디지털 스토리텔링의 종교교육적 활용

전영미(Young-Mi Jeon) 한국기독교교육정보학회 2011 기독교교육정보 Vol.28 No.-

Storytelling has been discussed and investigated in religious education field by numerous scholars. They have found that storytelling is effective in facilitating students' identity formation process, strengthening a community's cohesiveness, and transforming students' lifestyle through vicarious participation in a story world. Storytelling in religious education is not only a teaching method but also a way of knowing which integrates the processes of forming, interpreting, extending, and practicing a story as well as listening to it. Digital storytelling shares the meanings and educational effects of general storytelling. At the same time, digital storytelling combines the unique characteristics of digital media. These characteristics are mainly interactivity, nonlinearity, networking, and complexity. There have been various ways to integrate storytelling and digital media. They can be categorized into three groups: digital entertainment storytelling, digital information storytelling, and digital edutainment storytelling. This article explores some ways that integrate religious educational storytelling with unique characteristics of digital media. It also examines possible uses of digital storytelling in the context of religious education for each of the three categories of digital storytelling. Finally it proposes some tasks of religious educators for further study and development in using digital storytelling in religious education.

Web CF에 나타난 Digital Storytelling기법에 관한 연구

최원호 ( Won Ho Choi ) 현대사진영상학회 2008 현대사진영상학회논문집 Vol.11 No.-

This study focuses to investigate and analyze the digital storytelling techniques of Web CF to promote corporate image and product information in the Internet media environment. For the purpose, research questions were set up as follows: First, what is the concept of digital storytelling compared to conventional storytelling? Second, how are digital storytelling techniques applied to Web CF? Third, what is the application plan of digital storytelling for effective Web CF? Existing studies` digital storytelling strategy of Web CF put emphasis on recipients` immersion through creation of story value, effective use of interaction and connection with a community. In view of a case analysis, as well as the significance of the existing strategy, the disposition and use of entertainment elements is very important as a principal digital storytelling method from an aspect that the purpose of Internet use is to acquire information and enjoy entertainment. Entertainment elements provide experience and clues that might evoke recipients` curiosity by giving visual and aural joy to them. Meanwhile, since a desire for touching and real stories is a natural requirement from mankind, it is possible to deliver more depth recognition and contents to recipients when the theme of audiovisual joy is moving and appeals to the inner world of humans with contents about their yearning. Such touching themes and contents about humans` yearning are considered to appeal to analogue human emotions in this speedy, selective and various digital culture. That is, since digital network and interaction are not a sufficient condition to digital storytelling, it can be said that excellent digital storytelling is about a new story asked by the digital era with digital techniques.

Conceptualizing Digital Video Literacy to Promote Digital Storytelling

이지연 한국조형교육학회 2011 造形敎育 Vol.0 No.41

This paper is about multi-literacies in contemporary art education with particular focus on stipulating digital video literacy to promote the benefits of digital storytelling. The growing importance of digital technology and new media in the field of art education cannot be ignored. Understanding more about the meaning making practices through digital video literacy by incorporating visual literacy, media literacy, and digital literacy is significant topic to discuss. Educating digital video literacy allows students to decipher, interpret, create and understand digital storytelling that is associated with digital technology. Chung (2006, 2007a) presents the possibilities of digital storytelling as a form of interdisciplinary education in art classrooms by arguing that "digital storytelling offers tremendous potential for integrating and teaching contemporary visual culture, greater issues of concern, and multimedia arts to the digital generation"in art education (Chung, 2006: 34). Chung (2006: 34) further elaborates on this notion by relating art education to today’s art. Digital storytelling is applicable to art education because it empowers "art learners to cultivate and apply their multiple literacy, artistic, and critical skills to voice their concerns or address greater issues of significance to an ever larger global audience" I also believe that digital storytelling can be implemented in order to educate students regarding a) critical thinking and discerning eyes, b) an understanding of art elements and principles of videos, c) storytelling through multi-literacies, and d) new types of self-representation, digital ethics and copyrights. The proliferation of digital technologies become relevant to the teaching of contemporary art, and can offer pedagogically diverse aspects of literacies in digital media making. Depending on how those literacies are taught and introduced in art educational settings, students who are digitally literate can achieve competency in communicating with contemporary art. Educating students about this set of abilities (digital video literacy), where visual, digital, and media literacy overlap in digital art classrooms, would allow for new forms of communication, adaptation, understanding, and the transformation to students who are digital natives.

