“We all contributed to tell stories to the best of our abilities”: Cooperative digital storytelling to promote students’ positive interdependence in an online course of Italian as a foreign language
DOI:
https://doi.org/10.21283/2376905X.1.11.1.2803Palabras clave:
STORYTELLING DIGITAL, DIDÁCTICA, INTERACCIONES BASADAS EN TAREAS, APRENDIZAJE ASISTIDO POR LA TECNOLOGÍAResumen
La interdependencia positiva se define como la relación recíproca entre las personas orientadas a conseguir los mismos objetivos. Considerada como el fundamento del aprendizaje lingüístico colaborativo, esta puede emerger en actividades grupales de creación de contenido digital. El storytelling digital puede mejorar estas habilidades de interdependencia positiva, ya que permite narrar las historias digitales de forma multimodal (Robin, 2016). Sin embargo, una exposición prolongada a la tecnología puede causar distracciones, pérdida de motivación y fatiga entre el alumnado, lo que dificulta que se establezca interdependencia positiva. Este estudio presenta los resultados de las actividades realizadas utilizando las plataformas ThingLink y StoryMaps por estudiantes de italiano como lengua extranjera durante un curso en línea, con el fin de fomentar las interacciones interdependientes en entornos de aprendizaje digitales. Los resultados de cuestionarios en línea, análisis de expedientes académicos y entrevistas en grupos focales resaltan cómo se puede impulsar la interdependencia positiva del alumnado al contar historias a través de tecnologías inmersivas.
Citas
Albanese, Valentina E., & Rossetti, Giulia (2023). The Irish Colonial Landscape Digital StoryMap: An inclusive didactic tool. J-READING Journal of Research and Didactics in Geography, 1(12), 145-153. https://doi.org/10.4458/5970-12
Alismail, Halah A. (2015). Integrate digital storytelling in education. Journal of Education and Practice, 6(9), 126–129.
Arcangeli, Massimo, Giugni, Silvia, Cardillo, Giammarco, D’Angelo, Katia, Ferrari, Stefania, Greco, Nuria, & Lucatorto, Angela (2014). Attestato ADA: Società Dante Alighieri [Certificate ADA: Dante Alighieri Society], Alma Edizioni.
Arroba, Juan, & Acosta, Hazel (2021). Authentic digital storytelling as an alternative teaching strategy to develop speaking skills in EFL Classes. LEARN Journal: Language Education and Acquisition Research Network, 14(1), 317–343.
Bales, Robert F. (1950). Interaction process analysis; a method for the study of small groups (pp. xi, 203). Addison-Wesley.
Cerratto Pargman, Teresa, Nouri, Jalal, & Milrad, Marcelo (2018). Taking an instrumental genesis lens: New insights into collaborative mobile learning. British Journal of Educational Technology. 49(2), 219-234. https://doi.org/10.1111/bjet.12585
Comoglio, Mario, & Cardoso, Miguel A. (1996). Insegnare ed apprendere in gruppo: Il Cooperative Learning [Teaching and Learning in Groups: Cooperative Learning]. LAS.
Compagnoni, Ilaria (2022). The effects of virtual museums on students’ positive interdependence in learning Italian as a foreign language. Babylonia Journal of Language Education, 3, 104–109. https://doi.org/10.55393/babylonia.v3i.194
Council of Europe (2020). Common European framework of reference for languages: Learning, teaching, assessment. Companion volume. Council of Europe Publishing, Strasbourg. Retrieved from https://www.coe.int/en/web/common-european-framework-reference-languages
Cummings, James J., & Bailenson, Jeremy N. (2016). How immersive is enough? A Meta-Analysis of the effect of immersive technology on user presence. Media Psychology, 19(2), 272–309. https://doi.org/10.1080/15213269.2015.1015740
Cyvin, Jakob B., Midtaune, Kristiane, & Rød, Jan K. (2022). Using StoryMaps to prepare for field course – A case study of students in Geography. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2123583
Deutsch, M. (1949). A theory of cooperation and competition. Human Relations, 2, 129-152.
Dincelli, Ersin, & Yayla, Alper (2022). Immersive virtual reality in the age of the Metaverse: A hybrid-narrative review based on the technology affordance perspective. The Journal of Strategic Information Systems, 31(2). https://doi.org/10.1016/j.jsis.2022.101717
Durham, Carmen (2022). ‘We just learned from each other’: ESOL pre-service teachers learning to use digital tools across coursework and student teaching. The Language Learning Journal, 51(6), 783–796. https://doi.org/10.1080/09571736.2022.2081713
Eichenberg, Christiane (2012). Virtual reality in psychological, medical, and pedagogical applications. IntechOpen, 2012.
Ellis, Rod (1999). Learning a Second Language through Interaction. John Benjamin Publishing Company 2012.
