Tampere University of Technology

TUTCRIS Research Portal

Digital Storytelling for 21st -Century Skills in Virtual Learning Environments

Research output: Contribution to journalArticleScientificpeer-review

Standard

Digital Storytelling for 21st -Century Skills in Virtual Learning Environments. / Niemi, Hannele; Harju, Vilhelmiina; Vivitsou, Marianna; Viitanen, Kirsi; Multisilta, Jari.

In: Creative Education, Vol. 5, 2014, p. 657-671.

Research output: Contribution to journalArticleScientificpeer-review

Harvard

Niemi, H, Harju, V, Vivitsou, M, Viitanen, K & Multisilta, J 2014, 'Digital Storytelling for 21st -Century Skills in Virtual Learning Environments', Creative Education, vol. 5, pp. 657-671. https://doi.org/10.4236/ce.2014.59078

APA

Niemi, H., Harju, V., Vivitsou, M., Viitanen, K., & Multisilta, J. (2014). Digital Storytelling for 21st -Century Skills in Virtual Learning Environments. Creative Education, 5, 657-671. https://doi.org/10.4236/ce.2014.59078

Vancouver

Niemi H, Harju V, Vivitsou M, Viitanen K, Multisilta J. Digital Storytelling for 21st -Century Skills in Virtual Learning Environments. Creative Education. 2014;5:657-671. https://doi.org/10.4236/ce.2014.59078

Author

Niemi, Hannele ; Harju, Vilhelmiina ; Vivitsou, Marianna ; Viitanen, Kirsi ; Multisilta, Jari. / Digital Storytelling for 21st -Century Skills in Virtual Learning Environments. In: Creative Education. 2014 ; Vol. 5. pp. 657-671.

Bibtex - Download

@article{d2b5d04f77fe4be6a674c47877f83840,
title = "Digital Storytelling for 21st -Century Skills in Virtual Learning Environments",
abstract = "This article finds that the new virtual learning environments comprise more spaces and practices in which digital resources, tools, and applications are used. The article introduces how digital storytelling can create virtual learning environments when it is used for learning 21st-century skills and competencies needed in students’ future working life. The study describes how students (n = 319) in three countries and their teachers (n = 28) value digital storytelling and what they think students have learned. Their experiences are analyzed using a theoretical conceptualization of the global sharing pedagogy that sets categories of processes or tools as mediators: 1) learner-driven knowledge and skills creation, 2) collaboration, 3) networking, and 4) digital literacy. Analyses have been quantitative and qualitative. The article describes students’ experiences when they created their digital stories and how they engaged in learning. The major findings are that students enjoyed creating their stories, and they were very engaged in their work. They learned many 21st-century skills when creating their digital stories.",
keywords = "21 st -century skills, 21st-Century Skil, Digital Story Telling, Learning, collaboration, digital story telling, engagement, learning, videos",
author = "Hannele Niemi and Vilhelmiina Harju and Marianna Vivitsou and Kirsi Viitanen and Jari Multisilta",
year = "2014",
doi = "10.4236/ce.2014.59078",
language = "English",
volume = "5",
pages = "657--671",
journal = "Creative Education",
issn = "2151-4755",
publisher = "Scientific Research Publishing",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Digital Storytelling for 21st -Century Skills in Virtual Learning Environments

AU - Niemi, Hannele

AU - Harju, Vilhelmiina

AU - Vivitsou, Marianna

AU - Viitanen, Kirsi

AU - Multisilta, Jari

PY - 2014

Y1 - 2014

N2 - This article finds that the new virtual learning environments comprise more spaces and practices in which digital resources, tools, and applications are used. The article introduces how digital storytelling can create virtual learning environments when it is used for learning 21st-century skills and competencies needed in students’ future working life. The study describes how students (n = 319) in three countries and their teachers (n = 28) value digital storytelling and what they think students have learned. Their experiences are analyzed using a theoretical conceptualization of the global sharing pedagogy that sets categories of processes or tools as mediators: 1) learner-driven knowledge and skills creation, 2) collaboration, 3) networking, and 4) digital literacy. Analyses have been quantitative and qualitative. The article describes students’ experiences when they created their digital stories and how they engaged in learning. The major findings are that students enjoyed creating their stories, and they were very engaged in their work. They learned many 21st-century skills when creating their digital stories.

AB - This article finds that the new virtual learning environments comprise more spaces and practices in which digital resources, tools, and applications are used. The article introduces how digital storytelling can create virtual learning environments when it is used for learning 21st-century skills and competencies needed in students’ future working life. The study describes how students (n = 319) in three countries and their teachers (n = 28) value digital storytelling and what they think students have learned. Their experiences are analyzed using a theoretical conceptualization of the global sharing pedagogy that sets categories of processes or tools as mediators: 1) learner-driven knowledge and skills creation, 2) collaboration, 3) networking, and 4) digital literacy. Analyses have been quantitative and qualitative. The article describes students’ experiences when they created their digital stories and how they engaged in learning. The major findings are that students enjoyed creating their stories, and they were very engaged in their work. They learned many 21st-century skills when creating their digital stories.

KW - 21 st -century skills

KW - 21st-Century Skil

KW - Digital Story Telling

KW - Learning

KW - collaboration

KW - digital story telling

KW - engagement

KW - learning

KW - videos

U2 - 10.4236/ce.2014.59078

DO - 10.4236/ce.2014.59078

M3 - Article

VL - 5

SP - 657

EP - 671

JO - Creative Education

JF - Creative Education

SN - 2151-4755

ER -