This study investigated how a group of university students perceived their actual achievement of a series of media, digital and critical reflection skills (information, media and digital literacy) developed during a Media Education Workshop conducted through the use of Digital Storytelling techniques. The study carried out at the University saw the participation of 176 students of the average age of 21 who live within an "Infosphere", i.e. an eco-system dominated by media frameworks and a continuous flow of information (a mediatization context). In this workshop, the students were organised into workgroups and they designed 76 videos that were published on the Network. Four thematic areas were addressed: digital life, the environment, volunteering, the association movement and active citizenship. At the end of the activities, the students were presented with a questionnaire that analysed their perception of the effectiveness of Digital Storytelling in the development of digital and media skills from various perspectives; in particular, critical thinking on concrete and experiential issues. The quantitative and correlational assessment was conducted based on an initial hypothesis that the Digital Storytelling approach enables participants to learn both technical skills in the use of digital tools (video in particular) and also reflective practice and meta-cognition skills, thus stimulating awareness and recognition of the students' ethical, social and value-related dimensions as well as their contextual meaning.
La ricerca ha indagato la percezione di un gruppo di studenti universitari sull’effettivo raggiungimento di una serie di competenze mediali, digitali e di riflessione critica (information, media e digital literacy) sviluppate durante un Laboratorio di media education attraverso l’applicazione della metodologia del Digital Storytelling. La ricerca svolta all’Università ha visto la partecipazione di 176 studenti dell’età media di 21 anni che vivono all’interno dell’Infosfera intesa come l’eco-sistema dominato dalla logica dei media e da un flusso continuo di informazioni (processo di mediatizzazione). Nel laboratorio in oggetto gli studenti hanno progettato in gruppi di lavoro 76 video pubblicati in Rete su quattro ambiti tematici: la vita digitale, l’ambiente, il volontariato, l’associazionismo e la cittadinanza attiva. Alla fine delle attività è stato proposto loro un questionario che ha analizzato da più dimensioni la loro percezione sull’efficacia del Digital Storytelling nello sviluppo delle competenze digitali e mediali, in particolare il pensiero critico su temi concreti ed esperienziali. L’indagine valutativa, sia di tipo quantitativo che correlazionale è stata condotta a partire dall’ipotesi che l’approccio metodologico del Digital Storytelling permette ai partecipanti di apprendere sia abilità di tipo tecnico nell’utilizzo degli strumenti digitali (in particolare il video), sia competenze di riflessione e meta-cognizione stimolando l’attenzione e il riconoscimento delle dimensioni valoriali, etiche e sociali degli studenti e del loro contesto di appartenenza.
ADAMOLI M (2020). La metodologia del Digital Storytelling come dispositivo di media education per l’apprendimento delle competenze di cittadinanza digitale in un corso universitario. LECCE : Pensa MultiMedia.
La metodologia del Digital Storytelling come dispositivo di media education per l’apprendimento delle competenze di cittadinanza digitale in un corso universitario
ADAMOLI M
2020
Abstract
This study investigated how a group of university students perceived their actual achievement of a series of media, digital and critical reflection skills (information, media and digital literacy) developed during a Media Education Workshop conducted through the use of Digital Storytelling techniques. The study carried out at the University saw the participation of 176 students of the average age of 21 who live within an "Infosphere", i.e. an eco-system dominated by media frameworks and a continuous flow of information (a mediatization context). In this workshop, the students were organised into workgroups and they designed 76 videos that were published on the Network. Four thematic areas were addressed: digital life, the environment, volunteering, the association movement and active citizenship. At the end of the activities, the students were presented with a questionnaire that analysed their perception of the effectiveness of Digital Storytelling in the development of digital and media skills from various perspectives; in particular, critical thinking on concrete and experiential issues. The quantitative and correlational assessment was conducted based on an initial hypothesis that the Digital Storytelling approach enables participants to learn both technical skills in the use of digital tools (video in particular) and also reflective practice and meta-cognition skills, thus stimulating awareness and recognition of the students' ethical, social and value-related dimensions as well as their contextual meaning.File | Dimensione | Formato | |
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Adamoli2020La metodologia del Digital Storytelling come dispositivo di media education per l’apprendimento delle competenze di cittadinanza digitale in un corso universitarioLe Società per la societàricerca, scenari, emergenzeSIREMSIRD-III-pagin.pdf
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