Digital Multimodal Storytelling: Understanding Learner Perceptions

Sun Joo Chung 중소기업융합학회 2021 융합정보논문지 Vol.11 No.3

본 연구는 다중양식의 대학 전공수업에의 적용 가능 여부와, 학생들의 다중양식 과업에 대한 인식을 살펴 보는 것을 목적으로 한다. 이 연구를 위해 28명의 영어를 전공하는 학생들이 전공수업의 일환으로 디지털 스토리 텔링 과제를 수행하였다. 디지털 스토리텔링에 대한 학생들의 인식을 조사한 설문지와 성찰지를 분석해 본 결과, 디지털 스토리텔링 과제가 학생들의 적극적 참여와 동기부여를 제공한다는 사실을 알게 되었다. 그러나 다른 한편 으로, 디지털 스토리텔링 과제는 학생들에게 더 많은 정신적 노력을 요구하고 더 많은 긴장을 초래한다는 사실도 알게 되었다. 디지털 스토리텔링은 학생들로 하여금 다양한 기술을 공부하게 하고 학습 과정 중에 다중양식 측면 을 적용할 수 있도록 지원함으로써, 학생들의 적극적 참여를 유도하고 유의미하고 재미있는 결과를 가져오는 자기 주도 학습을 유도할 수 있다. The present study intends to understand how multimodality can be implemented in a content course curriculum and how students perceive multimodal tasks. Twenty-eight students majoring in English were engaged in a digital storytelling assignment as a part of the content curriculum. Findings from the questionnaire and reflective essays that investigated students perceptions of digital storytelling showed that students felt that the assignment helped them engage in the task and felt motivated. In comparison to traditional writing tasks, students perceived digital storytelling to be more engaging and motivating, but felt that the assignment required more mental effort and caused more anxiety. By supporting students to explore technology and implement multimodal aspects in the learning process, digital storytelling can encourage engagement and autonomous learning to create meaningful works that are purposeful and enjoyable.

디지털 스토리텔링(digital-storytelling)을 활용한 한국어 수업에 관한 연구-미국 대학생 학습자를 중심으로-

나은영,나은주 한국국어교육학회 2014 새국어교육 Vol.0 No.99

This study proposes digital storytelling as a vital pedagogical tool that can be utilized in teaching Korean as a foreign language. In the light of the current trends in the use of technology to effect language learning, there is a need to venture into new scopes so as to make this process versatile. Trends in contemporary language learning have continued to mount pressure on the need to improve the ability to communicate based on mutual interactions between speakers and listeners hence the need for a digitally viable solution. In this case, digital storytelling comes out as one of the best options that have the capacity to develop students’ communicative skills besides expressing their thoughts in the target language. The current generation of Korean language learners is very familiar with the use and application of digital devices and can therefore find digital storytelling project both manageable and attractive. As a result, digital storytelling will emerge as an instrumental yet powerful teaching and learning medium for both students and teachers in Korean language education. Therefore, this study adopted digital storytelling as a Korean language-teaching device. In this paper, the researchers provide the background of digital storytelling in language learning and introduce the exhaustive examples in usage of digital storytelling in Korean language teaching. 이 연구는 외국어로서의 한국어 교육에서 디지털 스토리텔링 (digital-story telling)을 활용한 실제 수업 사례를 제시하여 학습자들이 흥미를 가지고 다가갈 수 있는 한국어 수업 방법을 보여주고자 하는데 그 목적이 있다. 요즘 외국어로서의 한국어 교육은 의사소통 능력의 신장을 목표로 하는 경우가 많다. 의사소통이라는 것은 일방향의 구조가 아니라 양방향의 구조를 지니는 것으로, 상호 작용을 그 근본으로 하고 있다. 스토리텔링(storytelling)은 이러한 상호 작용을 그 특징으로 하고 있다. 따라서 이 연구에서는 이러한 스토리텔링이 다양한 소통의 매체인 디지털과 결합하여 이루어진 디지털 스토리텔링을 한국어 학습의 도구로 삼아 의사소통 능력 신장에 도움이 되는 방안을 제시하고자 한다. 이러한 방안들이 한국어 교육 현장에서 직접 활용된다면 한국어 교수ㆍ학습자들이 한국어를 가르치고 배우는데 많은 도움이 될 것이다.

