancingDigitalLiteracyAcrosstheCurriculumwithDigitalStorytelling
WilliamShewbridge&BeverlyBickel UMBCNewMediaStudio&UMBCLanguage,Literacy&Culture,UnitedStates

Abstract
Thispaperwilldiscussthedevelopmentofdigitalstorytellingasapracticeandapedagogicaltoolatthe UniversityofMaryland,BaltimoreCounty(UMBC).UMBCisabaseforagrowingcommunityofpractice withongoingdigitalstoryprojectsinalargerangeofdisciplinesandcontexts (http://www.umbc.edu/stories).Thepaperwillfocusontheadvocacyrolethatearlyadopterfaculty membersandtheNewMediaStudioplayedinbringingaboutpedagogicalchangesandinpromoting digitalliteracyacrossthecurriculum.Theevolutionofacommunityofpracticeandtheexpansionof supportservicestomeetnewmediatechnologyneedswillbediscussed.Inaddition,severalpastand currentprojectswillbeexaminedqualitativelythroughinterviewswithparticipantscoveringproject development,studentlearninggoals,changingattitudestowardscoursecontentanddigitalskills,and projectoutcomes.ProjectswillexemplifytherangeofcontextsinwhichUMBCfacultymembersare usingdigitalstorytelling,includingcommunitybasedcollaborations,explorationsofintercultural identities,oralhistories,andasameansofengagingmediatheory. ________________________

Keywords:digitalstorytelling;highereducation;digitalliteracy

20

 DigitalEducationthroughadultlearnersEUenlargementstoriesdigital storiesfromsevennations.
AntoniaSilvaggi,PatriziaBraga,SteveBellis,HaraldGapskiandGuidoKowalski IstitutoLuigiSturzo;YaleCollegeCentreforDigitalStorytelling;GrimmeInstitut,Italy;United Kingdom;Germany

Abstract
TheDeTalesprojectinvestigatestheimpactofEUenlargement,focusingontheintegrationofrecently accededmemberstates,inrelationtothemoreestablishedEUnationsandthenegotiatingcountries (Turkey),usinglowcosttechnologiestocreatedigitalstoriesaboutadultlearnerslifeexperiencesin severalcontexts: Openingoffrontiers/mobility Europeanlabourmarket Europeanculturalidentitiesanddiversitiesofnewandoldmembers.

DeTalesbringstogetheradultlearnersfromItaly,GermanyandtheUKtointeractwithlearnersfrom Lithuania,Hungary,BulgariaandTurkeyinadigitaldialogueaboutEuropeanidentity. ProjectcoordinatoristheIstitutoLuigiSturzo,aculturalfoundationbasedinRomeinpartnershipwith YaleCollege(UK),Grimmeinstitut(DE),ModernDidaticsCenter(LT),Anthropolis(HU),Bulgarian DevelopmentAgency(BG),Degder(TR). Methods:ResearchledtothedraftingofResults:Atrainingmanualfortrainers"DSGuidetraining manualonEUENLARGEMENT"inaworkshopinTurkeywith32adultsparticipantsfrom7European countriesweretrainedtomasterthedigitalstorytellingmethodologyappliedtoEuenlargementtopics forlowskilledadults.Theworkshopfollowedthissummarisedscheme: Anthropolisledthesessiononicebreakingactivities.Thebriefingpartwassplitintwo:IstitutoLuigi SturzointroducethetrainingmanualandtheEUenlargementtopics. Yalecollegeledthedigitalstorytellingsessionwhichinvolvedfirstabriefingondigitalstorytelling, StimulatingstoriesonEuenlargementtopicsandwhychoosedigitalstoriesasthemethodtodeliver EUenlargementtopics.2:Writing.Thewritingprocessstartedwithastorycircle.Thissessionis designedtobondstorytellersasagroupandtoteaseoutofthemtheirinnatepowersofstorytelling. Theultimategoalistogetscriptsdraftedandfinalisedreadyforvoicerecording.4:Editing:ledbythe GrimmeInstituteintroducingtheeditingsoftware. Basicingredientsforatwominutestorywereforallparticipants: Scriptof250words,toldinthefirstperson. 1025images

21

Duration1.52.5minutes. SoftwareusedsonyvegasforPcsandIlifeforMacs 26storieswerecreatedthatwerefinallyscreened.Thisrepresentedthemostemotivemomentofthe trainingwerethetrainerscouldactuallyseethattheireffortswerepaidoff.Finallyaplenaryevaluation session. Results:ResearchledtothedraftingofResults:Atrainingmanualfortrainers"DSGuidetrainingmanual onEUENLARGEMENT" WorkshopinTurkeywith32adultsparticipantsfrom7Europeancountries. 26stories 26scripts 21traineddigitalstorytellerintheadulteducationfield ________________________

Keywords:Euenlargementtopics;adultlearners;Europeanstories

22

2.DigitalStorytellingandForeignLanguageTeaching

MultilingualVirtualTalkingBooks
WahjuAgungWidjajantoandMichaelLund DigitalMediainEducation(dimeb)ResearchGroup,UniversityofBremen,Germany,Germany

Abstract
MultilingualVirtualTalkingBooks(MuViT)aimsatthedevelopment,promotionandexploitationof multilingualvirtualtalkingbooks.MuViTisasetofcomputerbasedstorybooksinfivedifferent languages(English,German,Russian,Spanish,Turkish)developedforchildrenatprimarylevel.Children candecideinwhichlanguage(s)theywanttoaccessthebooks;switchinglanguageswhilereadingis possibleatanytime.Byclickingthesoundbutton,childrencanalsochoosetolistentothenarration, paralleltotheirownreading.Toavoidinterferenceproblemsandtosupportstrugglingandnonnative readers,asynchronouswordhighlightingfunctionisprovided.Correspondingtasks,aimingatlanguage sensitivityandthedevelopmentoflanguageawarenessshallmotivatethelearnerstoworkwiththe booksinatleasttwodifferentlanguages.Thetasksinitiatecrosslinguisticcomparisonsastheyfocuson interandintralinguisticphenomena.MuViTischaracterizedbyanapproachofparticipationandpublic accessibility,thecentralfeatureofwhichistheMuViTWebCommunity.Here,informationontheusage oftheMuViTsoftwareatschoolandathomeisavailableforpupils,teachersandparents.Aforumfor discussionandlearningwillbeprovidedinwhichsynergiescanoccurandexpertisecanbeexchanged. Workshopsforteachersandteachertraineeswillbeorganizedtointroducethesoftwareandtoensure thecorrectusageofthesoftwareinclass.Inalloftheprojectpartnercountriesthesoftwareshallbe testedandevaluatedintermsoflocalfeasibilityandteachersacceptance.Moreover,aninstrumentfor selfassessment,focusingonlanguageawarenessdevelopment,willbedevelopedthroughoutthe projectslifetime.Ithasbeenfoundfromtheinitialworkshopthatchildrenareabletoplayastoryand switchtootherlanguagesinstantly.Theyliketheplayerbecauseitiseasytouse,ithasinteresting featuresandastory. ________________________

Keywords:multilingual;storybook;muvit

23

UsingDigitalStorytellingasacreativetoolforteachingEnglishinthe newdegreeofTourism
AlcantudDaz,Mara;RicartVay,AliciaandGregori,Carmen DepartamentodeLenguaInglesayAlemana.FacultatdeFilologia,TraducciiComunicaci. UniversitatdeValenciaEstudiGeneral,Spain

Abstract
Thepurposeofthisarticleistodescribetheexperienceachievedwhenimplementingthepractical classesofEnglishfortourismsoastobridgethegapbetweentheprofessionalworldofthetourism industryandwhatstudentslearnattheuniversity.Thepurposeofthisarticleisthreefold.Firstwewill introducetheconceptofdigitalstorytelling(Lambert(1997),GregoriSignes(20072010),AlcantudDaz (20072011)andbrieflydescribesomeoftheprojectsthathavealreadybeendevelopedatthe UniversityofValenciaaswellastheuseofdigitalstoriesinthepromotiontourismproducts.Wewill thenproceedtoarguethatdigitalstorytellingcanbeconsideredasaproductivetypeofactivitywhich fitsthedemandsoftheCEFL(CommonEuropeanFrameworkofReferenceforLanguageLearning)with regardtoimplementingtheuseofnewtechnologywithinthecurriculumatthesametimethatithelps toimprovetraditionalskilldevelopment,mainlyspeakingandwritingalongwithresearching, collaborativetasksandworkingwithcomputers.Thirdlywewilldescribeanddiscussactualexamplesof digitalstoriesproducedbyundergraduatestudentsregisteredinthesubjectofCommunicationin EnglishLanguageinTourism.Thestudentswereaskedtodevelopanoriginalproductrelatedtothe industryoftourismandtopromoteitintwoways:bymeansofadigitalstoryandabrochure. ________________________

Keywords:ICTs,Digitalstorytelling,tourism,CommonEuropeanFrameworkReferencefor Languagelearning

24

Multimodalityasanacademicliteracy:Theroleofdigitalstorytellingin anL2academicwritingcourse
JoelBloch OhioStateUniversity,UnitedStates

Abstract
Inthispaper,IwillexploretheintroductionofdigitalstorytellingintoatraditionalL2academicliteracy classthatfocusesonquestionsofplagiarismandintellectualpropertyusage.Similartotraditionalforms ofacademicliteracy,creatingdigitalstoriesincorporatesthetransformationofsourcetextsthrough addingthevoiceoftheauthorwithinthesocialandlegalconstraintsontheuseofintellectualproperty. However,academicliteracygenresmaychangeasnewtechnologiesareintroduced(Prior,2005)andas studentsintegratethesetechnologieswiththedevelopmentoftheirliteracyskills(Lea&Street,2006). OneofthegoalsofourL2writingclassistodevelopstudentawarenessoftherhetoricalandethical considerationsinusingintellectualproperty,bothprintanddigital.Thisremixingofdifferenttexts (Lessing,2009)isnotanalienconceptforL2teacherssinceallacademicwritingexplicitlyinterweaves texts,transformingthemintonewtextswiththeadditionoftheauthorsvoice(e.g.Bazerman,1988, 2009;Latour,1988).Prior(2005)hasarguedthatthesemultimodaltextspushtheboundariesof traditionaldefinitionsofgenre.Iwilldiscussherehowthecreationofdigitalstoriesillustratesthe connectionsbetweenthesedifferentformsofliteracywhilepushingitsboundariesofacademicwriting. Usingtwostoriesasexamples,Iwillanalyzehowthestudentsremiximageswiththeirwrittentextsto enhancetherhetoricalpurposesoftheirstories,inparticularhowthechoiceofimagesenhancesthe rhetoricalgoalstheyhaveforthesestories.InBeingaMuslimaLibyanstudentdiscussesher transitionfromaMuslimcountrytoAmericaasaframeworkforarguingagainstwhatshefeelsarethe stereotypesAmericanshavehadaboutIslamsince9/11.Inthisstory,thecreatorchoosesimagesfrom thenewsandfrompopularculturetodevelopherargumentagainsthowshefeltMuslimswerebeing viewedinAmericainthecontextofherowntransitiontoAmericansociety.Inthesecondfilm,The ThingIFeltMostRegretful.aTaiwanesestudentdiscussesleavingherboyfriend.Sheappropriated imagesfromAmericanmoviesandcartoonsfromAsianculturetocreateatransnationaltextexploring heremotionaldevelopmentinresponsetotheendofherrelationship.Inboththesestories,the studentsremixedtheimagesandtextstotransformthemeaningofbothinwayssimilartohowthey wovetogethertheirideasandthesourcetextsintheiracademicpapers.Atthesametime,theypushed theboundariesoftraditionalclassroomwritingtomakeitmorevisualandmorepersonal.Inthe conclusionofmytalk,Iwilldiscusshowdigitalstorytellingcanbeusedforexpandingthediscussionof therhetoricalandethicaldecisionsinvolvedinusingintellectualpropertyinacademicwritingaswellas introducingnewformsofacademicliteracythatcanengagethestudentsinalternativewaysoftextual remixing. ________________________

Keywords:multimodality;genre;intellectualproperty;plagiarism;academicwriting

25

BeyondtheESLClassroomThroughDigitalStorytelling
MargaritaRamirezLoya CochiseCollege,UnitedStates

Abstract
ThepurposeofthisresearchistofindoutwhathappenswhenIengageagroupofadvancedESLcollege studentsinaprojecttocaptureandpreservelocalhistory.ThecentraltopicwhichIamanalyzingisthe emotional,social,andlanguagedevelopmentoftheESLstudentsbeyondaclassroomsetting.Students progressthroughoutthisprojectisbeinganalyzedinfourphases:1)astheycarryoutinterviewswith SeniorCitizensofthecommunity;2)whentheycarryoutthetranscriptionsoftheinterviewsand/orre interviewforclarification;3)astheycreatestoryboardsandproduceadigitalstoryaboutthe intervieweeslifeorplaceofbirth,and4)whentheypresenttheirdocumentariestothecommunity. ThestudyistakingplaceintheruralareaofDouglas,Arizona,asmalltownofapproximately17,000 inhabitantslocatedinthesouthernborderofSonora,MexicoandArizona,intheUnitedStates.The groupofstudentsanalyzedareinlevel4,thelastleveloftheESLprogramatCochiseCollege.Thetarget groupiscomposedoftenstudentswhocomefromavarietyofculturalbackgrounds:onestudentfrom Japan,onefromKorea,onefromPuertoRico,andsevenfromMexico.Thestudentssecondlanguage developmentwithinasocialcontext,aswellastheirabilitytoretelltheirintervieweesstoriesusing technologytoincorporatenarrative,musicandpictures,isbeingmonitoredandanalyzedboth individuallyandcollectivelythroughtheirprogressintheproject,astheinstructorconductsaseriesof interviewswiththemaftertheyhavecompletedeachoneofthefourphasesoftheproject. ________________________

Keywords:ESL;language;technology;emotional;social;interview;storyboard;clarification; digital;storytelling

26

Thevalueofadigitalstoryinacontentandlanguageintegratedlearning (CLIL)Europeancontext
MaraDoloresRamrezVerdugo&MaraVictoriaSotomayor UniversidadAutnomadeMadrid,Spain

