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)
DOI: 10.4018/978-1-5225-7365-4.ch040


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.

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