Tools, Pedagogical Models, and Best Practices for Digital Storytelling

Tools, Pedagogical Models, and Best Practices for Digital Storytelling

Jari Multisilta (Tampere University of Technology, Finland) and Hannele Niemi (University of Helsinki, Finland)
Copyright: © 2018 |Pages: 10
DOI: 10.4018/978-1-5225-2255-3.ch230


Sharing photos and short videos with others has become increasingly popular among youth. Although sharing videos is a common activity among youth, schools are not using digital videos for learning. There is a need to study the pedagogical models that could be used in designing classroom activities involving the use of digital videos. In this chapter, digital video storytelling will be discussed in the context of learning. In this chapter, pedagogical models, examples, best practices, and outcomes that illustrate how students become engaged and motivated when using digital storytelling in knowledge creation in cross-cultural settings will be presented. The pedagogical models discussed in this chapter are Global Sharing Pedagogy (GSP) and Video Inquiry Learning (VIL). A review of existing tools and practices for digital video storytelling will be presented. The results show that students can become highly engaged in learning through digital storytelling.
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The use of videos on the Internet has been expanding rapidly in the last few years. Although the most popular web video content is related to music videos and entertainment, web videos can have several educational uses. Khan Academy ( is an example of a web video service that has a large collection of educational videos. According to Talbert (2012, para. 7), “Khan Academy is a collection of video lectures that give demonstrations of mechanical processes.” Considerable debate has taken place regarding the pedagogical model used at Khan Academy (Prensky, 2011; Talbert, 2012; Thompson, 2011). The main criticism is that Khan Academy is not supporting a constructivist learning model in which learners actively create knowledge using activities that support knowledge construction.

Key Terms in this Chapter

Constructivist Learning Model: Learners actively create knowledge using activities that support knowledge construction.

Twenty-First Century Skills: A set of knowledge and skills that are or will be important to succeed in the future world. Examples of twenty-first century skills include creativity, communication, collaboration, digital literacy, and problem-solving skills.

Video Inquiry Learning: Learning is based on the investigation of questions, scenarios, or problems using videos that students create and share using digital video storytelling tools. The videos prompt questions and serve as a basis for inquiries and collaborative learning.

Global Sharing Pedagogy: Learning is seen as a mediated activity with tools, signs, and social interaction. Global sharing pedagogy has four mediators of learning: 1) learner-driven knowledge and skills creation, 2) collaboration, 3) networking, and 4) digital media competencies and literacies. The mediators contribute to the learners’ engagement in a learning activity.

Digital Video Storytelling: Learning activities that involve the creation and the use of digital video.

Inquiry Learning: Learning activities where learners search and construct new knowledge by exploring the world or the phenomena, by asking questions, making hypothesis, and testing the hypothesis.

Life Publishing: The use of social media services in which the users are sharing events and moments from their daily lives.

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