Abstract
Thispaperpresentstheresearchconductedwithintheframeworkofthefundedprojectcalled EuropeanCLILResourceCentreforWeb2.0Education(ECLIL,504671LLP120091ESCOMENIUS CMP).ThemissionofECLIListoincreasechildrensexposuretoEuropeanlanguagesandtoimprovethe qualityofteachingthroughtheimplementationofcontentandlanguageintegratedlearning(CLIL) withintheEuropeandemandforacquiringamothertongueplustwoforeignlanguages.Theprojectis currentlybuildingmultilingualinteractiveresourcesfortheuseofCLILteachers.Morespecifically,the presentstudyinvestigatesthevalueadigitalstorymaybringtoaPrimaryeducationcontextwhich promotesCLILandICTandmethodologicalprocedureandresources.Thecentraldigitalstory,originally createdforthisproject,entailsthreemainobjectiveswhichinvolvesexposingyounglearnersto Europeanlanguages,childrenliteratureandsciencecontent.Ourmainaimwastoprovewhetherthe universalnarrativeelementsandstructurepresentinthisdigitalstorymayenhance8to10yearold studentslearninginvolvementandCLILachievement.Inaninitialpilotingphaseofthestudy,thestory waspresentedtoatotalof70studentsenrolledinthreedifferentCLILschoolsintheregionofMadrid. ThreeexperiencedEnglishteachersparticipatedinthestudyandfollowedtheguidelinesprovidedby theprojectresearchers.Inordertogatherobjectivedatathatmayproveourhypothesis,bothearners andteacherscompletedspecificquestionnaireswhichwerethenstatisticallyanalysed.Theoutcome gatheredhasbeenusedtoextendthepilotingtootherEuropeancountriesparticipatingintheproject. Thislargerstudywillprovideinformationoncrossculturalsimilaritiesordifferencesregardingthe resultsalreadyobtainedhere.Theseinitialfindingspointtowardstherichnessacentraldigitalstoryline mayaddtoaCLILlearningcontextatlinguistic,content,literary,cognitive,socialandculturallevels. ________________________

Keywords:Digitalstory,;CLIL,;MultilingualEuropeancontext

27

DigitalStorytellingasaPedagogicalToolwithinaDidacticSequence: DealingwithLinguisticRoutinesinForeignLanguageTeaching
AgustinReyesTorres,EvaPichandMariaDoloresGarciaPastor UniversitatdeValncia,Spain

Abstract
Digitalstorytellingnotonlyoffersteacherstheopportunitytoworkwithallfourlanguageskillsfromthe verybeginningbutalsobringstogethertheideaofcombiningtheartoftellingstorieswithavarietyof digitalmultimedia.Thisenablesinstructorstoteachanytopicinawaythatgeneratesinterestand attention.OurcommunicationwillconsistofaDidacticSequenceinwhichwemakeuseofDigital storytellingasapedagogicaltooltoworkonLinguisticRoutinessuchasgreetingsandleavetakings.To thisaim,wehaveworkedwithfirstyearstudentsintheSchoolofEducationattheUniversityof Valenciainordertoexploretheirabilitytoadapttheirlanguageskillstospecificsituationswithin commondailyinteraction.Finally,afterworkingonthetargetsset,studentswillproducetheirown digitalstoriesshowingthustheimprovementaccomplished. ________________________

Keywords:Didacticsequence;Linguisticroutines;TeachingEnglish

28

Elrelatodigitalylaperspectivadegneroenlaenseanzadeidiomas: unapropuestainductivaparaeltratamientodelatransversalidadyla adquisicindecompetencias.

SandraVzquezHermosillaandGoraZaragozaNinet UniversidaddeValencia,Spain

Abstract
Elobjetivoprincipaldeestacomunicacinespresentarlosresultadosobtenidosdeunestudiopiloto desarrolladopordosmiembrosdelgrupodeinvestigacinGENTEXTenunaclasedeingls(Lengua2)de laUniversitatdeValnciasobrealaadquisicindecompetenciasyeltratamientotransversalde aspectosdegneroatravsdeunaseriedepropuestasdidcticasentornoalautilizacindelrelato digitalenlasclasesdeidiomas.Paraello,enprimerlugar,sepresentan,demanerabreveyconcisa, algunasdelasimplicacionespedaggicasdelrelatodigitalentendidocomounaformanarrativa multimediaquefavoreceelpensamientocrticoycreativo(Benmayor2008,Coventry2008,Lenon 2008).Ensegundolugar,sehabladelaimportanciadeltratamientodeaspectosdegneroenel desarrollodecompetencias(Cameron2005;Sunderland2000,2004) ElmtodoutilizadoparadichoestudiocombinalautilizacindelentornoWeb2.0paraelaccesoy visualizacindelosrelatosdigitalessometidosaestudio(Wheredidwecomefrom?,Thatssogay! dentrodelproyectoonlineRainbowFamilyTree)juntoaunaseriedepropuestasdidcticasinductivas basadasenlamultimodalidad.Estasactividadesllevanalalumnadoparticipanteaadquirir determinadascompetenciasincluidasenlaguadocentedelaasignaturabasedelestudio,ascomoel tratamientoylaadquisicindeconocimientostransversalesrelacionadosconlosestudiosdegnero. Losresultadosdedichoestudionospermiten,porunlado,observarlareaccindelalumnadoanteel usodelrelatodigitalcomoherramientapedaggica;porotro,podemosanalizarcmofuncionanlas caractersticasintrnsecasdelgneroparaeldesarrollodedeterminadascompetenciasy,porltimo, podemospresentarunestudioqueservircomomodeloparalacreacindefuturaspropuestas didcticasbasadasenelaprendizajeintegradodelenguaycontenido(CLILContentandLanguage IntegratedLearning,Fernndez2002) ________________________

Keywords:Relatodigital;Gnero;Competencias;Enseanzadeidiomas

29

3.DigitalStorytellingandSociety

ExtendingCreativePracticeRedressingthedigitalexclusionofolder peoplethroughDigitalStorytelling
MarkDunfordandAlisonRooke UniversityofHertfordshire/Digitales;CUCR/Goldsmiths,UnitedKingdom

Abstract
OlderpeoplesaccesstodigitaltechnologiesisapolicyconcernacrossEuropeandbeyond.Inthelast decade,anarrayoftechnologieshastransformedthewaymanyofusinteract.Internetcommunication systemssuchasemailandsocialnetworkingsiteslikeFacebookandTwitterhaverevolutionised personalcommunicationforyoungerpeople.Thepublicserviceswereceivehavebeentransformedby technology.However,duetoarangeoffactorsincludingtheanxietiesofolderpeopleandinadequate marketing,theelderlyhavebeenlargelyexcludedfromthisrevolutionandthebenefitsitbrings. Effectiveeinclusionisnowrecognisedascentraltotheactiveparticipationofolderpeopleinsociety, contributingtoactiveageingatwork,independentlivingandbeinganactivememberofthe community. ThispaperdiscussesaGrundtvigEuropeanproject,ExtendingCreativePractice,whichbringstogether media,education,publicservices,socialcareandeducationalpartnersinSlovenia,Romania,Finlandand theUK.OlderpeopleareusingDigitalStorytellingtomakeshortfilmsusingtheirownphotographic archivestotellstoriesabouttheirlives.AtthesametimetheprojectprovidesanaccessiblerouteintoIT learning.FromastartingpointofhavingnoITknowledgewhatsoever,participantsaresoonsharing theirstoriesonYouTube,chattingtodistantrelativesonSkypeandemailing.Theprojectaddressesthe social,economicandgeographicalisolationofolderpeoplewhilstsimultaneouslygatheringavibrant socialhistorywhichtellsusaboutthepersonal,socialandhistoricalchangesolderpeoplehavelived through. ThispaperchartsthedevelopmentofExtendingCreativePracticeandshowshowdigitalstorytellingcan extendthequality,rangeandamountofopportunitiesfordigitallyexcludedpeople.Itlooksdirectlyat experiencethroughTraintheTrainerworkshopsinFinland,SloveniaandRomaniaanddrawsonan extensiveformativeevaluation. ________________________

Keywords:DigitalStorytelling;Exclusion;OlderPeople;PanEuropean

30

 TheCongoStoriesProject:DigitalStorytellingbyFemaleJournalistsin theEasternDemocraticRepublicofCongo
AaronGoodman WilfridLaurierUniversityBrantford,Canada,Canada

Abstract
Background: FemalejournalistsintheeasternregionoftheDemocraticRepublicofCongo,identifiedbytheUnited Nationsastheworstplaceintheworldtobeawoman,arerecreatingthewayreporterstellstories aboutcriticalhumanitariancrises. Forthefirsttime,acourageousgroupofwomeninCongoareusingdigitaltechnology,andvideoin particular,toproducepersonalnarrativevideosabouthowthewarsintheircountryaffectedthemand ledthemtorisktheirlivesrespondingtothousandsofcasesofsexualviolenceandrape.Theirworkis knownastheCongoStoriesProject. Methods: AccordingtoProfessorPrueClarkeofCityUniversityofNewYork,thedominantmediaorganizationsin Africahavefolloweda"payforplay"modelfordecades.Asaresult,Clarkearguesthemediahave predominantlyfocusedonthepoliticalandeconomiceliteandcorruptinstitutionsandhaveconsistently ignoredthevoicesandexperiencesofwomen,especiallythoseimpactedbyarmedconflict. Usingnarrativeinquiryanddrawingontheoryfromdigitalstorytelling,ethnography,creative approachestoreconciliation,autobiography,narrativepsychology,andvideoasmemory,thispaperwill explorehowthewomensstorytellingiscontributingtothepracticeofjournalismandconflict resolution. Results: ThispaperalsoexploreshowtheCongoStoriesProjectaimstocreateagreaterspaceforwomenin Congototelltheirownstoriesandhowitisenablingthewomentobolstertheirselfconfidenceand identitiesasactivistsandjournalists.Italsoexamineshowthisrevolutionaryformofstorytellingcould beappliedinotherconflictsandhumanitariancrises. Thepresentationwillfeatureapresentationofoneofthewomensdynamicvideosandadiscussion abouttheirwork.ThispaperwillalsoexaminehowthewomensstorytellingprocessinCongocouldbe appliedinotherconflictsandhumanitariancrisesaroundtheworld. ________________________

Keywords:narrativa,fandom,brickfilms,branding

31

Larennciaalaveunarrativa.Latomitzacidedadesfrontalrelatenles edicionselectrniques
DolorsPalau UniversitatdeValncia,Spain

Abstract
Enpleaugedelrelatdigitalidelespossibilitatsqueofereixenterrenysquevandesdeleducatiual cultural,desdelcientficalempresarialosocial,lesedicionselectrniquesdelsmitjansespanyolshan renunciatalpoderdelaveunarrativaalhoradexplotarlespotencialitatsquetelnouentorn.Han optatperdiluirelrelatenunannimconjuntdedades,perconvertirlatramaenunaordenada disposicidelementsdarreredelaquallautorsemblaesfumarseodimitirdelaseuatasca,recorrenta unaestructurarepetitiva. Quanlexcsdinformaciexigeixrelatsslids,capaosdedonarcomptedunaactualitatcomplexa,els mitjanshandesistitdaquestatascaperaerigirseensimplesarxivadors,peraatomitzarla interpretacinenprofunditatenentradesgenriquesquedesintegrenlessnciadelacomprensi narrativa.Aquestacomunicacipretnanalitzarlescaracterstiquesquetenenelsespecialsdelpais.com ielmundo.es,amblobjectiudedeterminarcomespresentenelsdocumentsquemillorpodrien desenvoluparelrelatenelsmitjansdigitals,enlalniadelqueharepresentatelreportatgeenels mitjanstradicionals.Sobreuncorpusdereportatgespublicatsentre2008i2011,lestudicombinaruna metodologiaquantitativaiqualitativa,pertaldeveurelevolucienlestructuradelsespecialsalllarg daquestaetapa. Laprincipalcaractersticadelespropostesanalitzadesslapostaperunaconfiguraciquesuspnla narracicomanexeorganitzador,comsilanolinealitatexigiraunadistribucidelementsoposadaala veurelatora,comsideixaramutiparalitzatelnarradoralhoradorganitzarenunatramamultimdia, hipertextualiinteractivaelsingredientsbsicsdelrelat.Aquestacomunicaciapostaperrestaurari recuperarelvalordelanarracicomafilconductordelesversionsdigitalsdungnerecomel reportatge,elmsadientperalanlisiilainterpretaci. ________________________

Keywords:DigitalJournalism;Narrativity;Multimedia

32

AssessingtheApplicabilityofDigitalStorytellinginaPakistaniContext
HudaSarfraz,SanaShamsandQaisarKhalidMahmood CenterforLanguageEngineering,AlKhawarizmiInstituteofComputerScience,Universityof Engineering&Technology,Lahore,Pakistan

Abstract
Digitalstorytellingiswidelyrecognizedasapioneeringtechniquethatallowsordinarypeopletoshare theirstoriesfromunique,personalperspectives.Digitalstorytellingactsasaselfhealingtoolfor storytellersandempowersthembygivingthemavoice.Itisbeingusedacrosstheworld,toheal, empowerandtocreateawareness. SomeinitiativehasbeentakentobringthispioneeringtoolintousebywomeninPakistanaswell, includingtheGawahiproject[1]andtheFeministTechExchangePakistandigitalstorytellingworkshop [2]conductedin2010.Theseinitiativeshowever,havecateredlargelytotheprivilegedandeducated sectorofsociety.Digitalstorytellingremainslargelyunexploredinthecontextofthemajorityof Pakistaniwomen,whohavenoaccesstoinformationandcommunicationtechnologiesandareinmany cases,semiornonliterate[3]. Thispaperpresentsaresearchprojectconductedto 1.Developaframework,usingaparticipatoryprocess,withinwhichPakistaniwomenatthegrassroots levelcancreatedigitalstories 2.InvestigatewhetherthedigitalstorytellingprocessisapplicableandbeneficialforPakistaniwomen survivorsofviolenceatawider,grassrootslevel Bothoftheseobjectivesareinterrelated.Theapplicabilityofdigitalstorytellingatthegrassrootslevelis asignificantquestiontobeinvestigated,astraditionally,Pakistaniwomeninvolvedinfilmmakingand mediaarenotviewedinapositivelight.Therefore,itisessentialtocarefullyadaptthedigital storytellingprocesssuchthatitisculturallyacceptable. Thesequestionswereinvestigatedbydesigningandconductingadigitalstorytellingworkshop,Subhe Nau[4](anUrduwordforanewdawn),foraroundtenPakistaniwomensurvivorsofviolenceatthe grassrootslevel.

