Does Technology Flatten Authenticity? Exploring the Use of Digital Storytelling as a Learning Tool in Mental Health Nurse Education

Autor/inn/en	Conlon, Margaret M. M.; Smart, Fiona; McIntosh, Gwenne
Titel	Does Technology Flatten Authenticity? Exploring the Use of Digital Storytelling as a Learning Tool in Mental Health Nurse Education
Quelle	In: Technology, Pedagogy and Education, 29 (2020) 3, S.269-278 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Conlon, Margaret M. M.) ORCID (Smart, Fiona) ORCID (McIntosh, Gwenne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2020.1760127
Schlagwörter	Story Telling; Educational Technology; Technology Uses in Education; Mental Health; Nursing Education; Nursing Students; Teaching Methods; Caregivers; Personal Narratives; Films; Simulation; Photography; Audio Equipment; Workshops; Drama; Vignettes + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Psychohygiene; Pflegepädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Caregiver; Carer; Betreuungsperson; Pfleger; Erlebniserzählung; Film; Simulation program; Simulationsprogramm; Fotografie; Audio-CD; Lernwerkstatt; Schulung; Schauspiel
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01