ABSTRACT

The article reflects on digital storytelling as an approach designed to apply the theory of authentic learning in a co-productive context. It explores the suitability of digital stories as pedagogical tools and examines the connection made between the individual and group interpretation of these stories. A participant group (n = 7) comprising family carers, people with lived experience and mental health nursing students were invited to join two facilitated workshops. The group reviewed four contrasting forms of digital stories with the aim of eliciting and sharing their perspectives. It was found that digital audio compared less well to visual media in authenticity scales. Still photobook-style images were also perceived to be less authentic than dramatic film employing professional actors. Furthermore, it was found that the essence of authenticity became richer as the process and activities of co-productive engagement developed. It is proposed that creating digital scenarios co-productively provides a relational environment in which the essence of authenticity can be felt and expressed. The article will explore the suitability of digital stories as pedagogical tools and examine the process of co-production as an approach which accentuates realism.

摘要

本文对数字叙事进行了反思，认为这是一种在联合生产环境中应用真实学习理论的方法。它探讨了数字故事作为教学工具的适用性，并研究了这些故事的个人和群体解释之间的联系。参与者组（Ñ= 7）邀请家庭照料者，有经验的人和心理健康护理专业的学生参加两个便利的研讨会。该小组审查了四种不同形式的数字故事，以期引起并分享他们的观点。人们发现，在真实性等级上，数字音频与视觉媒体的比较不佳。静止照相簿风格的图像也被认为不如雇用专业演员的戏剧电影真实。此外，发现随着共同生产参与的过程和活动的发展，真实性的本质变得更加丰富。提出了创建数字情景以协同生产的方式提供一种可以感知和表达真实性的关系环境。