33

Thispaperwillpresenttheworkshopdesignandtheparticipatoryprocessthroughwhichitwas designed.Itwillalsoqualitativelyassesswhethertheparticipantsandotherstakeholdersfoundthe workshoptobebeneficial. References: [1]http://gawaahi.org/ [2]http://jehanara.wordpress.com/2010/06/11/thefirstfeministtechexchangeinpakistana pleasantsurprise/ [3]http://www.census.gov.pk/ [4]http://www.cle.org.pk/subhenau/digitalstories.html(includesdigitalstoriescreatedduringthe workshop) ________________________

Keywords:Women;Violenceagainstwomen;Pakistan;Literacylevels;Locallanguage;Urdu; Socialconstructs

34

Lautilizacindelasnarrativasdigitalesenprocesosdegestinde conocimientodelasorganizaciones
JulioZino&ElenaMartn DepartamentdAntropologiaCultural,UniversitatdeBarcelona.DepartamentdeJustcia, GeneralitatdeCatalunya,Spain

Abstract
ElDepartamentdeJustciallevaacabounprogramadegestindelconocimientobasadoen comunidadesdeprctica,denominadoCompartim.Unodelosobjetivosdeesteprogramaesrecuperar ysistematizarelconocimientoqueposeenlosdiferentescolectivosprofesionales,paraponerlosa disposicindetodalaorganizacin. Dentrodeestemarco,propusimoslaintroduccindelasnarrativasdigitalescomounametodologaque permitetantolarecuperacindelasexperienciasprofesionalesparticularescomosudifusindentrode loscolectivos.Tambindestacamossuinterscomounametodologafactibledeserintegradaenlas actividadessocioeducativasdelosdiferentescolectivosprofesionales. Durante2011realizamosdostalleresdeformacinennarrativasdigitalesdirigidoalosmiembrosdelas diferentescomunidades(hanparticipadomsde30profesionales).Apartirdeestaformacin, constituimoslacomunidadDigiTalededicadaalaexperimentacinyaplicacindelametodologadelas narrativasdigitalesendiferentesmbitos:prisiones,justiciajuvenil,mediacincomunitaria,equiposde asesoramientopenalydeatencinavctimasdedelitos.Lacomunidadcuentaconunaplataformaque permiteelintercambioyladifusindelasexperienciasquesellevanacaboencadambito. ParalaJornadaanualdelprogramaCompartimdenoviembrede2011,seinvitalosmiembrosde DigiTaleaquerealizarannarrativasdigitalesdondeserecogieranlasexperienciasdetrabajo colaborativoquesellevanacaboensuscomunidades:sepresentaron11narrativasdigitalesconesta temtica. Porotraparte,hemoscomenzadoaexperimentarconlametodologadelasnarrativasdigitalesenlos siguientesmbitos:recuperacindehistoriaspersonalesenungrupodeteatrodelaprisinModelode Barcelona;clasesdelenguadelaescueladelaprisindeQuatreCamins;comentariosdelibrosdesdela bibliotecadelaprisindeBrians2;recopilarexperienciasdemediacincomunitaria. ________________________

Keywords:gestindelconocimiento;comunidadesdeprctica;prisiones

35

4.DigitalStorytellingandCulture

Designinganauthoringtoolbasedonatraditionalperformanceart
WahjuAgungWidjajanto DigitalMediainEducation(dimeb)ResearchGroup,UniversityofBremen,Germany,Germany

Abstract
ThispaperfocusesonthedevelopmentoftheWayangAuthoringtool,whichaimstoassistchildrenin creatingandperformingstories,developinganappreciationforculturalartifacts,andenhancing interculturalempathywhilebuildingayoungstorytellercommunitywithinavirtualworld.Thisstudy seeksaframeworkofinteractiondesignofanauthoringmedia,whichisappropriateforsupportinga childsnarrativedevelopment.Theconceptofthetoolisbasedonthenarrativeelementoftheancient Indonesianartformwayang,atraditionaltwodimensionalshadowpuppettheater.Tounderstandthe usersrequirementsandtoevaluatethetool,childrenfromdifferentculturalbackgroundsandwith theirteachersaswellasstoryperformerswhousewayanghavebeeninvolvedinthedevelopmentand evaluationprocess.WayangAuthoringiscomposedofthreeelements:theimaginationbuilding element,thecreativeactingelementandthesocialinteractionelement.Childrentakeexistingmaterials asaninspirationtool,imaginewhattheythemselveswanttotell,createastorybasedontheirown ideas,playwiththeircreations,sharetheirstoriesandcreationswithothers,andreflectontheir experiencesattheend.Thisvirtualcreativeproductiontoolisexpectedtoprovideaspaceforyoung peopletochangetheirrolefromasimpleusertoa(co)creatorinboththevirtualandnarrativeworlds. Thisresearchfoundthatabetterunderstandingofhowstoriesarecraftedandbroughttolifeina performancetraditionoffersabetterdesignofinteractionofanauthoringmedia.Furthermore,the handlingofculturalartifactshelpssupporttheabilitychildrentounderstanddifferentculturalcodes, andtherewereindicationsfromtheworkshopanddiscussionwithexpertsthatitalsosupportsthe childrenscuriositytolearnmoreabouttheculturelyingbehindtheseartifacts.Thiswouldinturn enhancetheinterculturalempathybetweenchildren ________________________

Keywords:storytelling;intercultural;authoringtool

36

Discoursestrategiesinmultimediastorytelling
IsabelAlonso,DoloresPortoandSilviaMolina UniversidadAutnomadeMadrid;UniversidaddeAlcaldeHenares;UniversidadPolitcnica deMadrid,Spain

Abstract
Thepresentstudyexploresthestrategiesbywhichcognitiveandculturalmodelsareevokedandshared intheprocessingofdigitalstorytelling.Digitalstoriesaremultimodalnarratives(KressandVanLeeuwen 2001,2010;VentolaandMoya2009)whichinvolvetherecountingandshapingofeventsbyportraying inwords,images,andsounds,forthemostpart,whathappensinourworld.Therapiddevelopmentof digitalmediaandtheinteractionbetweentext,soundandimagehavealteredthetraditional relationshipheldbetweenthenarratorandhis/heraudienceontheInternet.Typically,thesestories involvepersonalaccountsandareemotionallycharged,butareaddressedtoawideaudienceof strangers.Thus,itisourmainobjectiveheretodescribetheinteractionbetweendigitalstorytellersand theiraudiencesbyanalyzingthemultimodalrepresentationofthesocialactorsandissuesinvolved,as wellasthecognitiveandculturalframesactivatedinthestoriesandthentoidentifythediscourse strategiesthatstorytellersusetomatchthevalues,beliefsandexperiencesthatarecommontotheir audiences.Forthispurpose,wehavecompiled30digitalnarrativeswithhighlyemotionalcontents hostedbyeducational,communityandculturalwebpages.Dataarediscussedinrelationtothe respectivesocioculturalcontextsinwhichmultimodaltextswereproduced.Resultsobtainedareof interesttoresearchersinnarrativesanddiscourseanalysis. ________________________

Keywords:multimodalnarratives;discoursestrategies;cognitiveandculturalmodels.

37

 TheInternationallyEducatedNursesJourneyinBeingaNurseinCanada
PatriciaBradley&NadineCross SchoolofNursingYorkUniversity,Canada,Canada

Abstract
Background:Registerednursesleaveorescapetheircountriesoforiginandcometo practiceinCanada.Theseindividualsareconfrontedwiththestrugglesoflivinginaforeignland,lackof recognitionoftheirnursingabilitiesandcredentials,andupgradinginpostsecondaryeducationallthe whilecaringfortheirfamiliesandchildren.Theartofdigitalstorytellingprovidesawaytoexpressthe complexityoftheessenceofnursesexperiencesnotmadeexplicitthroughrecentresearch.These storiesareabouthumanrelationshipsandjourneyswithimmigration,citizenship,andbeingemployed intheirchosenprofessioninCanada. Method:Thepurposeofouroralpresentationistoexplorehowdigitalstorytellingengaged internationallyeducatedBScNstudentstorevealtheeducationalandculturalexperiencesofnurses, whobeginagain,theircareersandanewlifeinOntario,Canada. Results:Weundertookthedigitalstoryprojecttodevelopavenueofteaching/learningfor: administratorsandnursingcolleagueswithinhealthcareinstitutionswhoemployandworkalongside thenurses;professorsandstudentswhoengagewiththenurseswithinuniversities;andpersonswithin Canadasimmigrationandcitizenshipagencies.Wewillsharelessonslearnedinthedevelopmentofthe digitalstorieswhilestayingtruetothenarratorsandtheirexperiences. ________________________

Keywords:professionalandpersonalknowing;internationallyeducatednurses;global representation;actionresearch

38

AcaseofMediatedInterculturalCommunication:Representationof PeoplethroughCultureshockstory.com
MeritxellCollazosSola UMBCNewMediaStudio,Spain

Abstract
Nowadays,informationaltechnologicexpansionoffersmoreopportunitiesforrepresentingindividuals thaneverbefore.Thereisthepotentialforpeopletousetheirowncreativityinordertocommunicate witheachother.Theemergenceofidentityrepresentationscanalsobearesultoftheincreasing interculturalexperiences.Manyquestionscanarisefromthisfact,suchas:Istherealinkbetween culturalidentity,selfawareness,andcreativeenhancementincrossculturalencounters?Whatare someofthetoolsavailabletoportraythoseinterculturalaccountstowardstheunderstandingbetween cultures?ThemaintopicsofmyresearchduringmyMAinInterculturalCommunicationatthe UniversityofMaryland,BaltimoreCounty,wereinterculturalcompetencyandcreativityenhancement, andtheuseofmediation/mediatizationofselfrepresentationinmedia.Aspartofmyresearchandmy academictraining,IhavebeenworkingasadigitalstorytellingfacilitatorinUMBCNewMediaStudio.In ordertodomyresearchIdevelopedwww.cultureshockstory.com.Theprojectembracesintercultural experiencesofstudentsfromtheUniversityofMaryland.Cultureshockstory.comutilizesthreedifferent typesofmedianarratives:studiointerviews,digitalstories,andapersonaldocumentaryfilm.The collectionofstudiointerviewsisanexercisetolookatthemediation/mediatizationofthediscourse. Afteransweringaquestionnaireoninterculturalexperiences,theparticipantworksoutacreative orderingexercisetellingtheirownstoryusingasetofwinduptoys.Secondly,thewebsitedisplaysa collectionofdigitalstoriesaboutstudentsinterculturalexperiences.Finally,anobservational documentaryfilmportraysdifferentstagesofthecultureshockontheUShapeofsomestudents experiences.Myprojectisjustanexampleofnewmediausesinparticipativeeducationalenvironments toshowhowrepresentationsofselfidentitycanfosteralternativewaysofcommunicatingcultureand selfidentity. ________________________

Keywords:internationalstudent;digitalstorylelling;medianarratives;website;intercultural competency;creativity;personalaccount;selfidentityrepresentation

39

 CultureShock!TellusYourStory
AlexHenry Tyne&WearArchives&Museums,nitedKingdom

Abstract
CultureShock!wasanexperimentalpartnershipprojectdesignedtocollect1,000digitalstoriesfrom peopleintheNorthEastofEngland;preservetheminperpetuityusingdigitaltechnology;andshare themaswidelyaspossible. Thepoliticalandphilosophicalrootsofdigitalstorytellinginthecommunitydevelopmentandjustice movementsmakeitanidealmethodofengagementandparticipationformuseums. Theprojectexploredthediverseheritageofindividuals,groupsandcommunitieslivingintheNorthEast ofEnglandbyencouragingparticipantstocreatetheirowndigitalstoriesinspiredbymuseumand gallerycollections.Bycreatingthesestories,theprojectaimedtopromoteagreaterawarenessand understandingofdiversecommunitiesbyencouragingpeoplefromdifferentbackgroundstodocument andsharetheirheritageandexperienceswitheachotherandthewiderNorthEastcommunity. Allthestoriescreatedbyparticipantshavebeenaddedtomuseumcollectionstohelpmakeour collectionsmorerelevanttotheNorthEastcommunityandforfuturegenerations.CultureShock!is leadingthewayintheregionincollecting,storingandaccessioningdigitallybornmaterial. TherewasalsoamajorpublicscreeningofthestoriescreatedaspartoftheCultureShock!projectusing innovativeandcreativebroadcastingmethodsincludingaprojectwebsite,museumexhibitions,the openingofanemptyshopinNewcastlecitycentreandatwoweekCultureShock!festival.Storieswere shownattheLondonBFIfilmfestivalandononeoftheBBCbigscreens. Thissessionwillgiveanoverviewoftheproject,themainoutcomesandimpactoftheprojectfor everyoneinvolvedandwheredigitalstorytellingatTyne&WearArchives&Museumsisgoing. ________________________

Keywords:Museum;Gallery;Heritage;Collections;Contemporarycollecting;Community Engagement;Participation;Archiving;Accessioning;Ethics;Ownership;Publicscreening

40

Investigatingmediaculture.AcasestudyofDSTasaresearchtechnique.
PierpaoloLimone UniversityofFoggia,Italy

Abstract
Digitalstoriesareexamplesofnewliteraciesthatengageindividuals,especiallyyouth,ingainingaccess toamultimodalauthoringstrategypreviouslyavailablealmostexclusivelytoprofessionalsworkingin mediaorganizations(Lambert,2006;Hull&Schultz,2002).Ourfocushereisonthepossibilityofusing DSTsinvolvingpersonalnarrativesinordertodepictportrayalsoftheselfandtheselfinacommunity. Inaculturalstudyprospective,DSTcouldinfactbeemployedtopicturethecultureofthesubjectand theirwebofsocialrepresentation,prejudice,stereotypesandvalues. ThestudyfocusesontheuseofDSTasanhermeneuticdevicethatcanbeemployedinqualitative educationalstudiestounderstandthecultureofthesubject.Thepurposeofthisstudyistodiscussa researchtechniquethatexploitsthepotentialityofnewlanguages,anhermeneuticdeviceableto investigatemediaconsumption.Traditionalmonomediatechniques,belongingtothequalitative researchapproach,canestablishadistance,aculturalbarrierwithsomesubjectsaccordingtothesocial status,thelanguageandvocabularyinuse.Traditionalresearchtoolslikeinterviews,observationsand questionnairesarebuiltupinagutembergeanelitarianmannerthatreproduceaculturalgapbetween theresearcherandthesubject.Newmediacouldinsteadenableacontiguityofeverydayexperience andtheresearchdatacollectingtechnique.DSTcanofferanecologicalapproachtoresearchinto,for example,mediadietsinschoolpupilsbecausedigitalmediacanbetterexploittheexpressiveand representativepotentialitiesofstorytelling.Autobiographicaldatacollectingstrategiescanbenefitfrom amultimedialanguageclosertothewritingandreadingstrategiesofthedigitalgenerations. ThestudyhasbeendevelopedintheApuliaregion(Italy),withinthree40hourworkshopssoasto createaDSTonapersonalrepresentationofthenewmediadiet.Thepaperisfocusedonthecritical appraisalofacasestudybasedonfieldresearchthatemployedDSTasanhermeneuticdeviceinorder toinvestigatethesubjectsmediaculture.TheresearchteamIcoordinatedhasconductedworkshops whereeachstudentinvolvedproducedaDSTofhis/hermediadietthatofferedrichinsightsintothe mediaecologyinwhichthesubjectlives. ________________________

Keywords:Digitalstorytelling;Ethnographicresearch;Mediadiet

41

5.DigitalStorytellingintheScientificTechnicalFields.

