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Katılımcı Tasarım Temelli Dijital Öyküleme Sürecinde İlköğretim Öğrencilerinin Yaratıcılık Göstergeleri

Year 2016, Volume: 7 Issue: 4, 462 - 492, 30.10.2016
https://doi.org/10.17569/tojqi.28031

Abstract

Bu araştırma ilköğretim öğrencilerinin
yaratıcılıklarını ortaya koyma sürecinde dijital öyküleme yaklaşımının
yansımalarını belirlemeyi amaçlamaktadır. Dijital öyküleme yaklaşımı,
öğrencilere düşüncelerini ortaya koymaya ilişkin mesaj oluşturma sürecinde teknolojiyi
aktif katılımlı tasarımcılar olarak kullanabildikleri bir ortam olanağı
sunmaktadır. Dijital öyküleme süreci bu bağlamda öğrencilerin kendi özgün ve
yaratıcı dillerini oluşturmaları için de bir olanak sunmaktadır. Araştırma
katılımcılarını Eşkişehir’de öğrenim görmekte olan ilköğretim okulu öğrencileri
oluşturmaktadır. Araştırma katılımcılarının belirlenmesinde ölçüt örneklem
yöntemi kullanılmıştır. Araştırmada katılımcıların belirlenmesindeki ölçüt
Anadolu Üniversitesi Üstün Yetenekliler Eğitim Programı’nda (ÜYEP) yer almakta
olan “Dijital Öyküleme” dersini almalarıdır. Bu bağlamda ÜYEP kapsamında “Dijital
Öyküleme” dersini alan ve ilköğretim 6., 7. ve 8. sınıfta öğrenim görmekte olan
58 öğrenci araştırmanın katılımcılarını oluşturmuştur. Öğrenciler tasarım
süreci boyunca kendi görsel dilleri çerçevesinde öykülemelerini, kahramanlarını
ve karakter tasarımlarını oluşturmuşlardır. Araştırmanın tasarım süreci
sonucunda ortaya koydukları ürünlere ve bu ürünlerin değerlendirilmesine
yönelik veriler sanat temelli araştırma desenine dayalı imaj analizi ve içerik
analizi yaklaşımı ile çözümlenmiştir. Alan uzmanlarının görüşlerine dayalı
olarak araştırma sürecinde işe koşulan dijital öyküleme yaklaşımının
öğrencilerin yaratıcılıklarını olumlu yönde etkilendiği ortaya konulmuştur.

