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Digital storytelling for supporting children’s creativity Elisa Rubegni, Senior Lecturer, Computer Science School University of Lincoln – 10.11.2017

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Page 1: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Digitalstorytellingforsupportingchildren’screativityElisaRubegni,SeniorLecturer,ComputerScienceSchoolUniversity ofLincoln– 10.11.2017

Page 2: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Myfocus:toidentifythekeyissuesofCCI forbetterdesignanddevelop

informationsystemstosupportlearningand teachingactivities informalsetting.

Context,people,andactivitiesmatter!

ElisaRubegni,October2013

Child–ComputerInteraction(CCI)

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

Page 3: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

CREATIVITY

Themechanismsofimaginationandcreativityistheexperienceandthere-elaborationoftheexperiencethroughdisassociation,associationandmutation.[Vygotsky,2004]

Inthisconstantprocesshumancreativityrestsuponrealexperiencewiththeworld,andimaginationisaspecialanduniqueformofusingourrealworldexperience.[Vygotsky,2004]

Creativityhasanindividualandasocialdimensionthatconstitutethetwosidesofthesamecoin[Vygotsky,1978]

[email protected] 10.11.17

Page 4: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

STORYTELLING

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

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

[email protected] 10.11.17

Page 5: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

STORYTELLINGINSCHOOL

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

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

[email protected] 10.11.17

Page 6: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

RecentCCIprojects

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

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

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

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

ElisaRubegni,November2016Context,people,andactivitiesmatter!

Page 7: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

[email protected] June2016

PADSPAperandDigitalresourcesinSchools2011-15

Educatingpupilsandenhancing theirmedialiteracyis concernednotonlywithcomputerusageandInternetbrowsingbutalsowiththeabilitytocreatedigitalcontent

Page 8: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Swissschoolcurriculum

Subject:Local/FirstLanguageand,inparticular,onthesubareaofnarrativeandstorytelling

Curriculumgoals:• Linguisticcompetences• Narrativestyles• Digitalliteracy• Socialandemotionalskills

[email protected] 10.11.17

Page 9: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Longitudinalstudy

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

[email protected] 10.11.17

Page 10: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Projectphases

1. Activityanalysis/usersneedselicitation2. Designandprototyping3. Evaluationofthefinalprototype

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Page 11: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Thetheoreticalmodel

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TheNarrativeActivityModel (NAM)[Decortis etal.2001]

Page 12: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Fiabot!components

I)Definitionofstorystructureandplot;

II)Mediacreationandediting;

III)Sharingwithintheclassandpublicationofthestory.

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Page 13: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

I) Definitionofstorystructureandplot

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

protagonist helper(s), antagonist helper(s), magic object(s)[email protected] 10.11.17

Page 14: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

II)Mediacreationandediting

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

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

[email protected] 10.11.17

Page 15: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

III)Sharingintheclassandpublicationofthestory

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

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Page 16: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Choosethenarrativetype Selectthestoryingredients/characters

Fiabot!

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Page 17: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Choosethenarrativetype Selectthestoryingredients/characters

Fiabot!

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Page 18: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

!!!!!

!!!! !

Text-basedVSimage-based

Researchquestion:whichversionismoresuitabletosupport thecreationofadigitalstorytelling forsupporting theachievementofcurriculumobjectivesinaformaleducationalcontext?

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Textualversion Imageversion

Page 19: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

!!!!!

!!!! !

Text-basedVSimage-based

Researchquestion:whichversionismoresuitabletosupport thecreationofadigitalstorytelling forsupporting theachievementofcurriculumobjectivesinaformaleducationalcontext?

[email protected] 10.11.17

Textualversion Imageversion

Page 20: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Recruitment

• Theschoolcurriculumneededtoincludethecreationofstories• Children4th or5th grade• Teacherinterestsinusingtechnology(nospecificskillneeded)

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Page 21: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Studysetting

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

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Page 22: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Methods

• Ethnographic observation

• Interview- teachers

• Focus group - children

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

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Page 23: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Elementsofanalysis

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

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Page 24: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Procedure

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

days).c. FocusgroupandInterview,6 hours.

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Page 25: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Setupoftheclass

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

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Page 26: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Setupoftheclass

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

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Page 27: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Dataanalysis

• Dataweretranscribed,coded,andanalysed

• Thematicanalysis

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Page 28: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Version1:Image-BasedFiabot!EvaluationResults

Researchquestion:

• Howwouldchildrenreacttopopularimages?