Fielding, Sarah (2019). What I did on my holidays: Digital field trips and digital literacy (pp. 77-83). In Plutino, Alessia, Borthwick, Kate, & Corradini Erika (Eds.), New educational landscapes: Innovative perspectives in language learning and technology (pp. 77-83). Voillans, France: Research-publishing.net. http://dx.doi.org/10.14705/rpnet.2019.36.9782490057481
Fu, Jo S., Yang, Shih-Hisien, & Yeh, Hui-Chin (2022). Exploring the impacts of digital storytelling on English as a foreign language learners’ speaking competence. Journal of Research on Technology in Education, 54(5), 679–694. https://doi.org/10.1080/15391523.2021.1911008
Galimberti, Carlo, Brivio, Eleonora, Cantamesse, Matteo, and & Cilento Ibarra, Francesca (2010). Intersubjectivity as a possible way to inhabit future cyberplaces. Studies in Health Technology and Informatics, 154 (9), 9–13.
Giorgi, Alessandra (2009). Toward a syntax of the subjunctive mood. Lingua, 119(12), 1837–1858. https://doi.org/10.1016/j.lingua.2008.11.008
Hampel, Regine (2010). Task design for a virtual learning environment in a distance language course. In Thomas, Micheal & Reinders, Hayo (Eds.), Task-based language learning and teaching with technology (pp. 63-81). Continuum Publishing Group.
Horvat, Nikola, Brnčić, Mladen, Perišić, Marija M., Martinec, Tomislav, Bojčetić, Nenad, & Škec, Stanko (2022). Design reviews in immersive and non-immersive collaborative virtual environments: Comparing verbal communication structures. Proceedings of the Design Society, 2, 211–220. https://doi.org/10.1017/pds.2022.23
Jantakoon, Thada, Wannapiroon, Panita, & Nilsook, Prachyanun (2019). Virtual immersive learning environments (VILEs) based on digital storytelling to enhance deeper learning for undergraduate students. Higher Education Studies, 9(1), 144–150.
Johnson, David W., &. Johnson, Roger T. (2005). New developments in social interdependence theory. Gender, Social, and General Psychology Monographs 131(4), 285-358. https://doi.org/10.3200/MONO.131.4.285-358.
Johnson, David W., &. Johnson, Roger T. (2010). Restorative conflict in schools: Necessary roles of cooperative learning and constructive conflict. In Sellman, Edward, Cremin, Hillary & McClusky, Gillean [Eds.], Restorative approaches to conflict in schools (pp. 159-174). ESRC Seminar.
Kalantzis, Mary, & Cope, Bill (2012). Literacies. Cambridge University Press. https://doi.org/10.1017/CBO9781139196581
Kaplan-Rakowski, Regina, & Gruber, Alice (2019). Low-immersion versus High-immersion virtual reality: Definitions, classification, and examples with a foreign language focus. Proceedings of the Innovation in Language Learning International Conference, 1. Retrieved from: https://www.semanticscholar.org/paper/Low-Immersion-versus-High-Immersion-Virtual-and-a-Kaplan-Rakowski-Gruber/0ee4dbaa8c4f8e4a90a12e9cdbeb50b56ac2d83f
Kelley Harold H., Holmes, John G., Kerr, Norbert L., Reis, Harry T., Rusbult Caryl E., & Van Lange, Paul A. M. (2003). An atlas of interpersonal situations. Cambridge University Press.
Kennedy, Robert S., Lane, Norman E., Berbaum, Kevin S., & Lilienthal, Michael G. (1993). Simulator Sickness Questionnaire: An enhanced method for quantifying simulator sickness. The International Journal of Aviation Psychology, 3(3), 203–220. https://doi.org/10.1207/s15327108ijap0303_3
Laal, Marjan (2013). Positive interdependence in collaborative learning. Procedia - Social and Behavioral Sciences, 93, 1433-1437. https://doi.org/10.1016/j.sbspro.2013.10.058
Lai, Allison (2017). Implementing online platforms to promote collaborative learning in Chinese language classrooms. Journal of Technology and Chinese Language Teaching, 8(2), 39-52.
Leu, Don J., & Coiro, Julie, Kinzer, Charles, Castek, Jill, & Henry, Laurie A. (2013). A dual level theory of the changing nature of literacy, instruction, and assessment. (pp. 1150 – 1181). In Norman Unrau and Donna Alvermann (Eds.), Theoretical models and processes of reading (6th ed., pp. 1150–1181). International Reading Association.
