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Children designing videos: Tools, pedagogical models, and best practices for digital storytelling and media-making in the classroom

Tutkimustuotosvertaisarvioitu

Standard

Children designing videos : Tools, pedagogical models, and best practices for digital storytelling and media-making in the classroom. / Multisilta, Jari; Niemi, Hannele; Hamilton, Eric.

IDC 2017 - Proceedings of the 2017 ACM Conference on Interaction Design and Children. ACM, 2017. s. 693-696.

Tutkimustuotosvertaisarvioitu

Harvard

Multisilta, J, Niemi, H & Hamilton, E 2017, Children designing videos: Tools, pedagogical models, and best practices for digital storytelling and media-making in the classroom. julkaisussa IDC 2017 - Proceedings of the 2017 ACM Conference on Interaction Design and Children. ACM, Sivut 693-696, 1/01/00. https://doi.org/10.1145/3078072.3091982

APA

Multisilta, J., Niemi, H., & Hamilton, E. (2017). Children designing videos: Tools, pedagogical models, and best practices for digital storytelling and media-making in the classroom. teoksessa IDC 2017 - Proceedings of the 2017 ACM Conference on Interaction Design and Children (Sivut 693-696). ACM. https://doi.org/10.1145/3078072.3091982

Vancouver

Multisilta J, Niemi H, Hamilton E. Children designing videos: Tools, pedagogical models, and best practices for digital storytelling and media-making in the classroom. julkaisussa IDC 2017 - Proceedings of the 2017 ACM Conference on Interaction Design and Children. ACM. 2017. s. 693-696 https://doi.org/10.1145/3078072.3091982

Author

Multisilta, Jari ; Niemi, Hannele ; Hamilton, Eric. / Children designing videos : Tools, pedagogical models, and best practices for digital storytelling and media-making in the classroom. IDC 2017 - Proceedings of the 2017 ACM Conference on Interaction Design and Children. ACM, 2017. Sivut 693-696

Bibtex - Lataa

@inproceedings{6abc97a8c6664568bc749c33a25e9cb5,
title = "Children designing videos: Tools, pedagogical models, and best practices for digital storytelling and media-making in the classroom",
abstract = "Although video sharing is common among youth, schools are only beginning to apply digital videos and digital storytelling to formal learning. This paper presents pedagogical models, examples, best practices, and outcomes that illustrate how teachers and students design and use digital stories in knowledge creation in cross-cultural settings. The results are based on the empirical data and findings from several international pilot studies. On the one hand, working with digital video stories drove engagement. However, on the other hand, technical issues significantly lowered engagement. In addition, the video inquiry pedagogy supported inquiry learning. Students began to pose scientifically oriented questions and seek answers together.",
keywords = "Children, Media-making, Pedagogical models, STEM, Storytelling, Video",
author = "Jari Multisilta and Hannele Niemi and Eric Hamilton",
year = "2017",
month = "6",
day = "27",
doi = "10.1145/3078072.3091982",
language = "English",
pages = "693--696",
booktitle = "IDC 2017 - Proceedings of the 2017 ACM Conference on Interaction Design and Children",
publisher = "ACM",

}

RIS (suitable for import to EndNote) - Lataa

TY - GEN

T1 - Children designing videos

T2 - Tools, pedagogical models, and best practices for digital storytelling and media-making in the classroom

AU - Multisilta, Jari

AU - Niemi, Hannele

AU - Hamilton, Eric

PY - 2017/6/27

Y1 - 2017/6/27

N2 - Although video sharing is common among youth, schools are only beginning to apply digital videos and digital storytelling to formal learning. This paper presents pedagogical models, examples, best practices, and outcomes that illustrate how teachers and students design and use digital stories in knowledge creation in cross-cultural settings. The results are based on the empirical data and findings from several international pilot studies. On the one hand, working with digital video stories drove engagement. However, on the other hand, technical issues significantly lowered engagement. In addition, the video inquiry pedagogy supported inquiry learning. Students began to pose scientifically oriented questions and seek answers together.

AB - Although video sharing is common among youth, schools are only beginning to apply digital videos and digital storytelling to formal learning. This paper presents pedagogical models, examples, best practices, and outcomes that illustrate how teachers and students design and use digital stories in knowledge creation in cross-cultural settings. The results are based on the empirical data and findings from several international pilot studies. On the one hand, working with digital video stories drove engagement. However, on the other hand, technical issues significantly lowered engagement. In addition, the video inquiry pedagogy supported inquiry learning. Students began to pose scientifically oriented questions and seek answers together.

KW - Children

KW - Media-making

KW - Pedagogical models

KW - STEM

KW - Storytelling

KW - Video

U2 - 10.1145/3078072.3091982

DO - 10.1145/3078072.3091982

M3 - Conference contribution

SP - 693

EP - 696

BT - IDC 2017 - Proceedings of the 2017 ACM Conference on Interaction Design and Children

PB - ACM

ER -