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Case study 2: Sport - University of Gloucestershire

Page history last edited by Martin Jenkins 14 years, 7 months ago



Case Study 2: Sport - University of Gloucestershire



(Taken from Gravestock, P. & Jenkins, M. (2009) Digital storytelling and its pedagogical impact, in Mayes, T. (ed.) Transforming Higher Education through Technology-enhanced Learning.)



The second year module ‘Football in the Community’, with a cohort of 60, had traditionally included a reflective essay as one assessment point.  For this assignment students had to reflect on the relationship between their own identity and how it had developed through contact with different communities, in this case the sport of football (though students could choose other sports if they preferred).  After seeing examples of the digital stories created by students as part of the active learning induction activity (see Case Study 3) staff opted to replace this essay with a digital story.  (This illustrates how once staff are introduced to digital storytelling they can easily transfer its application into their own teaching context.)  The brief for the assignment remained the same.  To prepare the students the module tutor created his own digital story on the role that football had had on his own personal development.  Experiences suggest that it is valuable for the member of staff to create a digital story, both to understand what they are asking students to produce and for students to be able to see a relevant example.  Technical support was provided for the students, though it was found that minimal support was required.




The results of using digital stories both surprised and challenged the staff.  The surprise was positive in that the quality of the student work was improved.  In terms of the staff getting to know their students they found that the students were more reflective and revealing of information through the digital stories than they had ever been in essay form.  The power of reflections being presented using the student voice had a big impact in achieving this.  The students on the module responded extremely positively to this new and different form of assessment, to the extent that students wrote to the module tutor to thank him for using it and asking if there were other modules that made use of this technique.  The challenge presented to staff came through the creativity that it had released in the students.  Existing assessment criteria were felt to be insufficient for the digital stories, not only in the fact that they did not explicitly recognise the creative elements of the digital stories but also raising the question how do you assess creativity more generally?  In response to this a framework for assessment has been developed at the University and is currently being tested and evaluated (see Assessment Criteria for Digital Storytelling).

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