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      디지털 스토리텔링 기반 수업을 위한 교수,학습모형 개발 = Developing a Teaching and Learning Model for Digital Storytelling-based Instruction

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      https://www.riss.kr/link?id=A101959578

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      다국어 초록 (Multilingual Abstract) kakao i 다국어 번역

      The purpose of this study was to develop a teaching and learning model for digital storytelling (DST)-based instruction effectively. For this purpose, this study analyzed the concepts and characteristics of DST and investigated whether there were the positive effects of DST on process and outcomes of student learning through literature review. In addition, this study established essential elements of DST and one instructional design model and one teaching and learning model for DST-based instruction by exploring principles of instructional design utilizing DST. This study employed two round of expert panel meeting for elaborating the two models for DST-based instruction. Also, this study conducted the process of model validation by employing three experienced teachers, and then established the final version of the two models for DST-based instruction. The instructional design model for DST-based instruction includes three main phases: pre-instructional activities, instructional activities, and post-instructional activities. In addition, the teaching and learning model is composed of three main steps: workshop for DST activities, DST learning activities, DST sharing and summary activities. The three main steps include differentiated and specific activities as follows; 1) workshop for DST activities: mini-lesson for DST activities and demonstration for DST activities, 2) DST learning activities: making drafts of DST work, teacher- and peer feedback for DST work, and elaborating activities for DST work, and 3) DST sharing and summary activities: presentation and sharing activities of DST work and warp-up activities of DST work. These models which were developed in this study are applicable to diverse subject matters and support DST-based instruction effectively. In addition, they can help students improve their understanding of learning contents, academic writing competency, digital literacy competency, and collaborative communication competency.
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      The purpose of this study was to develop a teaching and learning model for digital storytelling (DST)-based instruction effectively. For this purpose, this study analyzed the concepts and characteristics of DST and investigated whether there were the ...

      The purpose of this study was to develop a teaching and learning model for digital storytelling (DST)-based instruction effectively. For this purpose, this study analyzed the concepts and characteristics of DST and investigated whether there were the positive effects of DST on process and outcomes of student learning through literature review. In addition, this study established essential elements of DST and one instructional design model and one teaching and learning model for DST-based instruction by exploring principles of instructional design utilizing DST. This study employed two round of expert panel meeting for elaborating the two models for DST-based instruction. Also, this study conducted the process of model validation by employing three experienced teachers, and then established the final version of the two models for DST-based instruction. The instructional design model for DST-based instruction includes three main phases: pre-instructional activities, instructional activities, and post-instructional activities. In addition, the teaching and learning model is composed of three main steps: workshop for DST activities, DST learning activities, DST sharing and summary activities. The three main steps include differentiated and specific activities as follows; 1) workshop for DST activities: mini-lesson for DST activities and demonstration for DST activities, 2) DST learning activities: making drafts of DST work, teacher- and peer feedback for DST work, and elaborating activities for DST work, and 3) DST sharing and summary activities: presentation and sharing activities of DST work and warp-up activities of DST work. These models which were developed in this study are applicable to diverse subject matters and support DST-based instruction effectively. In addition, they can help students improve their understanding of learning contents, academic writing competency, digital literacy competency, and collaborative communication competency.

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      참고문헌 (Reference)

      1 강문숙, "예비보육교사를 위한 스토리텔링기반 수업모형 개발 기초 연구" 과학교육연구소 51 (51): 440-454, 2012

      2 송희복, "영상문학의 이해" 도서출판 두남 2002

      3 박경석, "디지털 스토리텔링 중심의 체육교과서 원형 개발" 한국체육학회 52 (52): 85-194, 2013

      4 강현석, "내러티브를 활용한 교과교육학적 지식(PCK) 개발의 예비적 탐색" 한국초등교육학회 22 (22): 217-243, 2009

      5 허희옥, "내러티브 사고 양식인 스토리텔링 기법을 이용한 멀티미디어 교육 컨텐츠 개발" 한국교육공학회 22 (22): 195-224, 2006

      6 김옥선, "교육연극과 스토리텔링에 기초한 독일어수업 모형" 한국독일어문학회 20 (20): 75-96, 2012

      7 Burmark, L., "Visual presentatons that prompt, flash & transfom" 40 (40): 4-5, 2004

      8 Figg, C., "Using social studies content themes and digital storytelling to make video come alive" Association for the Advancement of Computers in Education 2006

      9 Verdugo, D. R., "Using digital stories to improve listening comprehension with Spanish young learners of English" 11 (11): 87-101, 2007

