The development of the reflective practitioner through digital storytelling. Challinor, J., Marín, V., I., & Tur, G. International Journal of Technology Enhanced Learning, 9(2/3):186-203, 2017. ![The development of the reflective practitioner through digital storytelling [link]](https://bibbase.org/img/filetypes/link.svg "link")
Website doi abstract bibtex 2 downloads © 2017 Inderscience Enterprises Ltd. This paper presents a multiple case study on the use of digital storytelling to support the development of reflection and digital skills in professional education. Students from two universities, one group studying health and social care, the other training to be teachers, were asked to produce two artefacts, at the beginning and end of their respective modules, in which they reflected on the aspects of professional and personal learning. The artefacts, some of which were produced in groups, others by individual students, were analysed for recurring themes, levels of reflection and digital competence, particularly in the use of open educational resources. Findings from the analysis support the use of digital storytelling methods to develop a range of key skills pertinent to professional education in general but concluded that the deeper levels of reflection may be most evident in individual artefacts produced in the later stages of professional education. The study provides some important insights for teaching and learning in professional education as it suggests that digital storytelling provides a highly engaging way of introducing both reflective and open educational practices.
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title = {The development of the reflective practitioner through digital storytelling},
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abstract = {© 2017 Inderscience Enterprises Ltd. This paper presents a multiple case study on the use of digital storytelling to support the development of reflection and digital skills in professional education. Students from two universities, one group studying health and social care, the other training to be teachers, were asked to produce two artefacts, at the beginning and end of their respective modules, in which they reflected on the aspects of professional and personal learning. The artefacts, some of which were produced in groups, others by individual students, were analysed for recurring themes, levels of reflection and digital competence, particularly in the use of open educational resources. Findings from the analysis support the use of digital storytelling methods to develop a range of key skills pertinent to professional education in general but concluded that the deeper levels of reflection may be most evident in individual artefacts produced in the later stages of professional education. The study provides some important insights for teaching and learning in professional education as it suggests that digital storytelling provides a highly engaging way of introducing both reflective and open educational practices.},
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author = {Challinor, Jane and Marín, Victoria I. and Tur, Gemma},
doi = {10.1504/IJTEL.2017.084498},
journal = {International Journal of Technology Enhanced Learning},
number = {2/3}
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Downloads: 2
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