• Wouldtheirpresencetriggerdifferentreactionsintermsofbeingcreative?

• Howwouldthestorystructurebeaffected?

[email protected] 10.11.17

Page 29: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Version1:Image-BasedFiabot!EvaluationResults

Teachers(Interview)

• Childrenfocusedonthevisualcharactersoftenlefttheseunexploredinthestory

• Characterstakenfrompopularsources(movies,booksandcartoons)werenotelaboratedanyfurtherandmoreover,theresultingstorywouldjustfollowtheoriginalonetheywereborrowedfrom

Children(FG)• theImage-Richversionofferedthemguidanceonhowtobuildastoryandideasforcharacters

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Page 30: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Version1:Image-BasedFiabot!EvaluationResults

Children(observation)• Childreninthegroupusedproperlythenameofthecharacters’typesandtheyquicklystartedtocreatethestory

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Page 31: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Version2:Text-BasedFiabot!evaluation

Researchquestion:• Howwouldthetextualversionsupportchildren’screativityinmakingthestory?

• Wouldchildrenfocusmoreoncharacters’roleandhabitswithoutanyinsightsofpredefinedcharacters’images?

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Page 32: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Version2:Text-BasedFiabot!evaluation

Teachers(Interview)

• thestorieswereveryoriginal:thecreationofbothtextandimagesandtheircombinationonthestorytriggeredhigherlevelsofcreativity

• Workingonthedescriptionofthecharactersbroughtthechildrentofocusonthestoryplotandcreategoodstory

Children(focusgroup)• theytookinspirationfromtheirownimagination andfrom

experiencestheysharedwiththeirfamilyorfriends

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Page 33: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Version2:Text-BasedFiabot!evaluation-results

Children(observation)• Thecreationoftheplotandthedescriptionofthecharacterswentinparallelandonefedtheother:somechildrenstartedtodrawcharactersonthepaperwhilebrainstormingabouttheplot

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Page 34: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Summary:Text-basedVSImage-based

TheImage-Richversion:• thecharacterswerenotexploredanyfurther,childrencreatethestoryinlinewiththepre-existentone

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

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Page 35: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Followup:designandevalutionoftheText-basedVersion

Page 36: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Studysetting

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

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Page 37: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

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RESULTS

Page 38: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Creativity Collaboration Medialiteracy Narrativegenres

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

Teachers’evaluation

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Page 39: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Creativity

• 60%ofthestoriesobtainedaveryhighscore(teachers’evaluation)

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

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

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Page 40: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Discussion

Page 41: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Fiabot!components

• I)Definitionofstorystructureandplot;

• II)Mediacreationandediting;

• III)Sharingwithintheclassandpublicationofthestory.

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Page 42: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

I)Definitionofstorystructureandplot

• Thestorystructureandtheingredientssupportthechildrenconceivingthenarrativeanditsmechanismsbeforewriting

• Improvetheirabilityofcollaboratingandsharingtasksamongagroup

• Thediscussionoftheplotandcharactersallowedthemtofigureoutoriginalelementsforthestory

• Reinforcetheexplanationinclassbyrecallingthestructureofthestory,theingredients,thestyle,etc.

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Page 43: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

II)Mediacreationandediting

• Childrencanexplorethemediaopportunitiesandlimitsofproducingdigitalcontentforcreatinganarrative

• Theproductionandeditingofmediaaswellasthemixofdifferentcontentstrainedpupilsincommunicatingthroughdigitalmedia

• Thechildrenfeltincontrolofthequalityofthefinalproduct

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Page 44: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

III)Sharingandpublication

• Improvementofchildren’sself-esteemandtheirsatisfactionofbeingauthorsandsharingtheirstorieswithothers(includingthefamily)

• Enhancementofteachers’self-confidencetowardstheothercolleaguesandtheschooldirector

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Page 45: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

FUTUREDIRECTIONS

• Howcouldwestimulatechildrenimaginationintheprocessofcreationofdigitalmedia?

• Howcouldweallowchildrentocombinetheirpastexperiencesandtocreatemediafordigitalstorytelling?

• Howcoulddigitalstorytellingcreationsupporttheimprovementofchildrenimaginationandcreativethinking?

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Page 46: Digital storytelling for supporting children’s creativity · children’s creativity, experimentation, and language enrichmentin their own oral and written stories [Amour, 2003]

Thanksforlistening.Questions?

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