Narracionesdigitalesyaprendizajebasadoenproblemasoencasos
MiguelCalvoMelero&MariaLuisaPalanquesSalmern UniversityoftheBasqueCountry,Spain

Abstract
Tantoelaprendizajebasadoenproblemascomoeldelosestudiosdecasoconstituyenmetodologas activascuyautilizacinseveincrementadacadavezenmayormedidaenelprocesoactualde transformacindemodelosdeenseanzaalosdeaprendizaje. Enamboscasoselaprendizajedelosalumnosseorganizaentornoalapropuestadeunproblemaode unconjuntodecasoscuyassolucionesdebenbuscar,generalmentemediantetrabajosengrupo, buscandoyadquiriendolosconocimientosnecesariosparaencontrarlosresultados. Esevidentequeambasmetodologassonbastanteincentivadorasparalosalumnos.En2005,como experimento,decidimosincluirlasnarracionesdigitalescomoformadepresentarlosproblemasolos casosparaexponerdeformasintticaelescenarioendondesucedenascomoindicarlosfactoresque intervienen.Estasnarracionesseintercalarontantoparaexponerproblemascomplejosquese desarrollaranalolargodelapartemsterica(problemas)comoparapresentarcasosconcretosa resolverenunaodossesionesenformadeseminarios. Estametodologaseaplictantoenasignaturasmuytcnicascomo:CartografamatemticaoSistemas deInformacinGeogrficacomoenotrasmshumansticascomo:Historiadelacartografao Geomarketing. Desdeelcomienzohemosrealizadoencuestasparaevaluarelimpactoylaefectividadsobrelos alumnosylosresultadosmuestranvaloresmuypositivos. Estaponenciapretendeexponerlasmetodologasseguidas,ejemplosprcticosyresultadosdelas diferentesexperienciasdesarrolladas. ________________________

Keywords:Aprendizajebasadoenproblemas;Estudiodecaso;Metodologiasactivasde aprendizaje 42

Walkingbackwardsintothefuture.
CherylBrown weltec,NewZealand

Abstract
InMaoritermswewalkbackwardsintothefuture,lookingtoourpasttoinformourfuture. Thispresentationdetailsaprojectthataimstosharecommunitystoriesandincreasemembersdigital capability.Oneortwoexampleswillbeshared.TheprojectwasdevelopedinPorirua,acitynorthof NewZealandscapital,Wellington,andhasfourmajordevelopmentperiods:theoriginalMaori,colonial farmers,returnedWW2soldiersandgovernmentworkers,andfinallyMaorimigrantsandPasifika immigrants.Asthesepeoplegrowold,membersofarevitalisedcommunityassociationwantedto recordtheirstoriesandcreateacontextforourVillagePlan.Themethodologyinvolvestheuseofcase studyapproach.Anendofprojectsurveywillusequantitativeandqualitativeanalysistoassessour successes.Inphaseone,weshowedexamplesofdigitalstoriesatacommunityeventwherenamesof possiblestorytellerswerecollected.Theinterviewerthendiscussedtheirphotoswiththem,drafteda storyandscannedimages.Thestorywasrecordedandfinallysharedonline.Somestorytellersreadto recordtheirstoryandotherstoldtheirstorythroughdialogue.Inphasetwo,thepositiveresponses encouragedustoplanaweekendworkshopforstorytellersandtheirnominatedhelper.Theresults indicatedapositiveresponseandhasservedtoreconnectpeople.Weexpecttohave20storiesbythe endof2012andtosurveythoseinvolvedintheproject.Weexpecttofindheightenedinterestinthe areashistoryandinlearningdigitalskills.TheAssociationhasagreedtofundandpublishacollationof theareahistorybothonlineandinhardcopy.Itsaprojectthatencouragesdialogue,andallowsfor differentvoicestobeheard,theessenceofstorytelling. ________________________

Keywords:community;history;place

43

6.CommunityandPersonalStorytelling

Hello,Iamwhatyousee:aChicano/a:Digitalstorytellingandthe constructionofanemergentChicano/aidentity
AmaiaIbarraranBigalondo UniversityoftheBasqueCountry,Spain

Abstract
TheChicanoMovementthatoriginatedinthe60sanddevelopedinthefollowingdecadesinthe contextofachangingNorthAmericansociety,gavevoicetoasoundlesscommunitythathadbeen silencedbytheAngloSaxonmiddleclasssocioculturalandeconomicsupremacy.TheMovement favoredthecomingoutofaChicano/Latinocommunitythatofferedanewvisionofthereal socioethnicconfigurationofthecountryandredefinedconceptssuchasmestizaje,theborderandUS historyitself.Forthispurpose,ChicanothinkersandintellectualsfoundinLiteratureanextremelyvalid meansofpublicationandredefinitionofanidentitywhichhadbeenneglectedanderasedfromthe Americanethnicpanorama.TheidentificationoftheawakeningChicanoswiththecharacters,situations andvoicesthatarosefromthisliterarybodywasdirect,thus,renderingLiteratureanessentialrolein theconstructionofaMovimientoChicanoidentity. Morethan50yearshavepassedsincethesefirstvoiceswereheard,andtheachievementsofthe Movementweremanyandindisputablyimportantforthenormalizationofthecommunityinto Northamericanlife.However,thecurrentsocioethnicandeconomicsituationofthegrouphasnot improvedinmanyaspects,andtherearemanyyoungChicanos/aswhodonotidentifywiththevalues andideasoftheirpredecessors.Inthiscontext,theneedtostartanewandretellthepersonallife storieswhichmayshapethenew,emergingChicano/aidentityseemstobegrowingamongthenew generationChicanos.Theoldmeansgotoldanddigitalstorytellinghasbecomeanincredibleeffective toolforthepublicationofthesecontemporarypersonalbecomingstories.Inthisline,theaimofthis essayistopresentanoverviewoftheprocessoftheconstructionofanemergingpersonal/collective 21stcenturyChicanoidentitythroughdigitalstoriesandtocompareittotheold,writtentexts,in ordertoeventuallyquestiontheexistenceofsuchanew,emergingChicanoidentity. ________________________

Keywords:Chicano/acommunity;DigitalStorytelling;Personal/communalidentity

44

ReclaimingFeministActivismThroughDigitalStorytelling
AlvinaEQuintana UniversityofDelaware,UnitedStates

Abstract
BettinaApthekersbookTapestriesofLife:WomensWork,WomensConsciousness,andtheMeaning ofDailyExperienceproposestheideaofwomencreatingmeaningthroughthestoriesthattheytell. AsaChicanaIamintriguedbythenotionofwomencreatingmeaningthroughnarrativethefeminist notionofrepresentingwomensstories,herstories.Apthekersideanotonlyunderscoresthe importanceofwomensliteratureandoralhistorybutalsotheaffinitybetweenoralhistoryandthe LatinAmericanTestimoniogenre. ReclaimingFeministActivismThroughDigitalStorytellingwillprovideadetaileddescriptionofa capstonecourseIdevelopedemployingvideoproductionandthevirtualworldSecondLife.Workingin collaborationwiththeUniversityLibrarysSpecialCollections,theGovernorsAdvisoryCouncilon HispanicAffairs,InformationTechnologies,andtheCenterforTeachingEffectiveness,studentswere sentoutintothefieldtovideotapeAfroLatinaoralhistories.Throughthecapstoneexperience, studentsdevelopedskillsincollaborativefieldworkthatinvolvedconductingoralhistoryinterviews, digitalstorytellingandvideoproduction. INTERDISCIPLINARYMETHODOLOGY TheAfroLatinafocusoftheprojecteffectivelyengagedBlackAmericanStudies,LatinAmericanStudies andMaterialCulture,buildinguponaninterdisciplinaryfeministmodelthatemphasizedan intersectionalmodeofanalysisasitconsideredtheintersectionsbetweenrace,ethnicity,classand gender.Byconductingfieldwork,usingvideoproductiontodocumenttheoralnarratives,thedigital projectenabledstudentstomovebeyondascholarlyawarenessoftheconceptofintersectionality. Studentsworkedcollaborativelyinteamsoftwo,workingtogethertodevelopinterviewquestions,and videotapeinterviewsofAfroLatinasintheDelawarecommunity.Theypracticedcameraworkinour classroombeforegoingoutintothefieldtapingclasssessions,workingwithlightingandcameras.Inthe end,studentspresentedtheirworkthroughaSecondLifeinstallationthatwaspremieredinavirtual worldaswellasinareallifeexhibitattheDelawareArtMuseum. MypresentationwillconcludewithapresentationoftheSecondLifeinstallationLatinasSpeakOut whichfeaturesthestudentvideos. ________________________

Keywords:AfroLatinas;virturalworld;SecondLife;feministactivism;Intersectionality;oral history;testimonio;womensstudies

45

Acommunityaroundafireplace:theexperienceofnarrazionidigitali.it
AnnamariaDeSantis EcoleDoctoraleInternationaleUniversityofFoggia,Italy

Abstract
Storytellingcreatesrelationship,bridgesandcommunities;itleadspeopletogather.Websitesand digitalcommunitiesarenewmeetingplaceswhereawideaudiencecansharedigitalstoriesaroundnew digitalfireplaces. Digitalstoriesoftenspeakaboutthecommunityanditsmyths,valuesandpractices.Digitalstorytelling canalsobeusedincorporateenvironmentstocreateacompanyvision,asenseofbelongingorto generatesharedmeanings.AsLambertandAtchleystateddecadesago,DSTsareanywayapowerful toolthathelptostrengthencommunitiesandtorediscoveritssharedvalues. Thewebsitenarrazionidigitali.it(i.e.DigitalStoryTellinginItalian)isameetingplace,afireplace aroundwhichteachers(andstudents)telltheirownstory,listenothersstoriesandexchangemethods forwriting,producingandpublishingadigitaltale.Itallowstouseresources,toolkit,significantlinksto expertcontent,togetherwithallthebenefitsofbeingpartofacommunity.Thewebsitehasbornaftera seriesofworkshopsheldineducationalsettingsandsomeDSTconferencesandseminarsthat generatedawideinterestindigitalstorytellingintheSouthofItaly.Thesitehasbeenactiveformore thanoneyear,andnowweobserveavibrantcommunityonlinethatissharingahumanapproachto technologyandtomediaeducationintheschools. Wearenowcollectingsystematicanalysisofuserscommentsandactionsinthecommunityof narrazionidigitali.it,becauseweaimtounderstandhowtherepresentationofthetechnologyinvolved inthisprojectisevolvinginthecommunity.Sharingofcommoninterestsinavirtualplaceisinfact changingtheaudiencesapproachtothedigitaltools,itistransformingthelanguageandthewaysof conceptualizingtheirownstories. ________________________

Keywords:community;sharedmeanings;representationofthetechnology

46

PlayingwiththeTeam:CommunitiesofPracticeintheTakingtheField DigitalStorytelling
PeterWestman MScDigitalAnthropology,UniversityCollegeLondon,UnitedKingdom

Abstract
Sinceitsemergenceintheearly1990s,digitalstorytellinghasbeenvariouslyidentifiedasanewmedia practice,aconsumerandcommunityledmovement,andatextualsystem.However,givenitsrelative nascentstatus,thereremainstheneedforfurtheracademicresearchfocusingonthedifferentformsit hasassumed.DuringtheSpring/Summerof2011,IconductedanexaminationofTakingtheField(TTF), adigitalstorytellingprojectthataimstocelebrategrassrootscricketintheUKthroughtheconstruction ofstoriesbyvillageandcountylevelclubs.Incontrasttomostpreviousprojectsthataimtohavethe participantsspeakbyconstructingtheirownstories,TTFstoriesareresearchedandconstructedby projectstaffwiththeassistanceoftheclubs.Myresearchcentersontheexperiencesoftwoclubsinthe project,BlainaCCandSpondonCC,throughinterviewsandelicitationtechniqueswithcluband communitymembersusingthecompletedstoriesandtheartifactsusedintheirconstruction.My fieldworkwasconductedatboththeclubgroundsandattheMCCMuseumatLords,wherean exhibitionofthestoriesistakingplace.ThroughthetheoreticalframeworkofGellsanthropologyofart, Iconsiderhowdigitalstoriesactasobjectsthatmediatesocialagencyduringtheircreationandhowthe structureofthistypeofprojectcontributestotheformationofcommunitiesofpracticeinthe "performance"ofcollectiveidentity. ________________________

Keywords:port;community;anthropology;agency

47


7.TechnicalAspectsand/orInnovativeToolsinDigitalStorytellingProductions

Tellingstorieswithdigitaltechnologiesincorporativetrainingcontext
JosiasRicardoHackandFernandoRamos UniversidadeFederaldeSantaCatarina/UniversidadedeAveiro,Portugal

Abstract
Theartoftellingstoriesindigitalformatiscurrentlywidelyavailableduetothepopularizationofdigital cameras,computersandothermobiledevices.Inthispaperwediscusstheuseofcollaborativelearning strategiesbasedonDigitalStorytellingincorporativetraining.Thetextincludesaconcisereviewon theoreticalandtechnicalfoundationsabouteducationalcommunicationthroughtheuseofaudiovisual productsbasedondisciplinessuchasCommunication,EducationandCognitiveSciences.Wewillalso discusshowDigitalStorytellingmaybeintegratedintraditionalcontentsorientedselftrainingsystems, usedbymanycorporations.Howeverthemainfocuswillbethediscussionofthepotentialoftheuseof DigitalStorytellingmethodologyincorporativetrainingcontextwhichwillbedetailedbasedondata collectedinscenariosfromPortugalandBrazil.Thepaperisbasedonqualitativeresearchanditwill arguethatdigitalstorytellingmaycontributetotheimprovementoftheeffectivenessofcollaborative learningprocessesincorporativetraining,becauseitprovidesmeansfortheswiftdeliveryofhighly contextualizedlearningmaterialsandthesharingofrelevantpersonaltrainersandtrainees experiences.Furthermore,DigitalStorytellingmethodologyprovidesanopportunitytovalue,respect andpromotethemultipleanddifferentculturalandsocialinteractionsinthecorporativeknowledge constructionprocess.Theresearchmethodologyadoptedonthisstudyinvolvedthreephases:1) literaturereview;2)detailedanalysisofthedigitalStorytellingmethodologyanditsimplicationsin corporativetrainingcontext;3)collectingdatafromanddiscussingaboutsomecorporativecasesin PortugalandBrazil.Theresultoftheresearchaimsatsuggestingacriticalanalysisandcreativeattitude intheproductionofaudiovisualteachingmaterialsforthecorporativetrainingcontext. ________________________

Keywords:DigitalStorytelling;Digitaltechnologies;Communication;Corporativetraining

48

ExploringtheCollaborativeLearningPossibilitiesintheUseofDigital StorytellinginHigherEducation
IrenaMaureen StateUniversityofSurabaya,Indonesia

