ABSTRACT

This study aims to provide insight into the usefulness of integrating digital stories in teaching and learning activities in Geography in higher education. More specifically, to identify how digital stories can enhance deep learning in Geography. Deep learning indicates understanding and creative use of knowledge in new settings, i.e. the highest levels in the revised version of Bloom’s taxonomy, a knowledge dimension from factual knowledge to meta-knowledge. Data are based on two evaluation processes: a university student who conducted a process of making digital stories in a class of upper secondary school students, and secondly, by 41 university students who did a two-step evaluation process of these stories. Despite the Norwegian learning context, from which data are obtained, the approaches will largely be recognizable in other countries because of the general learning principles and framework for teaching geographical topics. The study shows that digital storytelling has the potential to improve interactive learning outcome that can enhance ethical and deep learning of geography, including “the affective domain” of how geography is felt and valued. The awareness of integration of technology into the learning process is underlined.

摘要

本研究旨在深入了解将数字故事整合到高等教育地理教学活动中的有用性。更具体地说，确定数字故事如何增强地理学的深度学习。深度学习表明在新环境中对知识的理解和创造性使用，即布鲁姆分类法修订版中的最高水平，即从事实知识到元知识的知识维度。数据基于两个评估过程：一个大学生对一群高中生进行了数字故事的制作过程，其次是由 41 名大学生对这些故事进行了两步评估过程。尽管获得数据的挪威学习环境，由于地理主题教学的一般学习原则和框架，这些方法在其他国家大体上是可识别的。该研究表明，数字讲故事有可能改善互动学习成果，从而增强地理的伦理和深度学习，包括如何感受和重视地理的“情感领域”。强调将技术融入学习过程的意识。