McLellan (2006: 73), while recognising that digital storytelling has applications in a range of disciplines, prioritises its use for personal stories, digital story archives, memorial stories, avocational stories, educational stories and stories in medicine and health. This prioritisation is evidenced also through the examples of digital stories that can be accessed via the Internet or through academic publication. Examples of personal stories, of varying quality, ranging from the quality BBC Capture Wales project through to more local community development are many. Use within medicine and health is highlighted through projects such as Patients Voice [list more] but not unexpectedly where digital stories might be used for therapeutic reasons examples are limited.
As McLellan notes the use of digital storytelling is potentially wide. The table below presents a list of examples of use from a range of disciplines for different purposes.
|
Discipline
|
Description
|
Further details
|
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Accountancy
|
Digital storytelling used as an alternative to traditional student presentations.
Assessment: summative
Length: Long (more than 10 minutes)
Style: report style
Individual or group: students working in groups of 5-6
Institution: University of Gloucestershire
|
Gravestock & Jenkins (2009)
[case study link]
|
|
Business Management
|
Final-year students create digital stories as alternative to group presentations.
Assessment: summative
Length: Long (10-15 minutes)
Style: report style
Individual or group: students working in groups of 5-6
Institution: University of Gloucestershire
|
Gravestock & Jenkins (2009)
[case study link]
[YouTube link]
|
|
Environment
|
Digital storytelling used as part of group activity during student induction (transition into HE).
Assessment: formative
Length: short (2-3 minutes)
Style: report style
Individual or group: students working in groups of 5-6
Institution: University of Gloucestershire
|
Jenkins & Lonsdale (2008); Gravestock & Jenkins (2009)
[case study link]
|
|
Landscape Design
|
Digital storytelling used to encourage reflection on developing design ideas and the use of models.
Assessment: summative
Length: short (2-3 minutes)
Style: personal narrative
Individual or group: individual
Institution: University of Gloucestershire
|
Gravestock & Jenkins (2009)
[case study link]
|
|
Leisure, Tourism & Hospitality
|
Final-year students reflect on critical incidents from their industrial placement.
Assessment: summative
Length: short (3-5 minutes)
Style: personal reflection
Individual or group: individual
Institution: University of Gloucestershire
|
|
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Media Studies
|
Media studies students work with primary school children to help them in the creation of digital stories.
|
JGH case study [pdf]
|
|
Sports Development
|
Digital storytelling used to replace reflective essay. Second-year students required to reflect on how their chosen sport has influenced their own personal development.
Assessment: summative
Length: short (3-5 minutes)
Style: personal reflection
Individual or group: individual
Institution: University of Gloucestershire
|
Gravestock & Jenkins (2009)
[case study link]
|
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