Abstract
Thisarticlepresentsthefindingsfromacomparativecasestudythatwasundertakentoanalyzethe waysthehighereducationstudents,takingtheEnglishforEducationalTechnologysubjectinthe EducationalTechnologydepartmentinIndonesia,learnbothlanguageandtechnologythroughthe makingofdigitalstorytelling.Eventhoughcreatingstoriesisbasicallyanindividualthing,inthisstudy thestudentsweregiventheoptionofworkingindividuallyorcollaborativelyineachstepofthemaking processwithinasemester.Thestudy,usingquestionnairesandafocusgroupdiscussionmethodwith 100students,revealsmanyinterestingpreferencesandreflectiveinputsintheuseofcollaborative learningcomparedtoindividuallearning.Thefindingsoffervarioussupportalternativestoenhancethe learningprocessofthedigitalstorytellingprojectthroughcollaborativewaysinhighereducation. ________________________

Keywords:digitalstorytelling;highereducation;collaborativelearning

49

CreatingDigitalStorieswithAdobeFlashCS5.5:AMixedMethodsCase Study
RobertWorkman,ThomasChristandWinnieYu SouthernConnecticutStateUniversity;UniversityofBridgeport,UnitedStates

Abstract
Thisexploratorymixedmethodscasestudyexaminedhowinteractivemultimediadigitalstorytelling worksasavehicletoteachuniversitystudentstheskillsnecessarytocreateanAdobeFlashCS5.5 timelinebasedinteractivemultimediaproject.Theinstructionalintervention(IV)wasaproject conductedbystudentsatanortheasternUnitedStatespublicuniversity.Thestudentswereenrolledina noprerequisiteComputerSciencecourse.Theparticipantswereprovidedwithwebbasedand instructorcreatedtext,pictures,andvideoswiththreeparameters:(a)webaccessible,(b)includestwo videos,(c)mouseactivatedtimelinehotspots.Studentswererequiredtodemonstrateskillsincluding tappinchzoomgesturesusingaFlashDeviceCentralmobiledeviceemulatorandAndroidphones.A rubricwascreatedtoratethreecomponentsintheirproject,thelinks,media,andoverallattractive design.TheirfinalprojectwasrequiredtofunctionwhenpostedonDeviceCentral.Effectivenessofthe interventionwasevaluatedattwolevels,teacherandstudentusingbothqualitative(semistructured interviews)andquantitative(rubricratedproducts,interventionsatisfactionscale)data.Uniquetothis projectwashavingstudentsconductandtranscribethesemistructuredinterviewswitheachother.The transcribedinterviewswerethentransmittedtoanindependentevaluatorwhocodedeachtranscript forthemes.Thesethemeswerethencomparedtothedescriptivestatisticsfromtheinterventionrating scalescoresinaformofdatatriangulation.Resultsfromthequantitativeandqualitativedatastrands werethencompiledintotablesforreview,merged,andreportedbacktotheparticipantsasawayto memberchecktoincreasecredibilityoftheresultsandasawaytodeterminethestrengthsand weaknessesoftheinterventionasateachingtool.Findingswillbeusedtoimprovetheintervention withlargescaleinternationalreplicationtodetermineiftheresultsgeneralizetoalargerdiverse population. ________________________

Keywords:InteractiveMultimedia;MixedMethodsCaseStudy;AdobeFlashCS5.5

50

8.DigitalNarrativesinWeb2.0.(blogs,socialnetworks,wikis,etc.)

Laconvergenciaentrestorytellingynarracintransmediticaenla publicidad.ElcasodeCocaColaysucampaadestapalafelicidad
EvaHerreroCuriel UniversidadCarlosIIIdeMadrid,Spain

Abstract
Internetylasnuevastecnologashanirrumpidoenelmundodelapublicidadtransformandolos mensajespublicitarios,ascomolaformadenarrarlos.Aproximarsealasnuevasherramientasde marketingqueutilizanlasempresasparallegaralpblicoyquevandesdeelantiguoartedecontar historias,conocidocomostorytelling,hastalaconvergenciatecnolgicaylainteractividadquepermite estenuevoescenariodigital,esclaveenelentornomediticoqueatravesamos. EstacomunicacinanalizaelcasoparticulardelacampaapublicitariaquellevacaboCocaColaen 2009bajoellemadestapalafelicidad.Apartirdeunanlisisdecontenidodelacampaaenelquese analizanlosmensajes,lasherramientasmultimediaparatransmitirlosylawebenlaquesedesarroll; sepretendedilucidarculessonlasprincipalesformasdenarracintransmediticaqueloscreativosde CocaColahanutilizadoparaconstruirlacampaaylosprincipaleselementosqueconviertenaesta accinpublicitariaenunejemploderelatodigitalenmarketing;ademsseponederelievecomoeluso deestosnuevosformatosllevaalusuario/consumidoralawebdelanunciantedeformavoluntariay participativaydequmaneraInternetayudaapotenciarlaimagendemarca. ________________________

Keywords:storytelling;narracintransmeditica;publicidad;cocacola;web2.0

51

 Narrativafotogrfica.AnlisisdeproyectosenlaplataformaSoulof Athens
NievesLimn UniversidadCarlosIIIdeMadrid,Spain

Abstract
SoulofAthensesunaplataformaque,vainternet,difundepequeaspiezasmultimediacreadaspor estudiantesdefotografa,cmaras,diseadoresyescritoresdeAthens(pueblodeOhio,EEUU).Desde 2007,segnexplicasupginaweb(http://2011.soulofathens.com/ourdreamsaredifferent/),han puestoenmarchaesteproyectovertebradoentornoadospreguntas(quhacedeAthensunlugar nico?,cmolagentesueademaneradiferentehoyenda?)ypormediodeunaseriededispositivos tcnicosrelativamentesencillos.Deestamanera,encontramospequeasconstruccionesflmicasque, usandolafotografa(esaimagenaprioriesttica)comoelementonarrativobsico,permitenmostrarla vidadelosvecinosdeAthens(porunaparte)ydesarrollanunadeterminadaconcepcindellenguaje fotogrficocomoherramientadocumental. Traspresentarbrevementelaplataforma,pretendocentrarmeenelanlisisdetrespiezasencontradas enelproyectode2009conunafacturaaudiovisualdestacable.Estosejerciciosseinscribendentrode aquellatradicinfotogrficaqueconcibelaimagenfijacomoelementodeunanarracinsecuencial mayor,aderezndola,ahora,conlasposibilidadesqueelmultimediaponeasudisposicin:imgenes fotogrficasjuntoaunadeterminadabandasonora,texto,imgenesgrabadasyusodeunmontajeque articularcadapresentacinaudiovisual. As,medianteunaconcepcindelanlisisflmicoquepodramosencasillardentrodelallamada semitica(sinprescindirdeotroshorizontestericos:contextoyrecepcin)estudiarcmocadauno deestostresartefactosflmicofotogrficosconstruyenciertossignificados.Slodeestamanera podremosentenderporquseeligelafotografaenestosproyectoscomoelementonarrativobsico, dequmaneraseutilizanlasposibilidadesmorfolgicasycompositivasdeesasimgenesparacontar historiaslocalesoarticularunadenunciasocialyqunocionesmanejanestosproyectossobrela narracinylafotografadocumental. ________________________

Keywords:fotografa;documental;anlisis;audiovisual;comunidad;historia;multimedia

52

Culturafan,marcasynarrativasdigitales:elcasodelasLegofilms
JosMartParreo&LuisaAndreuSim UniversidadEuropeadeMadridCentroAdscritoValencia,Spain

Abstract
Estetrabajoabordalaproduccinamateurdecontenidosaudiovisualesdigitales(cortometrajes) desarrolladosentornoalasfigurasarticuladasLego.Atravsdelanlisisdelfenmenosurgidocon relacinalasdenominadasbrickfilmsoLegofilms,seponedemanifiestoelnuevocontextode produccinculturalquesehadesarrolladoentornoaInternetcomoplataformadedifusindelos contenidosproducidosporlosfans.Msconcretamenteseanalizalaproduccindecortometrajes mediantelatcnicadeanimacinconocidacomostopmotionquetienencomoprotagonistaslas diferenteslneasdejuguetesarticuladosLego.Paraelloseutilizaelmtododelcasocomoherramienta deanlisisdeestetipodenarrativafansurgidaentornoalasfigurasarticuladasLego.Elcasosealalos beneficiosdeincentivarestetipodenarrativasfanentornoalasmarcasatravsdeconcursosy comunidadesonlinecomoestrategiadefidelizacindelosconsumidoresatravsdeestasnarrativasde entretenimiento.Lasprincipalesimplicacionesdirectivastambinsonanalizadas. ________________________

Keywords:narrativa;fandom;brickfilms;branding

53

 Machinimaoelartedenarrarjugando
MarisolSalanova UniversidadPolitcnicadeValencia,Spain

Abstract
Hoyendalosvideojuegostienencapacidadsuficienteparadifundirmensajesmsalldelospropios delargumentodeljuego,pudiendoformarpartedevideoinstalacionesartsticasoconvirtindoseellos mismosenlamateriaprimadeunacontrovertidacorrienteaudiovisualdenominadamachinima (trminocompuestoporlaspalabrasinglesasmachineycinema).stapromueveeldesarrollode historiasnarradasensoportedigitalmediantecapturasdepantallayprogramasdeedicindevdeoque permitencrearpelculasdeanimacinapartirdepersonajesygrficosdevideojuegosmanipulados. ElmachinimaenEspaaseencuentraenunafaseinicialytienecomombitoenelcualseexpandeel metaversovirtualSecondLife.Suorigenseremontaa1996conelcortometrajeDiaryofaCamper,una partidaonlinedeQuake.JapnyEstadosUnidossonlospasesenlosqueseproducenmspelculasa partirdevideojuegos;inclusoexisteunsectordelaindustriapornogrficaquesededica especficamenteaestetipodecreaciones. Analizaremoslosresultadosdeunestudiollevadoacaboduranteuntallerdidcticosobremachinima queimpartimosenlaUniversidaddeOxfordentrelosdas24y25demarzode2011.Allse establecieronciertosparmetrosrespectoalaconstruccindepersonajesylaslimitacionesnarrativas enelempleodevideojuegoscomoTheSims,quecensuranelsexodelosavatarespixelndolocuando estossedesnudan,provocandoundebatequeserretomadoparasopesarlapotencialidaddel machinimacomorelatodigital.TambinproyectaremoslavideoperformanceMachinimaSexual Choreographies,obrapropiaconlaqueparticipamosenlaterceraedicindelLowLivesFestival, patrocinadaporelNewYorkStateCouncilontheArts.

54

Cuentaloquetsabesparaaumentarnuestroconocimiento
JosiSierraandMarCamacho Hezkuntza;UniversidadRoviraiVirgili,Spain

Abstract
UnadelasmayoresventajasdeldesarrollodelaWeb2.0ysuparticularubicuidadeslafacilidadpara expresarelconocimientoydifundirsusrepresentacionesatodoelmundo,dandovozaaquellas personasoiniciativasque,mereciendosercompartidasyconocidashanrecibidomenosatencinpor partedeloscanalestradicionalesdecomunicacin:laWeb2.0surgidaenel2004hacambiadoal atencindelosusuariosdeInternet,obligandoalosmediostradicionalesavolcarseenlasredes sociales. DentrodeestecontextonaceyseposicionaelproyectoConocity,unainiciativaque,enelltimoao, haentrevistadoaunatreintenadepersonas,hagrabadoponentesdejornadasdetrabajoyha representadosuconocimientoyesquemaderelacionesconceptuales;yhadibujadolaestructura relacionaldesusideasencasidoscentenaresdevdeos(notodospblicos).Duranteestetiempo Conocityhamapeadocasi100veceslavisinquetienenespecialistasdelmbitoeducativoy empresarialdecomoesodebeserlacomunicacin,laeducacin,elaprendizaje,losprocesosde formacinodetrabajodelaspersonasylasempresas,favoreciendoconherramientasgratuitasel aprendizajesignificativo,liberandoycompartiendoconocimientoexpertobajolicenciaCreative Commons.Elimpactodeestamaneradecontar,depublicarydeposibilitarelaccesoalconocimiento haquedadoreflejadoenlasredessocialesydemsherramientasdelaInternetactual:blogs,wikisy pginasweb. Paralosprximosaos,Conocitytieneprevistocentrarseenlosusoseducativosyproductivosde Internet,ascomobuscarnuevasmanerasdegrafearymapearlasrepresentacionesmentalesde personasexpertas,funcionandoamododeesqueletosmentalesoandamiosqueayudenaquieneslos vean,leanyescuchen;yaportandodiferentescanalescomunicativosconvergentes,parafacilitarsu accesoalconocimientoestructurado,jerarquizadoyseleccionado,quesuponeteneraunexpertoen unamateriaquelaexplicademanerabreveyasequible. Ennuestraponenciapresentaremoslascaractersticasbsicasdelosvdeosenriquecidosconlosmapas conceptuales,producidoshastaahora,ascomolastecnologasderepresentacinconceptualyel gneronarrativoempleado,ascomolasestadsticassobrelautilizacindeestosvdeosporpartedel pblico:insercionesenwebsyblogsy,mencionesenpublicacionesdigitales,entreotras.Adems, propondremosunaseriedelneasdeavancequepuedanserdeutilidadparaotrasorganizacionese institucionesquequieranponerenprcticaestrategiassimilaresdegestinytransferenciade conocimiento,comolaprototipadaenConocity. ________________________

Keywords:conocimiento;innovacion;gestion;transferencia;aprendizaje;mapaconceptual; relato;videodigital

55

Elphotoblogcomodiariofotogrficopersonal:construyendonuestra identidadconunafotografadiaria
MarionaVisa UniversitatdeLleida,Spain