The Use of Digital Storytelling for English Learning: Advantages, Problems, and Solutions

Eun-Ja Yun 팬코리아영어교육학회(구 영남영어교육학회) 2013 영어교육연구 Vol.25 No.1

Digital storytelling has recently been a buzz term across many different fields including movies, games, advertisements, design, and education. Though digital storytelling can be deemed an effective tool to develop ecological communicative competence and multiliteracies as well as English learning in this digital era, few studies have been done in the Korean EFL context. This study aims at informing English teachers, researchers, and those who look for an innovative teaching method of how to employ digital storytelling as an alternative way to teach English. To this end, the purpose of this study is threefold. First, it defines what digital storytelling is and examines the process of its creation and the elements that compose digital storytelling. Second, it looks at how digital storytelling can be exploited for English learning in Korea by reviewing the domestic and overseas studies. Third, based on the review of existing studies, it looks into advantages, potential challenges that digital storytelling involves when it is used in English teaching and learning and suggests some solutions.

디지털박물관 전시콘텐츠 스토리텔링 연구

박재영(Park, Jae-Young) 인문콘텐츠학회 2014 인문콘텐츠 Vol.0 No.33

디지털 기술의 발달과 이로 인한 지식?정보 유통방식의 변화는 필연적으로 각종 전산화, 정보화 사업과 같은 디지털화의 추진으로 이어졌고, 국제규범 및 관련 법령의 제정?개정과 함께 박물관의 정의와 역할, 박물관 전시의 개념 등이 확장 되는데 영향을 주며 디지털 박물관이 출현하는데 중요한 배경이 되었다. 2007년 안동시에 국내 최초의 디지털박물관인 전통문화콘텐츠박물관이 건립되면서 디지털박물관 건립에 대한 관심이 확대되었으나, 현재까지 새로이 건립되어 등록된 디지털 박물관은 없었다. 이는 디지털박물관에 대한 실증적인 연구와 모델이 많지 않은 현실에 기인한다. 이와 같은 현실은 디지털박물관의 정의와 개념 연구, 디지털박물관 전시콘텐츠 스토리텔링과 모델 정립에 대한 필요성을 제기하였다. 이 연구에서는 이런 문제점과 필요성을 해결하기 위해 박물관 환경의 변화와 박물관 영역의 확장, 디지털박물관의 이론적 검토를 통해 디지털박물관의 개념과 정의를 내려보았다. 또한 스토리텔링과 디지털 스토리텔링과 관련한 선행연구를 분석하고, 전시의 개념과 구성요소 및 확장, 연극이론에 기반한 브렌다 로럴의 6대경험요소와 스마트 전시, 자넷 머레이의 디지털 환경의 4가지 특징을 연구하여 디지털박물관 전시콘텐츠 스토리텔링을 분석하는 틀을 마련하고 국내외 디지털박물관 전시콘텐츠 스토리텔링과 전통문화콘텐츠박물관의 사례를 분석하여 디지털박물관 전시콘텐츠 스토리텔링의 장단점과 시사점을 도출하였다. 이렇게 도출된 장단점과 시사점을 토대로 개인화된 맞춤형 박물관 모델과 공간-사용자 융합형 박물관 전시 모델을 제안하였다. The changes of the development of digital technology and the distribution method of knowledge?information arising from such has led to digitalization, and the enactment? amendment of International Standards and relevant Acts influences the definition and role of museum as well as the extension of the museum exhibition concept, therefore, ultimately, it has become an important background for the advent of digital museums. In 2007, with the establishment of The Traditional Cultural Contents Museum, the first digital museum in Korea located in Andong City, the interest on the establishment of digital museums was extended, however, there has been no registered digital museums which have been established. This is evidence that reflects the reality of which there are not many positive studies and models on digital museums. Such reality has posed the need for a study on the definition and concept of digital museums, storytelling of exhibition contents of the digital museums, and establishment of models. Furthermore, storytelling, digital storytelling and relevant preceding studies were analyzed, and the study was conducted on exhibition concept, composition element and expansion, Brenda Laurel’s 6 Elements based on play theory and smart exhibition, Janet Muray’s 4 characteristics of digital environment, preparing a frame for analyzing storytelling of the exhibition content of the digital museum. The cases of domestic and international digital museum’s exhibition content storytelling and the traditional culture content museums were analyzed in order to identify the advantages and disadvantages as well as the implications of digital museum’s exhibition contents storytelling. Based on the advantages, disadvantages and the implications identified, a museum model customized to individualization, and spatial-user integrated type of museum exhibition model have been proposed.