      10 Kearney, M., "Towards a learning design for student-generated digital storytelling" University of Wollongong 2009

      1 강문숙, "예비보육교사를 위한 스토리텔링기반 수업모형 개발 기초 연구" 과학교육연구소 51 (51): 440-454, 2012

      2 송희복, "영상문학의 이해" 도서출판 두남 2002

      3 박경석, "디지털 스토리텔링 중심의 체육교과서 원형 개발" 한국체육학회 52 (52): 85-194, 2013

      4 강현석, "내러티브를 활용한 교과교육학적 지식(PCK) 개발의 예비적 탐색" 한국초등교육학회 22 (22): 217-243, 2009

      5 허희옥, "내러티브 사고 양식인 스토리텔링 기법을 이용한 멀티미디어 교육 컨텐츠 개발" 한국교육공학회 22 (22): 195-224, 2006

      6 김옥선, "교육연극과 스토리텔링에 기초한 독일어수업 모형" 한국독일어문학회 20 (20): 75-96, 2012

      7 Burmark, L., "Visual presentatons that prompt, flash & transfom" 40 (40): 4-5, 2004

      8 Figg, C., "Using social studies content themes and digital storytelling to make video come alive" Association for the Advancement of Computers in Education 2006

      9 Verdugo, D. R., "Using digital stories to improve listening comprehension with Spanish young learners of English" 11 (11): 87-101, 2007

      10 Kearney, M., "Towards a learning design for student-generated digital storytelling" University of Wollongong 2009

      11 Ohler, J., "The world of digital storytelling" 63 (63): 44-47, 2005

      12 Hughes, J., "The role of teacher knowledge and learning experiences in forming technology-integrated pedagogy" 13 (13): 277-302, 2005

      13 Ballast, K., "The effects of digital storytelling on sixth grade students' writing and their attitudes about writing" 2008

      14 Dorner, R., "Synergies between interactive training simulations and digital storytelling : A component-based framework" 26 : 45-55, 2002

      15 Tsou, W., "Storytelling workshop : For EFL teachers" 37 (37): 113-130, 2003

      16 Andrews, D. H., "Storytelling as an instructional method : Definitions and research questions" 3 (3): 6-23, 2009

      17 Alterio, M. G., "Learning through storytelling in higher education: Using reflection and experience to improve learning" Routledge 2004

      18 McDury, J., "Learning through storytelling in higher education: Using reflection and experience to improve learning" Kogan Page 2003

      19 Figg, C., "Impacting academic achievement with student learners teaching digital storytelling to others : The ATTTCSE digital video project" 10 (10): 38-79, 2010

      20 Burgess, J., "Hearing ordinary voices : Cultural studies, vernacular creativity and digital storytelling" 20 (20): 201-214, 2006

      21 Metz, C., "Film language" The University of Chicago Press 1991

      22 Jenkins, M., "Evaluating the effectiveness of digital storytelling for student reflection" 2007

      23 Porter, B., "Digitales: The art of telling digital stories" Bernajean Porter Consulting 2005

      24 Chung, S. K., "Digital storytelling in integrated arts education" 4 (4): 33-50, 2006

      25 Yang, Y. C., "Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation : A year-long experimental study" 59 (59): 339-352, 2012

      26 Meadows, D., "Digital storytelling : Research-based practice in new media" 2 (2): 189-193, 2003

      27 Robin, B. R., "Digital storytelling : A powerful technology tool for the 21st century classroom" 47 (47): 220-228, 2008

      28 Sadik, A., "Digital storytelling : A meaningful technology-integrated approach for engaged student learning. Educational Technology" 56 (56): 487-506, 2008

      29 Center for Digital Storytelling, "Center for Digital Storytelling"

      30 Gere, J., "By word of mouth: A storytelling guide for the classroom" Pacific Resources for Education and Learning 2002

      31 Gere, J., "By word of mouth: A storytelling guide for the classroom" Pacific Resources for Education and Learning 1-8, 2002

      32 Tsou, W., "Applying a multimedia storytelling website in foreign language learning" 47 : 17-28, 2006

      33 Hung, C. M., "A project-based digital storytelling approach for improving students' learning motivation, problem-solving competence and learning achievement" 15 (15): 368-379, 2012

      34 양정실, "2009 개정 국어과 교육과정의 중학교 1~3학년군 내용 성취기준에 대한교사 인식 조사 연구" 한국어교육학회 (145) : 251-300, 2014

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