Abstract
Estacomunicacinestudialaplataformadigitalphotoblog,popularmenteutilizadaporlosadolescentes denuestropasdurantelosltimosaosdelaprimeradcadadelsigloXXIparalaexhibiciny comentariodefotografaspersonales. Arazdeladigitalizacin,aparecieronnuevasformasdeorganizacinyexhibicindelasfotografas personalesyelobjetivoprincipaldelestudioeslaobservacindelosnuevostiposdeautoresy temticas,ascmodelcontextoqueacompaalasfotografasquesedistribuyenatravsdela plataformaindicada.Elanlisisserealizadesdeunaperspectivamultidisciplinarquecontieneun anlisisdescriptivo,compositivo,tecnolgico,narrativoysociolgico. ElanlisisdescriptivonosmuestralamediatizacinllevadaacaboporlaplataformaPhotoblog,para observarqutipodenarrativapropiasepropone.Desdelpuntodevistacompositivoytecnolgico,se estudianlascaractersticasestticasdelasimgenesascomolaspropiasdeldispositivodigital.Enel estudionarrativoseanalizanlosfactoresconstitutivosdelphotoblogcomorelatoautobiogrficoyla relacinqueseoperaentrelasfotografas.Finalmente,unanlisisdelarepresentacinsocial,reflejalos usosquelosautoresdeestaspginaspersonalesatorganalasfotografas. Losresultadosprincipalesdeestainvestigacinmuestrancomoloscambiosenlaorganizacindelas fotografaspersonalesdeestasprimerasdcadasdelsigloXXIsonunreflejodeloscambiossociolgicos ytecnolgicosquehaexperimentadolasociedad.Ladesaparicindellbumfamiliarcomoobjeto pareceyaunhechoconsumadoylasnuevasplataformasquepuedensustituirloguardancadavez menosparecidoestructural,intencionalytemticoconestosantiguoslbumesanalgicos. LaautoraprincipaldelacomunicacinharealizadosurecientetesisdoctoralsobrelaEvolucin sociolgicaynarrativadeloslbumesfotogrficosfamiliares. Igualmente,harealizadootrasparticipacionesencongresospresentandolosresultadosdeanlisissobre losusosdelasredessocialesporpartededeterminadossectoresdelasociedad.LacomunicacinLare creacindelaidentidadatravsdelafotografaenlasimgenesdeperfildelaredsocialFacebookse presentaenelCongresodeComunicacinLaLagunaen2011. TambinharealizadolasiguientepublicacinenlarevistaRevistaTextual&Visualmedia:Nuevosusos delafotografiaenlahipermodernidad.(enprocesodemaquetacin). ________________________

Keywords:fotografa;biografa;narrativa;digital 56

Digital VideoPosters

57

Aplicacionesdelascomunicacionesalseguimientosolarfotovoltaico
AntonioBlancoSolsonaandManuelClementePuchol InstitutodeenseanzasecundariaVBI,Spain

Abstract
Sepresentaenformatodeposterdigitalunaexperienciadelascomunicacionesenelcontroly seguimientodelospanelesfotovoltaicos.Comunicacionesyenergasrenovablescomodemostracines didcticasdeambosapartadosparainstitutosdeeducacinsecundaria. ________________________

Keywords:COMUNICACIONES;PANELESFOTOVOLTAICOS;ENERGAFOTOVOLTAICA; ENERGASRENOVABLES;SEGUIMIENTOSOLAR

58

 Digitalstorytellingtodevelopthinkingandunderstandingofthehuman experienceinnursingeducation
PatriciaBradley&KristinePedernal SchoolofNursingYorkUniversity,Canada,Canada

Abstract
Backgound:Humanexperienceisacoreconceptinnursingeducationanddigitalstorieshelpto communicateideassuchasnatureofself,choice,illness,valuesandcaringinconcreteandvisible reflectivemedia.Tolearntobecomearegisterednursealsorequirescriticalandcreativethinking includingprofessionalreflection,selfevaluation,moral/ethicaldecisionmaking,andclinicaljudgment. Digitalstorytellingguidesstudentsandteachersincreative,deeplyreflective,engaging,andthought provokinglearningabouthumanexperiences.Digitalstorytellingisrelativelyunexploredinnursing educationasalearningstrategy.Digitalstorytellingpromotespersonalandprofessionalgrowthand developmentasanurseasstudentsexploreideas,understandsituations,sharethoughts,feelings,and beliefs,anddevelopasenseofselfawareness. Method:Thispresentationisanexampleofthemultidimensionalityofdigitalstoriesusedinnursing educationinaBScNprograminOntario,Canada.Thedigitalstorieshaveastrongemotionalcomponent, andthevideoweavesimagesandsoundtoemphasizemeaningtoamemorablenursingmoment, communicatinghumanexperienceinmorecompellinglypowerfulwaysthantraditionalteaching methods.Thisdigitalvideopresentationwassharedwithagroupofnursingstudentsandencouraged discussionaroundseveralnursingissuessuchasnursesintuition,theroleoffamilyincare,coping mechanisms,andmanagingemergencysituations. Results:Wewillshareatoolofinquirythatfosterscriticalandinterpretivethinkingtoprovidestudents withtheopportunitytoexpressthemselvesininteractiveways.Studentslearntolisten,think,reflect, andinterpretdigitalnarrativesinordertofindmeaningandpurpose,andgainadeeperunderstanding ofthepracticeofnursing.Theuseofdigitalstorytellingwasaninnovative,valuableteachingtool, presentingmanypossibilitiesfornursingeducation. ________________________

Keywords:Nursingeducation;Inquirylearning;Clinicaljudgement;KnowingandBeinganurse

59

DigitalStorytelling:TheVehicleToBuild21stCenturyLiteracySkills
SoniaChaidez,KathyFilatreauandMichaelGarabedian WhittierCollege,UnitedStates

Abstract
Background: Itisimperativeforcollegecurriculatoincludetechnologyskillsaspartofthehigherlearningexperience. Inordertocompeteinajobmarketthatisbecomingincreasinglyglobalizedthroughtechnology, studentsmustacquire21stcenturyliteracyskills,definedhereastheabilitytousedigital,visual, textual,andtechnologicaltoolsinlearning.DigitalStorytellingprovidesaplatformwherestudentscan engageinactivelearningstrategiesinwriting,storyboarding,andassessmentsharinginopenlearning environments. Methods: AtWhittierCollege,weuseDigitalStorytellingtosuturestudentsintoacollaborativeandcreative processthatenablesthemtobeindependentlearnerswhocanassesstheirworkandgrowfromthe experience.Studentsgaininformationliteracyskillsastheyevaluateandresearchthesourcesthey utilizefortheirdigitalstories,whichfacultyhaveanalogizedtoresearchpapersorlabreports.Whittier CollegehaswrittenDigitalStorytellingintotheinstructionaldesignofcoursesinPhilosophy,Religious Studies,ModernLanguages,andMusic.Ourcurrentprojectinvolvesaddingstudentproduceddigital storiesintoadigitalmapofDickensLondontodemonstratesocialmobilityasrepresentedthroughthe charactersinthenovel,GreatExpectations.Thecompletedprojectwillbepresentedthrough,Prezi (prezi.com).Thedigitalstorieswillthenbehousedinourcoursemanagementsystem,Moodlewhere studentscanfurthercommentandshareontheprocessofusingtechnologytoenhancelearning. Results: Intheprocessofusingmultimediatechnologies,studentsareempoweredtocontributetoalearning experiencethatclarifieshowtheyareexpectedtoworkandcommunicatethroughouttheiracademic careersandinthefuturejobmarket.Wewilldiscusspedagogies,assessmenttools,thelearningprocess, outcomesandshowexamplesofdigitalstoriesinthisvideopostersessionpresentedthroughPrezi. ________________________

Keywords:DigitalStorytelling;21stCenturyLiteracySkills;digitalmedia;pedagogy;active learning;instructionaltechnology

60

DigitalStorytellingenladocenciauniversitaria:enseandoainformara travsdehistorias
RaquelCrisstomo,IvnLacasaandMaraVictoria UniveristatInternacionaldeCatalunya,Spain

Abstract
Elpropsitodeestacomunicacinescompartirlainiciativadocenterelacionadaconeldigital storytellingenelmbitoeducativouniversitario,concretamenteenlosgradosdePeriodismo, ComunicacinAudiovisualyPublicidadyRelacionesPblicasdelaUniversitatInternacionalde Catalunya. EnelprimercursodeestostresgradosseimpartelaasignaturaTeoriadelaInformacin,decarcter obligatorio,quetienecomoprincipalesobjetivosqueelalumnoadquieralacapacidaddedesarrollar unaculturainformacionalpropia,deaprenderaconcebir,generarytransmitirconocimientos,ascomo aprenderasintonizarytransaccionarconelusuario,tantoparaaumentarsupropioconocimientocomo eldelosusuariosconlosqueinterectuarnensufuturoprofesional. Duranteelpresentecursoacadmico20112012enelmarcodeestamateriasehaplanteadoenelplan docentelainclusindedossesionesdeseminariodecuatrohorasdeduracintotal,encadaunodelos grados,dedicadasalstorytelling,especialmenteensuversindigital.Enestetiemposeintentar aproximarporprimeravezalalumnoaestearteyenconcreto,asuprctica,yaqueestnplanteadasde maneraqueelestudianterealizarenprimerlugarunseminariodedoshorasdeaproximacinterica, alasqueseguirnotrasesindedoshorasenlasquetendrlaposibilidaddeponerenprcticalo aprendido. Elobjetivocentralesqueestosfuturosprofesionalesdelacomunicacinpuedanapreciaryaprehender lasherramientas,perosobretodolascapacidadesquelespuedeayudaradesarrollareldigital storytelling,unahabilidadnarrativaqueaunquepuedaparecerciertamentenovedosa,sobretodopor surecienteaplicacindigital,cuentayaconvariosaosdepuestaenprctica,comoexplicaChristian SalmonensulibroStorytelling,.Lamquinadefabricarhistoriasyformatearlasmentes(Atalaya, Barcelona,2008). ________________________

Keywords:universidad;educacin;storytelling;comunicacin;narracin;alumnos;digital

61

IncreaseStudentsReflectiveThinkingSkillinStatisticsCoursethrough DSTsPortfolioinHigherEducation
DamajantiKusumaDewi TheStateUniversityofSurabaya,Indonesia

Abstract
Theobjectiveofthisresearchistoincreasestudentsreflectivethinkinginastatisticscoursethrougha DSTproject.Thepopulationwas100studentswhoaretakingastatisticscourseinDepartmentof EducationalTechnologyattheStateUniversityofSurabaya,whichwasdividedintotwogroups,a controlgroupandanexperimentalgroup,withdifferenttreatments.Aformativetestandasummative testwereconductedonbothgroupsandtheresultisanalyzedthroughattest.Theresultshowsthat sharingandcomparinglearningexperiencesthroughDigitalStorytellingproject,couldenhance1) possibilities,speculations,hypothesesorsolutions;2)alternativeinterpretationsordifferent perspectivewhicharestagesinreflectivethinking. ________________________

Keywords:statistic,portfolio,reflectivethinking

62

MostImportantLessonLearned
MustafaSakaryaandMattLewis MercyCollege,UnitedStates

Abstract
FirstyearstudentsintheFreshmanSeminarcourseatMercyCollegeinNewYorkarerequiredto demonstrateproficiencyinthreecorecompetencies:criticalthinking,reading,and information/technologyliteracy.Todemonstratetheseskills,theyweregivenaprojecttoconstructa shortdigitalmemoirexpressingthemostimportantlifelessontheyhadlearned.Theywere instructedtogatherpersonalphotosandotherimagesrelatedtothelesson.Thesematerialswould thenbecometheinspirationforascriptnarratedintheirvoice. Developingthescriptwouldbeacriticalpieceoftheproject.Theyweregiveninstructionineffective storytelling,basedonaFreytagstriangleofrisingaction,climaxandresolution.Theyweretoldtobe veryspecificandtotalkaboutthepeopleinvolved,theobstaclesovercome,thebreakthroughsand mostcritically,therefeelingsandsensationsbefore,duringandaftertheeventsofthelesson.They weretoldtochooseeveryword,pictureandmusicalchoicecarefully,basedonitsimpacttotheoverall presentation. Thefinalstoriesweresharedwiththeclass,fosteringasenseofcommunity,identityandhumanity amongthestudents.Theprocessofbuildingandpresentingdigitalstoriesempoweredthestudentsto seethemselvesasproducersofmedia.Theycouldcreateandcontroltheirownmessages.Onestudent inparticular,Yolanda,toldapowerfulstoryofhowshestruggledtocometotermswitheducatingher autisticchild.Yolandawaspressuredtosendherchildtoaspecializedschool.Herhearttoldtoenroll himinpublicschool.Itendedupbeingtherightdecision.Thechildthrived.Thelessontaughtherto trustherinstinctsandtotakerisks. ________________________

Keywords:empowerment;literacy;freshman

63

ValenciapastandpresentelementaryESLforadults
CindyDepoy freelance,Spain

Abstract
ThisvideopostershowstheworkofadultESLstudentsenrolledinthePALEEnglishclassesforteachers offeredbyCefireValencia.Theclassesareheldintheevenings,fivehoursperweekforatotalof60 hourspercourse. Twentythreestudentsparticipatedintheinitialwritingprocess.Theywereallenrolledinlevel4ofthe PALEprogram,whichisahighbeginnerlevel.TheassignmentwastocomparetheValenciaof50years agowithpresentdayValencia.Studentshadtowritesentencesinboththepastandpresenttenses,and provideimagesandmusicrepresentativeofeachtimeperiod.Theyworkedingroupsonthis collaborativeproject.Rewritingandrevisionwereperformedbymembersofothergroupsinthesame class,andbystudentsinamoreadvancedclass(level11).Theinitialgroupswerethenallowedtoaccept orrejectanychangesthathadbeensuggested. Motivationwasprovidedbythefactthatotherstudentsandabroaderaudiencewouldbereadingand listeningtothepresentation,andbythetopic,theirhomecity.Vocabularyusedforcomparingand contrastingwasalsopresentedbytheteacherandincorporatedintothetext.ImagesofValenciawere takenfromtheInternetfollowingcopyrightlaws,andfromphotographsanddrawingsmadebythe students. Thetextispresentedinaslidepresentationconvertedtovideowithanumberofdifferentvoices.The focusisonthetensesused,therewritingandrevisionprocess,andpronunciation.Thisisasimple exercisecommontoESLclassesthattakesonadditionalimportanceandmeaningduetothevideo formatandtheeasewithwhichitcanbesharedwithothers.Thisactivityisadaptabletootherage groupsandEnglishlevels. ________________________

Keywords:compare;contrast;pronunciation;revision;rewriting

64

STORYTELLER
EsterMartorellandLauraPerez CEFIRE,Spain

Abstract
Antecedentes: Elpropsitodeestetrabajoconsisteenelaprendizajedelinglsatravsdepequeosrelatos.Estarn enfocadoshaciaunniveldelosprimeroscursosdeprimariadondeelgustoporlashistoriasylos cuentossondegranaceptacin. Mtodos: Encadaunadeestashistoriassepropondrunvocabularioprincipalqueguiarelsentidoylaintencin delahistoria.Talesgruposdepalabrasestarnrelacionadasconlaspartesdelcuerpo,lasestacionesdel ao,lasactividadesfsicas,elvestuarioolacomidaporejemplo. Resultados: Ellenguajeylasimgenesdelashistoriasestarndiseadasparaqueelalumnadopueda: 1.Aprenderlasfrasescortasqueserepitansistemticamenteconlafinalidaddeayudaralalumnadoa interiorizarellenguaje. 2.Imitarlosefectosdelsonidoquelesayudarenlapronunciacinylaentonacindeloshablantes. 3.Seguireldesarrollodelaaccinsinproblemasdisfrutandodeunaactividaddivertida. ________________________