디지털 스토리텔링을 활용한 디지털 미술교육의 가치와 가능성

이지연(Ji-Yeon Lee) 한국국제미술교육학회 2013 미술과 교육 Vol.14 No.2

디지털 스토리텔링 관련 연구 동향에 관한 고찰

조현재(Jo, Hyun Jae) 한국디자인지식학회 2007 디자인지식저널 Vol.5 No.-

2000년대에 들어서서 디지털 스토리텔링에 관한 연구는 꾸준히 증가하였다. 기존의 주된 관련 분야였던 게임, 애니메이션뿐만 아니라 이제는 모바일 콘텐츠, 웹 커뮤니티, 모션그래픽 등 다양한 분야에서 그 활용 가능성이 증대되고 있다. 따라서 기존에 발표된 논문들의 수와 연도별 추이, 세부 연구 분야의 변화 등을 파악하여 향후 디지털 스토리텔링 연구를 위한 기초 자료로 활용되는 것을 목적으로 한다. 국회도서관 웹사이트에서 디지털 스토리텔링이라는 키워드를 검색한 결과 학위논문 29개가 검색되었다. 분석 결과에 의하면 디자인 분야에서는 유비쿼터스 시대가 구현되어감에 따라 인터페이스와 공간의 구분이 사라져가고 있으며 이 두 주제가 결합되어 디지털 스토리텔링을 적용할 논문들이 향후 진행될 것으로 기대된다. 콘텐츠 분야에서는 디지털 스토리텔링의 이론적 배경에 대한 연구가 다양한 근원으로부터의 연구가 시도될 수 있다고 기대된다. 또한 그동안 주류를 이루었던 교육, 언론 뿐 아니라 새로운 타 분야에도 접목되어 응용될 것이다. 특히, 인터랙션/사용자 참여, 즐거움, 몰입 등의 효과를 기대하며 적용되고 있다. 게임에서 모바일 분야로 디지털 스토리텔링의 적용분야도 변화하는 것을 보면 사용자의 엔터테인먼트를 위한 매체의 변화가 곧 디지털 스토리텔링의 적용분야가 되는 것을 알 수 있다. The numbers of study about digital storytelling has steadily increased. It has been caused by the capability of usage in various field such as mobile contents, web community, motion-graphic, etc As well as game and animation which are main field in digital storytelling. Therefore, in this study, the studies about digital storytelling were categorized in published years, detailed field in digital storytelling, so that the future direction of study about digital storytelling could be sought. 29 thesis for master degree were searched in digital library of National Assembly Library. l\s the result of analysis, the studies were broadly grouped in design field and contents field. In design field, according to the development of ubiquitous age, the border of interface design and physical space design is blurred and the studies about two design fields are tendency to be combined. In contents field, the studies about the background of digital storytelling theory would be tried from the various origin studies such as Aristotelian, Benjamin’s theory of allegory, etc. In addition, the studies would be combined in various different field as well as education, journalism and advertising which were the mainstream of applied field of digital storytelling.

