Summary of the Authors Views and Findings
Price, Strodtman, Brough, Lonn, and Luo (2015) argues that digital storytelling helps students to apply personal stories as well as experiences and may, therefore, be an effective tool in enhancing their learning of complex topics. The authors conducted a study in which they selected a total of 134 nursing students in their fourth year. Using Voice Thread technology, the students developed a narrated digital story lasting up to 5 minutes that integrated the knowledge they had acquired in class. The researchers found that the majority of students created a digital story about palliative and end-of-life-care of a family member. Since the story of each student was shared with other students using the Voice Thread technology, it was found that students related the different stories told by their classmates and this resulted in their bonding. Unlike the case studies which tend to be hypothetical, the real stories narrated by the students are found to be more attention-grabbing. The researchers found that the stories led to the development of new insights among students, which would be helpful to them when applying the content in practice. Moreover, Price et al. (2015) found that storytelling played an important role in establishing interpersonal connections between the caregivers and patients and their families. From the study conducted, the researchers’ views are that storytelling is powerful given that in this study, it helped to develop the understanding of students regarding palliative and end-of-life care. The authors found that some of the elements of information technology that makes it effective in supporting the process of digital storytelling include flexibility. Moreover, the technology should support student’s creativity, allowing them to use pictures and media in their narration. In the article “7 things you should know about digital storytelling,” the author presents a detailed analysis of digital storytelling, which is described as a storytelling technique in which a narrative is combined with digital content. The article considers digital storytelling to be a growing trend, especially in the US.Digital Storytelling
The article reports that digital storytelling is being used in different areas including in mass communication to share stories in a given region. Colleges are also offering education in digital storytelling. This practice builds on the ancient model of oral knowledge transfer. It is significant given that it gives an individual an opportunity to develop deep connections with his topic or subject matter. However, those that lack the ability to develop original work are likely to find digital storytelling challenging
Personal Reactions-digital Storytelling
The study conducted by Price et al. (2015) lays the groundwork for further exploration of ways in which digital storytelling can be applied in teaching complex concepts and promoting collaborative learning as well as sharing of experiences, knowledge, and information. When investigating ways in which digital storytelling can serve to support student learning experience with regards to palliative care, Price et al. (2015) found that the majority of students told stories about close family members. The researchers established that the students related to these stories thereby creating bonding. The fact that the researchers found that the project resulted in the development of new insights among students highlights the significance of digital storytelling. It is evident that the practice has the potential to improve the attention paid by students to specific areas of learning such as the contents covered in courses concerned with palliative and hospice care. The expectation of teachers is that students will acquire an in-depth understanding of the experiences and needs of patients requiring palliative and/or end-of-life care. It emerges that digital storytelling plays an important role in supporting traditional classroom teaching to fully realize this expectation.
Generally, the findings presented by Price et al. (2015) illustrate the role of digital storytelling in education. It is evident that the technique does not aim at providing students with concrete methods of solving problems. Rather, it helps them familiarize with challenges that other people have faced during special situations such as having a patient requiring end-of-life care. This way, student develop an understanding of different ways in which the individuals cope with those situations. By providing an opportunity for students to critique and compare the new insights that they have acquired with what they already possessed, students may be in a position to identify new problems, think and learn more, resulting to the acquisition of more knowledge that may be applicable in practice in future.Digital Storytelling
Future Trend and Suggestions for Further Studies
The article “7 things you should know about digital storytelling” points out that new and sophisticated tools are being developed to facilitate dissemination of content through digital storytelling. The article suggests that the proportion of people using digital storytelling will continue to grow. As multimedia applications continue to be refined, more individuals will be empowered to create richer digital stories. Due to its identified usefulness, digital storytelling is likely to find increased use in medical education around the globe especially with regard to the management of chronic illnesses. However, Price et al. (2015) tested the usefulness of digital storytelling in western populations alone. Therefore, further research needs to be conducted to determine if the technique can accommodate the global disparities that are evident in palliative caregiving.
Price, D. M., Strodtman, L., Brough, E., Lonn, S., & Luo, A. (2015). Digital storytelling: An innovative technological approach to nursing education. Nurse educator, 40(2), 66-70.
“7 things you should know about digital storytelling.” EDUCAUSE.