Keywords:ingls;relatos;primaria

65

REPRESENTATIONSANDREALITY:VIEWSONTHEPALESTINE/ISRAEL QUESTION
JorgeRamosTolosa UniversitatdeValencia,Spain

Abstract
Thesocalledisraelipalestinianconflictisoneofthoseissuesonwhicheveryonegivestheiropinionand takesupastancesometimeswithouttryingtounderstandwhatisactuallygoingon.Usually,people appealtoclichsorpivotalissues,butitneedstobepointedoutthattheIsrael/Palestineconflictdoes nothaveareligiousnatureandisnotaclashofcivilizationseither.Inthesameway,itisnotthe inevitableconsequenceofcongenitalorhistoricalhatredbetweenJewsandMuslims.Itisapolitical conflictsinceitsorigininthelatenineteenthcentury(andnot2000yearsbeforethat),tothepresent day.Tohaveabetterunderstandingoftheeventsthere,theauthormovedtoPalestine/Israel,where hewasawitnessofwhatwasreallyhappeningandhecouldprovethatmanyofthebeliefswhichare commonthroughouttheWestaremererepresentationsormyths. ________________________

Keywords:Palestine,;Israel,;MiddleEast,;history,;myth

66

Elrelatdigitalcomaeinadesenyalitzaciiavaluaciditineraris didcticsbasatsenrutesliterries
AlexandreBatallerCatal UniversitatdeValncia,Spain

Abstract
Antecedents: Lanostracontribucipretnmostrarlespossibilitasdidctiquesdelrelatdigital,tantperala senyalitaciditinerarisdidctics,comperalavaluacidelaparticipacidelsalumnesenelsmateixos. Mtodes Elvideopsterdescriuriexposarlespossibilitatsdidctiquesdelsrelatsdigitalselaboratspels alumnesdelGraudeMagisteriapartirdediferentsrutesliteraries,vinculadesalprojectedinnovaci Geografiesliterries,realitzadesdurantelcurs20102011.Elprojecte,decarctertransversal,amb professorsdelsdepartamentsdeDidcticadelesCinciesExperimentalsiSocialsideDidcticadela LlenguailaLiteratura,tcomaobjectiucentralelaborariposarenprcticaitinerarisdidcticsapartir dunaobraliterriacomafilconductor,fentpartdelscontingutsdediversesmatriesdelgrauen mestreeneducaciprimria. Lesfotografiesivdeosdigitalsdelesrutesliterrieshanservitperalelaboracidediversosmaterials audiovisuals,comaraelvdeoonarracidocumentaldelajornada,elrelatdigitalbastitapartir dimatgesrepresentativesounacombinacidetotsdosprocediments.Lesimatgessacompanyendela indicacioreproduccidelstextosrecitatspelsalumnesendiversosllocsliterarisidemsiques evocadoresque,enalguncas,hanestatcompostesiinterpretadespelspropisalumnes. Resultats: Elnostrevideopsterfarservirrelatsdigitalsielementsaudiovisualsprodutspelsalumnes,durantel curs20102012,enrelaciacincrutesliterries:unaalAlbuferaiSuecaseguintelllibreLAlbuferade JoanFuster,unaaltraaPenguilapelterritoridelscontesdetransmissioralrecopilatsperEnricValori trescentradesenlapoesiadelpoetaVicentAndrsEstells,unarutalitrriaperValncia,unaaltraper ValnciaiBurjassotiunaltimaperlaciutatdeXtivaaparatirdelllibreXtiva. Lanostraaportacivalorarelrelatdigitalcomunaeinaque,amsdenarraricompartirlexperincia escolar,ajudaelsfutursdocentsenlareflexipersonalsobreelsitinerarisrealitzatsiestimulalaseua capacitatdecreacideseqnciesdidctiquesqueincloguenexidesextraescolarsvinculadesalterritori. ________________________

Keywords:avaluaci;itinerarisdidctics;relatdigital;educaci

67

NarrativeasAToolforRecovery:EmpoweringPeopleThrough Storytelling
JenniferJanviere,DariaKempkaandMandiLindner MarquetteUniversity,UnitedStates

Abstract
Storytellingisapowerfultool.Tellingstorieshelpsusmakesenseofourlives.Hearingstorieshelpsus connectwithothersandshareinthehumanexperience. Sharingastoryoutloudcanbeapowerfulactofhealing,helpingpeoplerecoverfromtraumasuchas drugaddictionorabuse.Theactofsharingexperiencescanhelpusreframeandmakesenseofthe pivotaleventsinourlives.Sharingstoriesallowsustolearnfromeachotherandfromourselves. Aseducatorsworkinginthefieldofdigitalstorytelling,ourgoalsaretwofold:first,toempowerpeople byplacingthetoolsformultimediastorytellingintheirhands,andsecond,tocreateauserfriendly experiencethatcanbeeasilyreplicated.Theprocessofsustainablestorytellingmeansteachingstudents totelltheirstorieswithtoolsaroundthem.Thismaymeanusingdisposablecameras,mobilephoneor videoequipmentandsoftwareavailableonpubliclibrarycomputers. OurgroupofinstructorsfirstputtheseideasintopracticeatMetaHouse,aMilwaukee,Wisconsinbased programforwomenrecoveringfromdrugandalcoholabuse.Duringonerecentafternoonsession,we workedwithseveralparticipantstoteachthebasicsofvisualcommunication,photographyand narrative,andtohelpthemrecordtheirstoriesofrecoveryinanaudiovisualformat.Thewomens experienceswillbepreservedinanonlineforumandwillbeavailableasresourcesforothersgoing throughthetreatmentprogram. Ourworkshopsaredesignedtoequipparticipantswiththecapabilityandtoolstorecordtheirlife storiesinamultimediaformatandarchivethesestoriesonline.Ourmissionistoworkwithlocal businesses,schoolsandnonprofitstoteachtheseskillstoparticipantsinwaythatissimpleto understandandeasytoreplicateinthefuture,andtoprovidethemwithvaluableskillsthatcouldbe appliedinbothworkoreducationalenvironments.Asweexpandouroutreachwehopetohaveabroad impactuponthecommunity,placingthetoolsforrecordingmemoriesandexperiencesintothehands ofasmanyparticipantsaspossible. ________________________

Keywords:recovery;addiction;empowerment;social;multimedia;digital;narrative;personal; community

68

Conocimientosbsicosdeanimacinparapotenciarelrelatomultimedia
RosaTorres UniversidaddeValencia,Spain

Abstract
Paraconseguirqueunrelatomultimediallegueaemocionarmsyseaidentificablemuchasvecesse optaporaadiralgnelementoanimado.Sindudalosdibujosdeanimacinsonalgoqueserecuerda fcilmente,yaquesusvocesymovimientospermanecenennuestrasmentes,porloqueesmuy recomendablerealizarunaanimacinenlugardeuncortometrajedeimagenreal.Dehecho,porel simplehechodeserunproductoanimado,elpblicoengeneralleatribuirmsvalordelqueotorgaa unasimpleimagenfilmadaograbada.Noobstante,apesardeloquelagranmayoradelagentepodra pensar,crearunaanimacinnoesunprocesocomplicado.Yesquenoesnecesarioquelatcnicade animacinseamuyelaboradaoquelosresultadosseanexuberantes.Esms,susimplicidadresultar enrealidadunaespeciedealicienteartesanal. Sepuedeanimarconrecortables,conmuecosdeaccin,calcandolosmovimientosdealgograbado... esimposibleconcretartodaslastcnicasqueexistenporquecadavezsurgenms.Sinembargo,para quetodaanimacinresultecmodaparalavisindelpblicotcnicamentehablandodeberespetar unpardeleyesbsicas:ladelabuenalneacurvayladelfrenadoyaceleracin.Noobstante,sonreglas quetambinsepuedenromperdemaneramsomenosintencionadaparaconseguirunefecto exageradoodecomicidad. Laanimacinestalalcancedetodos,pudindoseconseguirexcelentesresultadoscontansolounpoco depacienciaydecreatividad.IniciativasllevadasacaboporasociacionesocolectivoscomoPetits DessinsAnimsoANKIDSdemuestranqueconunpocodeayudaniosyadolescentespuedencontar sugerentesrelatosparatodaclasedepblico,acercandoproblemassocialesconlacalidezdela animacinmsartesanal. ________________________

Keywords:animacin;animar;DIY;dibujos;animados;sencillez;PetitsDessinsAnims; ANKIDS

69

Videopster:"26relatsdigitalsde4tESOenclassedeValenci"
AntoniDeLaTorre IES';JoanotMartorell';deValncia,Spain

Abstract
Elvideopsternarrarenlaprimerapartelspassosseguitsperdosgrupsd';alumnesdeValenci,en4t ESOamaigde2011,peraelaborarelsseusrelatsdigitalscomatreballcreatiuacteperformatiu posterioralalecturadelanovella';JO';,deJordiSierraiFabra.Desdelalecturainicialdelllibre,el debatsobrelaformacidelapersonalitattemaclaudelanovella,larecercaivisiderelats digitalsenelweb,passantperlageneracid';ideesperal';storyboard,l';escripturadelgui, l';aprenentatgedelprogramad';edici(PhotoStory3)ilacreaciorecercaderecursossonorsi fotogrfics,finsal';elaboraciil';avaluacidelsrelats.(2minuts) Enlasegonapartespresentaran8fragmentsdediversosrelatsdigitalsenunmximde30segons cadasccomsid';untrilercinematogrficestractara.S';hipodranobservarelstresestilsdiferentsde plasmarlanarraciaudiovisual:realista,liricoemotiuiludicotransgressor,peraparlardesimateixide lavisidelmnqueenvoltal';adolescent.(4minuts) Elvideopstersernarratenvalenciisubtitulatenangls. ________________________

Keywords:storytelling;wiki;processos;PhotoStory3;narratives;guions;storyboards; avaluaci;JO;realisme;emotivitat;transgressi;lectura;creativitat;TIC;adolescncia

70

DigitalStorytelling:apowerfultoolinadultwomeneducation
FedericaCirulli UniversityofFoggia,Italy

Abstract
ThispresentationdescribestheexperienceofthelaboratoryonDigitalStorytellingheldattheUniversity ofFoggiaduringtheLifelongLearningProgramme(LLP)ERASMUS,intensiveprogramme,whichenables studentstotakepartinactivelearningexperiencesinatransnationalenvironment.ThecourseinFoggia wasfocusedoninnovativeteachingmethodsforadultwomeneducation.Universitystudents,with differentacademicbackgroundfromSpain,FranceandItalytookpartinourintensiveDigitalStorytelling workshop. DigitalStorytellingpracticehasbeenusedasatooltoexploretheemotionalintelligenceinadultwomen andthewebofemotionalrelationships,inparticularwithrelatives,childrenandgrandchildren,involved intheirnarratives.Atthesametimeproducing,watchingandlisteningtheDTSshasbeenimportantto analyseanddiscussthesenseofbelongingtospecificculturalgroups,intermsofsocialrepresentations, collectivememories,butalsointermsofprejudiceandstereotypes.Eachstudentcreatedhisownstory andwasabletoliveanempoweringhumanexperiencefacilitatedbytheuseoftechnologiesthatwere previouslyunknowntothem. Anothergoalofthisactivitywastoletstudentstoliveandexploreemotionsinpublicandsharethem withotherpeopleusingatechnologythathadthepowertointrigueandreduceresistances. Studentslearnedtocreatetheirpersonalvideonarratives,toenjoyandrelatetootherstudentsstories, toexpresstheiremotionsandtosharethemwithcolleagues.Inthissense,DigitalStorytellinghas proofedtobeapowerfultoolinadultwomeneducation,sinceitimmediatelyrecollectswithsignificant elementsinparticipantslives,stimulatinganeffectiveparticipationofwomeninthelearning experience. ________________________

Keywords:DigitalStorytelling;Lifelonglearning;Womeneducation;Innovativeteaching methods;Emotionalrelationships

71

Acommunityaroundafireplace:theexperienceofnarrazionidigitali.it
AnnamariaDeSantis EcoleDoctoraleInternationaleUniversityofFoggia,Italy

Abstract
Storytellingcreatesrelationship,bridgesandcommunities;itleadspeopletogather.Websitesand digitalcommunitiesarenewmeetingplaceswhereawideaudiencecansharedigitalstoriesaroundnew digitalfireplaces. Digitalstoriesoftenspeakaboutthecommunityanditsmyths,valuesandpractices.Digitalstorytelling canalsobeusedincorporateenvironmentstocreateacompanyvision,asenseofbelongingorto generatesharedmeanings.AsLambertandAtchleystateddecadesago,DSTsareanywayapowerful toolthathelptostrengthencommunitiesandtorediscoveritssharedvalues. Thewebsitenarrazionidigitali.it(i.e.DigitalStoryTellinginItalian)isameetingplace,afireplace aroundwhichteachers(andstudents)telltheirownstory,listenothersstoriesandexchangemethods forwriting,producingandpublishingadigitaltale.Itallowstouseresources,toolkit,significantlinksto expertcontent,togetherwithallthebenefitsofbeingpartofacommunity.Thewebsitehasbornaftera seriesofworkshopsheldineducationalsettingsandsomeDSTconferencesandseminarsthat generatedawideinterestindigitalstorytellingintheSouthofItaly.Thesitehasbeenactiveformore thanoneyear,andnowweobserveavibrantcommunityonlinethatissharingahumanapproachto technologyandtomediaeducationintheschools. Wearenowcollectingsystematicanalysisofuserscommentsandactionsinthecommunityof narrazionidigitali.it,becauseweaimtounderstandhowtherepresentationofthetechnologyinvolved inthisprojectisevolvinginthecommunity.Sharingofcommoninterestsinavirtualplaceisinfact changingtheaudiencesapproachtothedigitaltools,itistransformingthelanguageandthewaysof conceptualizingtheirownstories. ________________________

Keywords:community;sharedmeanings;representationofthetechnology

72

Oral Presentations Authors in alphabetical order

WahjuAgungWidjajantoandMichaelLund.DigitalMediainEducation(dimeb)ResearchGroup,
UniversityofBremen,Germany,Germany. MultilingualVirtualTalkingBooks
2.DigitalStorytellingandForeignLanguageTeaching

WahjuAgungWidjajanto.DigitalMediainEducation(dimeb)ResearchGroup,UniversityofBremen,
Germany,Germany. Designinganauthoringtoolbasedonatraditionalperformanceart
4.DigitalStorytellingandCulture

IsabelAlonso,DoloresPortoandSilviaMolina.UniversidadAutnomadeMadrid;UniversidaddeAlcal
deHenares;UniversidadPolitcnicadeMadrid,Spain. Discoursestrategiesinmultimediastorytelling
4.DigitalStorytellingandCulture

MElenaBaynatMonreal.IULMA/UniversityofValencia,Spain.
ELRELATODIGITALPARALAE/ADELALENGUAFRANCESA:UNAMETOLOGAINTEGRADORADECOMPETENCIAS
1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,universityeducationandeducationforadults).