과학관에서의 통합적 디지털 스토리텔링에 대한 관람객 반응 및 지식통합 양상

박현진,소효정 한국교육정보미디어학회 2019 교육정보미디어연구 Vol.25 No.3

This study proposes an ‘integrated digital storytelling’ to overcome the segmented exhibition experience at science museums, and explores its impact on children and their knowledge integration. To this end, this study examined the prior studies to derive design principles in the structure, content, and knowledge integration for the development. The research questions of this study are as follows: (1) How is the aspect of the application of mobile-based integrated digital storytelling to children?; (2) How does the integrated digital storytelling affect their knowledge integration? The experiment was conducted with 14 elementary school students (ages 10~12) at the National Children’s Science Center, and the participants experienced the digital storytelling about biology. To identify its impact, we recorded their discourse, writings, and conducted in-depth interviews. Based on the data, the main themes were derived through phenomenological research methods. As a result, three themes emerged in response to the digital storytelling: a) positive and cognitive perception, b) the subject of the digital storytelling, and c) the relation between me and the digital storytelling. Regarding the knowledge integration, two major themes were derived: a) the structure of the story and knowledge integration, and b) changes in understanding of living things and the environment. Overall, the derived design principles served the purpose. However, the content and structural principles emphasizing the completeness of story were ineffective for certain participants, confirming the need for elaborated narrative construction. In respect to the knowledge integration, participants organized their meanings on learning topics rather than acquiring fragmented knowledge. This implies the digital storytelling provided the opportunity for knowledge integration. In conclusion, this study is meaningful considering it proposes integrated digital storytelling as a new technique for improvement in the fragmented exhibition experiences, and provides a basis for new exhibition techniques for knowledge integration. 본 연구는 과학관의 분절적 전시관람 경험의 한계를 해결하기 위해서 ‘통합적 디지털 스토리텔링’을 제안하고 이것의 작용과 지식통합 양상을 탐색하였다. 이를 위해 본 연구에서는 선행연구를 고찰하여 개발의 근거가 되는 설계원칙을 구조적, 내용적, 지식 통합적 측면에서 도출하였으며, 실험으로 이것의 작용 양상을 탐구하였다. 본 연구의 주요 연구문제는 다음과 같다: (1) 모바일 기반 통합적 디지털 스토리텔링의 설계원칙은 어린이 관람객의 과학관 학습 경험에 어떠한 작용을 하는가?; (2) 통합적 디지털 스토리텔링은 어린이 관람객의 지식통합에 어떠한 영향을 미치는가? 실험은 서울 소재 어린이과학관에서 초등학생(10세~12세) 14명을 대상으로 실시되었으며, 연구참여자들은 생물과 환경을 주제로 한 통합적 디지털 스토리텔링을 전시와 함께 경험하였다. 이 때 참여자들의 담화와 자기보고 서술 내용을 취합하고 그룹별 심층인터뷰를 실시하였다. 수집한 데이터를 기반으로 현상학적 연구방법을 통해 도출한 연구결과는 다음과 같다. 통합적 디지털 스토리텔링의 작용 양상에는 1) 정의적 및 인지적 인식, 2) 통합적 디지털 스토리텔링의 주제, 3) 통합적 디지털 스토리텔링과 나와의 연관성의 세 가지 주제가 도출되었다. 지식통합과 관련해서는 크게 1) 스토리의 구조와 지식통합, 2) 생물과 환경에 대한 이해 변화 두 가지 주제가 도출되었다. 도출된 설계원칙은 대부분 연구자의 의도대로 작용하였다. 그러나 이야기의 완성도를 강조하는 내용적, 구조적 원칙이 특정 참여자에게는 유효하지 않아, 정교한 이야기 구성이 필요함을 확인하였다. 지식통합 결과에서는 디지털 스토리텔링이 정의적 측면에서 가능성이 있음을 확인하였다. 참여자들은 디지털 스토리텔링을 통해 단편적 지식 습득보다 학습 주제에 대한 저마다의 의미를 구성하여, 이것이 지식통합의 기회가 제공되었다고 유추할 수 있다. 결론적으로, 본 연구는 단편적인 관람경험을 지원할 수 있는 새로운 기법으로 통합적 디지털 스토리텔링을 제안하고, 향후 지식통합을 위한 새로운 전시기법 연구의 근거를 마련했다는 점에서 의의를 가진다.