Using Digital Stories in a College Level Course on Rocks and Minerals: Lessons Learned

Using Digital Stories in a College Level Course on Rocks and Minerals: Lessons Learned

Prajukti Bhattacharyya (University of Wisconsin, Whitewater, USA)
DOI: 10.4018/978-1-4666-0068-3.ch015
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Abstract

Digital storytelling juxtaposes the time-honored teaching and learning achievements of storytelling with the modern student’s affinity for technology. Although not commonly used in college science classes, the author incorporated digital storytelling in an upper level undergraduate geology course for majors at the University of Wisconsin, Whitewater. The overarching purpose of this exercise was to integrate the affective domain of learning within the course context. Informal comments from students indicated that this goal was indeed achieved by this exercise. Students identified technological difficulties and the time commitment necessary to create digital stories as the major hurdles they faced during the exercise. In this chapter, the author describes the course design, learning objectives, educational benefits, and strategies to overcome potential challenges of incorporating digital storytelling in college level science courses.

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