Digital Storytelling has become a very powerful and interesting tool to be used in different contexts. Even though it started as an artistic product with Dana Achtley, it was adopted rapidly by other fields, such as educational and health settings. It is undeniable that storytelling is an inherent part of being human, as it is a communicational product, but we also can say that storytelling is part of the thinking process of humans and that helps them to reflect upon themselves, that helps them explain situations and also as an educational tool within formal, non-formal and informal contexts. By following the methodological proposal of Londoño (in part based in that developed by the Center for Digital Storytelling in the U.S.A in the 90’s) and as part of the doctoral research “Personal Digital Storytelling (PDS) as tool for nonviolent educational environments” we set up a couple of workshops within two different formal educational settings (one in Mexico and one in Barcelona). In these experiences we asked the students to develop a personal story of violence or nonviolence that could have take place within the school, their homes or a specific social context. Of all the digital stories that students made (39 in total), for this article we selected one to be analyzed as it is a good example of how PDS could be used as an educational tool that could help not only to develop technological competences, but oral and written competences, and more important: it shows how this tool helped the student to identify a school violence episode in her life and how she self-reflected upon this and found a different voice to process part of her personal history.
Il Digital Storytelling è diventato uno strumento molto potente e interessante che può essere utilizzato in contesti diversi. Nato come prodotto artistico, è stato rapidamente adottato in altri campi, come contesti educativi e sanitari. È innegabile che la narrazione è parte integrante dell'essere umano, come un prodotto comunicativo, ma anche si può dire che la narrazione è parte del processo di pensiero degli esseri umani che aiuta a riflettere su di sé, per spiegare le situazioni all'interno della loro vita e anche come strumento educativo in contesti formali e non formali. Seguendo la proposta metodologica di Londoño (che ha sede a quello sviluppato negli anni '90 dall'ex Center for Digital Storytelling, ora chiamato StoryCenter) e nell'ambito del dottorato di ricerca Personal Digital Storytelling (PDS) come strumento per gli ambienti educativi non violenti noi istituito un laboratorio in un programma di laurea di Educazione sociale presso l'Università di Barcellona (UB). In questa esperienza abbiamo chiesto gli studenti a sviluppare una storia digitale personale della violenza nelle scuole, la violenza sociale o la non-violenza che ha avuto luogo all'interno della scuola, le loro case o uno specifico contesto sociale. Da un'esperienza con 28 storie prodotte dagli studenti, attingiamo ai fini del presente articolo una storia da analizzare come un caso di studio in quanto è un buon esempio di come utilizzare PDS come strumento educativo potrebbe contribuire non solo a sviluppare (o rafforzare ) competenze tecnologiche, orali e scritte, ma anche come uno strumento per la riflessione autobiografica. Questo esempio mostra come questo strumento ha contribuito allo studente di individuare una scuola episodio di violenza nella sua vita e di come si auto-riflessa su questo e ha trovato una voce diversa per elaborare ed esprimere una parte della sua storia personale. Key words: digital storytelling, autobiography, self, school violence Parole chiave: racconto digitale, autobiografia, self, violenza nelle scuole
SANTIAGO SOTA, L.C. (2016). Personal Digital Storytelling as an autobiographical tool for revisiting experiences of individuals in educational contexts. METIS, VI(I) [10.12897/01.00144].
Personal Digital Storytelling as an autobiographical tool for revisiting experiences of individuals in educational contexts
SANTIAGO SOTA, LETICIA CAROLINA
2016-01-01
Abstract
Digital Storytelling has become a very powerful and interesting tool to be used in different contexts. Even though it started as an artistic product with Dana Achtley, it was adopted rapidly by other fields, such as educational and health settings. It is undeniable that storytelling is an inherent part of being human, as it is a communicational product, but we also can say that storytelling is part of the thinking process of humans and that helps them to reflect upon themselves, that helps them explain situations and also as an educational tool within formal, non-formal and informal contexts. By following the methodological proposal of Londoño (in part based in that developed by the Center for Digital Storytelling in the U.S.A in the 90’s) and as part of the doctoral research “Personal Digital Storytelling (PDS) as tool for nonviolent educational environments” we set up a couple of workshops within two different formal educational settings (one in Mexico and one in Barcelona). In these experiences we asked the students to develop a personal story of violence or nonviolence that could have take place within the school, their homes or a specific social context. Of all the digital stories that students made (39 in total), for this article we selected one to be analyzed as it is a good example of how PDS could be used as an educational tool that could help not only to develop technological competences, but oral and written competences, and more important: it shows how this tool helped the student to identify a school violence episode in her life and how she self-reflected upon this and found a different voice to process part of her personal history.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.