Title: The development of the reflective practitioner through digital storytelling

Authors: Jane Challinor; Victoria I. Marín; Gemma Tur

Addresses: School of Social Sciences, Nottingham Trent University, Burton Street, Nottingham NG1 4BU, UK ' Department of Applied Pedagogy and Educational Psychology, University of the Balearic Islands, Cra. de Valldemossa km 7.5, 07122 Palma de Mallorca, Spain ' Department of Applied Pedagogy and Educational Psychology, University of the Balearic Islands, Calvari, 1, 07800 Ibiza, Spain

Abstract: This paper presents a multiple case study on the use of digital storytelling to support the development of reflection and digital skills in professional education. Students from two universities, one group studying health and social care, the other training to be teachers, were asked to produce two artefacts, at the beginning and end of their respective modules, in which they reflected on the aspects of professional and personal learning. The artefacts, some of which were produced in groups, others by individual students, were analysed for recurring themes, levels of reflection and digital competence, particularly in the use of open educational resources. Findings from the analysis support the use of digital storytelling methods to develop a range of key skills pertinent to professional education in general but concluded that the deeper levels of reflection may be most evident in individual artefacts produced in the later stages of professional education. The study provides some important insights for teaching and learning in professional education as it suggests that digital storytelling provides a highly engaging way of introducing both reflective and open educational practices.

Keywords: digital artefacts; digital competence; digital storytelling; higher education; lifelong learning; open educational resources; professional development; professional identity; reflection; reflective practitioner.

DOI: 10.1504/IJTEL.2017.084498

International Journal of Technology Enhanced Learning, 2017 Vol.9 No.2/3, pp.186 - 203

Received: 17 Oct 2015
Accepted: 20 Oct 2016

Published online: 09 Jun 2017 *

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