Liu, Ming-Chi, Huang, Yueh-Min, & Xu, Yo-Hsin (2018). Effects of individual versus group work on learner autonomy and emotion in digital storytelling. Educational Technology Research and Development, 66(4), 1009–1028. https://doi.org/10.1007/s11423-018-9601-2
Meletiadou, Eleni (2022). Using educational digital storytelling to enhance multilingual students’ writing skills in higher education. IAFOR Journal of Education, 10(2), 111-130. https://doi.org/10.22492/ije.10.2.06
Nair, Viknesh & Yunus, Melor (2021). A systematic review of digital storytelling in improving speaking skills. Sustainability, 13(17). https://doi.org/10.3390/su13179829
Nicoli, Nicholas, Henriksen, Kine, Komodromos, Marcos & Tsagalas, Dimitrios (2022), "Investigating digital storytelling for the creation of positively engaging digital content", EuroMed Journal of Business, 17(2), pp. 157-173. https://doi.org/10.1108/EMJB-03-2021-0036
Oguilve, Veronica, Wen, Wen, Castek, Jill, Sanderson, Christopher, & Pineda, Zueyzan (2022). Participatory learning: Educators designing media to expand global perspectives. In Bastiaens, Theodoor [Eds.], Proceedings of EdMedia + Innovate Learning (pp. 1016-1025). https://www.learntechlib.org/primary/p/221406/
Ohler, Jason B. (2013). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Corwin Press. https://doi.org/10.4135/9781452277479
Overdijk, Maarten, Van Diggelen, Wouter, Kirshner, Paul, & Baker, Micheal (2012). Connecting agents with artifacts:. Towards a rationale of mutual shaping. International Journal of Computer-Supported Collaborative Learning, 7(2), 193-210. https://doi.org/10.1007/s11412-012-9143-2
Paesani, Kate, Dupuy, Beatrice, Liskin-Gasparro, Judith, & Lacorte, Manel (2015). Multiliteracies Framework for Collegiate Foreign Language Teaching, Pearson.
Petit, Elise (2020). Digital storytelling for developing students’ agency through the process of design: A case study. In Dubuy, Béatrice & Grosbois, Muriel [Eds.], Language Learning and Professionalization in Higher Education: Pathways to Preparing Learners and Teachers in /for the 21st Century (pp. 137-166). Research.publishing.net
Pokrzycka, Lidia (2022). Innovative teaching methods: Project management in practice. Maria Curie-Skłodowska University Press,
Ribeiro, Sandra P. M., Moreira, António A. F. G., & da Silva, Pinto Cristina M. F. (2016). Digital storytelling: Emotions in higher education. In J. Spector, Micheal Ifenthaler, Dirk, Sampson, Demetrios G. & Isaia,s Pedro (Eds.), Competencies in teaching, learning and educational leadership in the digital age: Papers from CELDA 2014 (pp. 149–167). Springer International Publishing. https://doi.org/10.1007/978-3-319-30295-9_9
Robin, Bernard (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, 30(30), 17–29. https://doi.org/10.1344/der.2016.30.17-29
Roslan, Nur N. A., & Sahrir, Muhammad S. (2020). The effectiveness of ThingLink in teaching new vocabulary to nonnative beginners of the Arabic language. IIUM Journal of Educational Studies, 8(1), 32-52. https://doi.org/10.31436/ijes.v8i1.274
Rusbult, Caryl E., & Van Lange, Paul A.M. (2003). Interdependence, interaction, and relationships. Annual Review of Psychology, 54, 351-375. https://doi.org/10.1146/annurev.psych.54.101601.145059
Sanderson, Christopher, Oguilve, Veronica, McLachlan, Mary, Sarkar, Sanjukta, Wen, Wen (2022, July 4-6). Designing international immersive virtual field experiences (IIVFEs) to teach global digital literacies. Literacy and Diversity: New Directions. 22nd European Conference on Literacy, Dublin, Ireland.
Schmoelz, Alexander (2018). Enabling co-creativity through digital storytelling in education. Thinking Skills and Creativity, 28, 1–13. https://doi.org/10.1016/j.tsc.2018.02.002
Shahid, Maria, &; Khan, Mohd R (2022). Use of digital storytelling in classrooms and beyond., Journal of Education Technology Systems, 51(1), 63-77. https://doi.org/10.1177/00472395221112599
Shen, Xiang, Hao, Chunhui, & Peng, Jian-E (2022). Promoting EFL learners’ willingness to communicate through transmediation in a digital storytelling workshop. Journal of Multilingual and Multicultural Development, 1–18. https://doi.org/10.1080/01434632.2022.2086257
Slater, Mel, Wilbur, Sylvia, 1997. A framework for immersive virtual environments (FIVE): Speculations on the role of presence in virtual environments. Presence: Teleoperators & Virtual Environments. 6 (6), 603–616.:https://doi.org/10.1177/00472395221112599
Tahriri, Abdorreeza,; Tous, Maryam D., & ; MovahedFar, Solmaz (2017). “The impact of digital storytelling on EFL learners’ oracy skills and motivation”. International Journal of Applied Linguistics and English Literature, 4(3), 144–153. https://doi.org/10.7575/aiac.ijalel.v.4n.3p.144
Thorne, Steven L. (2016). Engineering conditions of possibility in technology-enhanced language learning. In Catherine Caws & Marie-Josée Hemel (Eds.),. Language-learner computer interactions. Theory, methodology and CALL applications (pp.: 241-246). John Benjamins Publishing Company.
Witmer, Bob G., & Singer, Micheal J. (1998). Measuring presence in virtual environments: A presence questionnaire. Presence: Teleoperators and Virtual Environments, 7(3), https://doi.org/10.1162/105474698565686
Publicado
Cómo citar
Licencia
Derechos de autor 2024 Ilaria Compagnoni, Graziano Serragiotto
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