RafaelBenlliure.IECostaiLlobera,DepEnsenyamentGeneralitatdeCatalunya,Spain.
Newton'sSecret
1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,universityeducationandeducationforadults).

JoelBloch.OhioStateUniversity,UnitedStates.
Multimodalityasanacademicliteracy:TheroleofdigitalstorytellinginanL2academicwritingcourse
2.DigitalStorytellingandForeignLanguageTeaching

PatriciaBouFranch.UniversityofValencia,Spain.
FactualityandsubjectivityintheHistoryandCulturedigitalnarratives
1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,universityeducationandeducationforadults).

PatriciaBradley&NadineCross.SchoolofNursingYorkUniversity,Canada,Canada.
TheInternationallyEducatedNursesJourneyinBeingaNurseinCanada
4.DigitalStorytellingandCulture

CherylBrown.weltec,NewZealand.
Walkingbackwardsintothefuture.
6.CommunityandPersonalStorytelling

JeanClaudeCallens.KATHO,Belgium.
Storytellingwithadigitalcomicstripasmethodologytosupportreflectionprocesses?
1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,universityeducationandeducationforadults).

MiguelCalvoMelero&MariaLuisaPalanquesSalmern.UniversityoftheBasqueCountry,Spain.
Narracionesdigitalesyaprendizajebasadoenproblemasoencasos
5.DigitalStorytellingintheScientificTechnicalFields.

73

MeritxellCollazosSola.UMBCNewMediaStudio,Spain.
AcaseofMediatedInterculturalCommunication:RepresentationofPeoplethroughCultureshockstory.com
4.DigitalStorytellingandCulture

MarkDunfordandAlisonRooke.UniversityofHertfordshire/Digitales;CUCR/Goldsmiths,UnitedKingdom.
ExtendingCreativePracticeRedressingthedigitalexclusionofolderpeoplethroughDigitalStorytelling
3.DigitalStorytellingandSociety

AnnaGascon.IESFedericaMontseny,Spain.
Relatdigital,histriesdevida:emocionsiaprenentatgea4rtdESO
1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,universityeducationandeducationforadults).

AaronGoodman.WilfridLaurierUniversityBrantford,Canada,Canada.
TheCongoStoriesProject:DigitalStorytellingbyFemaleJournalistsintheEasternDemocraticRepublicofCongo
3.DigitalStorytellingandSociety

JosiasRicardoHackandFernandoRamos.UniversidadeFederaldeSantaCatarina/Universidadede
Aveiro,Portugal. Tellingstorieswithdigitaltechnologiesincorporativetrainingcontext
7.TechnicalAspectsand/orInnovativeToolsinDigitalStorytellingProductions

AlexHenry.Tyne&WearArchives&Museums,nitedKingdom.
CultureShock!TellusYourStory
4.DigitalStorytellingandCulture

EvaHerreroCuriel.UniversidadCarlosIIIdeMadrid,Spain.
Laconvergenciaentrestorytellingynarracintransmediticaenlapublicidad.ElcasodeCocaColaysucampaa destapalafelicidad
8.DigitalNarrativesinWeb2.0.(blogs,socialnetworks,wikis,etc.)

MiguelHerrerosNavarro.Universitatdebarcelona,Spain.
ELEMENTOSCOGNITIVOSYEMOTIVOSPRESENTESENLACONSTRUCCINYRECEPCINDERELATOSDIGITALES PERSONALES. Unaexperienciaaniveldebachillerato.
1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,universityeducationandeducationforadults).

GreteJamiessen&KristinHolteHaug.OsloandAkershusUniversityCollegeofAppliedSciences,Norway.
InstitutionalizingDigitalStorytelling(DS)inhighereducationhowtobuildsustainablestructures?
1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,universityeducationandeducationforadults).

AmaiaIbarraranBigalondo.UniversityoftheBasqueCountry,Spain.
Hello,Iamwhatyousee:aChicano/a:DigitalstorytellingandtheconstructionofanemergentChicano/aidentity
6.CommunityandPersonalStorytelling

NievesLimn.UniversidadCarlosIIIdeMadrid,Spain.
Narrativafotogrfica.AnlisisdeproyectosenlaplataformaSoulofAthens
8.DigitalNarrativesinWeb2.0.(blogs,socialnetworks,wikis,etc.)

PierpaoloLimone.UniversityofFoggia,Italy.
Investigatingmediaculture.AcasestudyofDSTasaresearchtechnique.
4.DigitalStorytellingandCulture

GloriaLondooMonroy.UniversitatdeBarcelona,GrupdeRecercaEnsenyamentiAprenentatgeVirtual
(GREAV),Spain. RELATOSDIGITALESPERSONALESENEDUCACINSECUNDARIAOBLIGATORIA.Estudiosobresuusoypropuesta parasuaprovechamientoenprocesosdeaprendizajeporproyectos
1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,universityeducationandeducationforadults).

74

JosMartParreo&LuisaAndreuSim.UniversidadEuropeadeMadridCentroAdscritoValencia,
Spain. Culturafan,marcasynarrativasdigitales:elcasodelasLegofilms
8.DigitalNarrativesinWeb2.0.(blogs,socialnetworks,wikis,etc.)

IrenaMaureen.StateUniversityofSurabaya,Indonesia.
ExploringtheCollaborativeLearningPossibilitiesintheUseofDigitalStorytellinginHigherEducation
7.TechnicalAspectsand/orInnovativeToolsinDigitalStorytellingProductions

AneskaCarolinaOrtegaBlanco,JliaCorominaCabeceranandAnaTeberoskyCoronado.
UniversitatdeBarcelona,Spain. RELATOSDIGITALESDOCUMENTALESENEDUCACINPRIMARIAOBLIGATORIA,Propuestametodolgicaparala produccinmultimedialconalumnosdelltimocurso
1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,universityeducationandeducationforadults).

DolorsPalau.UniversitatdeValncia,Spain.
Larennciaalaveunarrativa.Latomitzacidedadesfrontalrelatenlesedicionselectrniques
3.DigitalStorytellingandSociety

AlvinaEQuintana.UniversityofDelaware,UnitedStates.
ReclaimingFeministActivismThroughDigitalStorytelling
6.CommunityandPersonalStorytelling

MargaritaRamirezLoya.CochiseCollege,UnitedStates.
BeyondtheESLClassroomThroughDigitalStorytelling
2.DigitalStorytellingandForeignLanguageTeaching

MaraDoloresRamrezVerdugo&MaraVictoriaSotomayor.UniversidadAutnomadeMadrid,
Spain. Thevalueofadigitalstoryinacontentandlanguageintegratedlearning(CLIL)Europeancontext
2.DigitalStorytellingandForeignLanguageTeaching

AgustinReyesTorres,EvaPichandMariaDoloresGarciaPastor.UniversitatdeValncia,Spain.
DigitalStorytellingasaPedagogicalToolwithinaDidacticSequence:DealingwithLinguisticRoutinesinForeign LanguageTeaching
2.DigitalStorytellingandForeignLanguageTeaching

MarisolSalanova.UniversidadPolitcnicadeValencia,Spain.
Machinimaoelartedenarrarjugando
8.DigitalNarrativesinWeb2.0.(blogs,socialnetworks,wikis,etc.)

CarlosSaldaaRamrezandAlejandraOsorioOlave.UniversidadAutnomaMetropolitana,Mexico.
ElRelatoDigitalStorytellingenelmbitouniversitario
1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,universityeducationandeducationforadults).

AnnamariaDeSantis.EcoleDoctoraleInternationaleUniversityofFoggia,Italy.
Acommunityaroundafireplace:theexperienceofnarrazionidigitali.it
6.CommunityandPersonalStorytelling

HudaSarfraz,SanaShamsandQaisarKhalidMahmood.CenterforLanguageEngineering,Al
KhawarizmiInstituteofComputerScience,UniversityofEngineering&Technology,Lahore,Pakistan. AssessingtheApplicabilityofDigitalStorytellinginaPakistaniContext
3.DigitalStorytellingandSociety

ClaudioScalaandEmilGirardi.FreeUniversityofBolzano,Italy.
DigitalStorytellingsupportingcreativethinking
1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,universityeducationandeducationforadults).

CristinaSerranoPerez.Spain.

75

WritingSkillsandStudentEngagement:DigitalStorytellingasaToolforMotivationEnhancementinSecondary Education
1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,universityeducationandeducationforadults).

WilliamShewbridge&BeverlyBickel.UMBCNewMediaStudio&UMBCLanguage,Literacy&Culture,
UnitedStates. AdvancingDigitalLiteracyAcrosstheCurriculumwithDigitalStorytelling
1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,universityeducationandeducationforadults).

JosiSierraandMarCamacho.Hezkuntza;UniversidadRoviraiVirgili,Spain.
Cuentaloquetsabesparaaumentarnuestroconocimiento
8.DigitalNarrativesinWeb2.0.(blogs,socialnetworks,wikis,etc.)

AntoniaSilvaggi,PatriziaBraga,SteveBellis,HaraldGapskiandGuidoKowalski.IstitutoLuigi
Sturzo;YaleCollegeCentreforDigitalStorytelling;GrimmeInstitut,Italy;UnitedKingdom;Germany. DigitalEducationthroughadultlearnersEUenlargementstoriesdigitalstoriesfromsevennations.
1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,universityeducationandeducationforadults).

AntoniDeLaTorre.IES'JoanotMartorell'deValncia,Spain.
L'aspecteperformatiudelacomprensilectora.Creaciderelatsdigitalsperal'ensenyamentdelValencicomaL2 en4tdeSecundria
1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,universityeducationandeducationforadults).

AnnamariaDeSantis.EcoleDoctoraleInternationaleUniversityofFoggia,Italy.
Acommunityaroundafireplace:theexperienceofnarrazionidigitali.it
6.CommunityandPersonalStorytelling

SandraVzquezHermosillaandGoraZaragozaNinet.UniversidaddeValencia,Spain.
Elrelatodigitalylaperspectivadegneroenlaenseanzadeidiomas:unapropuestainductivaparaeltratamiento delatransversalidadylaadquisicindecompetencias.
2.DigitalStorytellingandForeignLanguageTeaching

MarionaVisa.UniversitatdeLleida,Spain.
Elphotoblogcomodiariofotogrficopersonal:construyendonuestraidentidadconunafotografadiaria
8.DigitalNarrativesinWeb2.0.(blogs,socialnetworks,wikis,etc.)

PeterWestman.MScDigitalAnthropology,UniversityCollegeLondon,UnitedKingdom.
PlayingwiththeTeam:CommunitiesofPracticeintheTakingtheFieldDigitalStorytelling
6.CommunityandPersonalStorytelling

RobertWorkman,ThomasChristandWinnieYu.SouthernConnecticutStateUniversity;Universityof
Bridgeport,UnitedStates. CreatingDigitalStorieswithAdobeFlashCS5.5:AMixedMethodsCaseStudy
7.TechnicalAspectsand/orInnovativeToolsinDigitalStorytellingProductions

PelinYukselArslan.InonuUniversity,Malatya,TURKEY,Turkey.
ACaseStudyofDigitalStorytellingActivitiesinaKindergartenClassroom
1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,universityeducationandeducationforadults).

JulioZino&ElenaMartn.DepartamentdAntropologiaCultural,UniversitatdeBarcelona.Departamentde
Justcia,GeneralitatdeCatalunya,Spain. Lautilizacindelasnarrativasdigitalesenprocesosdegestindeconocimientodelasorganizaciones
3.DigitalStorytellingandSociety

76

Videoposters Authors in alphabetical order

SoniaChaidez,KathyFilatreauandMichaelGarabedian.WhittierCollege,UnitedStates.
DigitalStorytelling:TheVehicleToBuild21stCenturyLiteracySkills
1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,universityeducationandeducationforadults).

FedericaCirulli.UniversityofFoggia,Italy.
DigitalStorytelling:apowerfultoolinadultwomeneducation
1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,universityeducationandeducationforadults).

RaquelCrisstomo,IvnLacasaandMaraVictoria.UniveristatInternacionaldeCatalunya,Spain.
DigitalStorytellingenladocenciauniversitaria:enseandoainformaratravsdehistorias
1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,universityeducationandeducationforadults).

AntoniDeLaTorre.IES';JoanotMartorell';deValncia,Spain.
Videopster:"26relatsdigitalsde4tESOenclassedeValenci"
8.DigitalNarrativesinWeb2.0.(blogs,socialnetworks,wikis,etc.)

AntonioBlancoSolsonaandManuelClementePuchol.InstitutodeenseanzasecundariaVBI,Spain.
Aplicacionesdelascomunicacionesalseguimientosolarfotovoltaico
1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,universityeducationandeducationforadults).

MustafaSakaryaandMattLewis.MercyCollege,UnitedStates.
MostImportantLessonLearned
1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,universityeducationandeducationforadults).

JenniferJanviere,DariaKempkaandMandiLindner.MarquetteUniversity,UnitedStates.
NarrativeasAToolforRecovery:EmpoweringPeopleThroughStorytelling
6.CommunityandPersonalStorytelling

DamajantiKusumaDewi.TheStateUniversityofSurabaya,Indonesia.
IncreaseStudentsReflectiveThinkingSkillinStatisticsCoursethroughDSTsPortfolioinHigherEducation
1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,universityeducationandeducationforadults).

CindyDepoy.freelance,Spain.
ValenciapastandpresentelementaryESLforadults
2.DigitalStorytellingandForeignLanguageTeaching

EsterMartorellandLauraPerez.CEFIRE,Spain.
STORYTELLER
2.DigitalStorytellingandForeignLanguageTeaching

RosaTorres.UniversidaddeValencia,Spain.
Conocimientosbsicosdeanimacinparapotenciarelrelatomultimedia
7.TechnicalAspectsand/orInnovativeToolsinDigitalStorytellingProductions

JorgeRamosTolosa.UniversitatdeValencia,Spain.
REPRESENTATIONSANDREALITY:VIEWSONTHEPALESTINE/ISRAELQUESTION
3.DigitalStorytellingandSociety

PatriciaBradley&KristinePedernal.SchoolofNursingYorkUniversity,Canada,Canada.
Digitalstorytellingtodevelopthinkingandunderstandingofthehumanexperienceinnursingeducation
1.DigitalStorytellinginEducation(primaryeducation,secondaryeducation,universityeducationandeducationforadults).

77

AlexandreBatallerCatal.UniversitatdeValncia,Spain.
Elrelatdigitalcomaeinadesenyalitzaciiavaluaciditinerarisdidcticsbasatsenrutesliterries
6.CommunityandPersonalStorytelling

78