References

  • Aljughaiman, A., & Reynolds, E. (2005). Teachers‘conceptions of creativity and creative students. Journal of Creative Behavior, 39(1), 17–34.
  • Barone, T. (Eds.). (2008). How arts-based research can change minds. In M. Cahnmann Taylor & R. Siegesmund (Eds.), Arts-based research in education: Foundations for practice (pp. 28-49). New York, NY: Routledge.
  • Barrett, H. (2006). Researching and evaluating digital storytelling as a deep learning tool. In, C. Caroline, D.A., Willis, R. Carlsen, I. Gibson, K. McFerrin, J. Price & S. Weber (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006. Held at Chesapeake, Virginia, April 2008, (pp. 647-654), AACE.
  • Besançon, M., & Lubart, T. (2008). Differences in the development of creative competencies in children schooled in diverse learning environments. Learning and individual differences, 18, 381–389.
  • Bristol, A. S., & Viskontas, I. V. (2006). Dynamic processes within associative memory stores: piecing together the neural basis of creative cognition. In J. C. Kaufman & J. Baer (Eds.), Creativity, Knowledge and Reason. Cambridge, UK: Cambridge University Press. pp. 60-80.
  • Cahnmann-Taylor, M., & Siegesmund, R. (2008). Arts-based research in education: Foundations for practice. New York, NY: Routledge.
  • Clark, A., & Percy-Smith, B. (2007). How parent explanation changes what children learn from everyday scientific thinking, Journal of Applied Developmental Psychology, 28(3), 189-210.
  • Dorner, R., Grimm, P., & Abawi, D. (2002). Synergies between interactive training simulations and digital storytelling: A component-based framework. Computers & Graphics, 26, 45–55.
  • Druin, A. (1996). A place called childhood. Interactions, 3(1), 17–22.
  • Druin, A. (1999). Developing new technologies for children with children. Proceedings of CHI ’99, Pittsburgh, Pennsylvania, 15-20 May 1999, (pp. 592-599).
  • Eisner, E.W. (Ed.). (1985). On the art of teaching (second ed.). New York: MacMillan.
  • Erişti, S.D. (2012). Perceptions of talented students in their visual representations about the future world and technology. Turkish Journal of Giftedness and Education, 2(2), 102‐117.
  • Erişti Bedir, S.D, (2014). Digital storytelling and creativity through e-learning, In T. Volkan Yüzer & Gulsun Eby (Eds.), Handbook of research on emerging priorities and trends in distance education: Communication, pedagogy, and technology, 120-140.
  • Finley, S. (2005). Arts-based inquiry, In N.K. Denzin & Y.S. Lincoln (Eds.), The Sage Handbook of Qualitative Research (Third ed.), (pp. 681‐694), Thousand Oaks: Sage.
  • Florida, R. (2003). Rise of the creative class. New York: Basic Books.
  • Gils, F. (2005). Potential applications of digital storytelling in education. Proceedings of the 3rd Twente Student Conference on IT, University of Twente, Faculty of Electrical Engineering, Mathematics and Computer Science, Enschede, February 17–18.
  • Glaser, B.G., & Strauss A.L. (1967). The discovery of grounded theory: Strategies for qualitative research, New York: Aldine de Gruyter
  • Gubrium, A., & Harper, K. (2013). Participatory visual and digital methods. Walnut Creek, California: Left Coast Press.
  • Kress, G.R., & Van Leeuwen, T. (2006). Reading images: The grammar of visual design. New York: Routledge.
  • Kindborg, M. (2001). How children understand concurrent comics: experiences from lofi and hifi prototypes. Proceedings of IEEE 2001 Symposia on Human Centric Computing Languages and Environments (HCC'01), Stresa, Italy, 5-7 September 2001, (pp. 232-233).
  • Lambert, J. (2013). Digital storytelling: Capturing lives, creating community. Routledge.
  • Lubart, T.I., & Zenasni, F. (2010). A new look at creative giftedness. Gifted and Talented International, 25(1), 53–57.
  • Lubart, T.I., & Guignard, J-H. (2004). The generalityspecificity of creativity: A multivariate approach. In R.J. Sternberg, E. Grigorenko & J.L. Singer (eds.), Creativity: From potential to realization, (pp. 43-56), Washington DC: APA.
  • McNiff, S. (2000) Art-based research, London: Jessica Kingsley.
  • Matthews, N., & Sunderland, N. (2013). Digital life story narratives as data for policy makers and practitioners: Thinking through methodologies for large-scale multimedia qualitative datasets. Journal of Broadcasting and Electronic Media, 57(1): 97-114.
  • Mazzone, E. (2007). Requirements gathering in designing technology for children. Proceedings of the 6th International Conference on Interaction Design and Children held at Aalborg, Denmark, 6-8 June 2007, (pp. 197 – 200).
  • Mc Drury, J., & Alterio, M. (2002). Learning through storytelling using reflection and experience in higher education contexts. Palmerston North, New Zealand: Dunmore Printing Company Ltd.Meadows, D. (2003). Digital storytelling: Research-based practice in new media. Visual Communication, 2(2), 189–193.
  • Mergendollar, J. (1997). Technology and learning: The research. Education Digest, 62(8), 12-15.
  • Miles M., & Huberman, M. (1994). .An expanded sourcebook qualitative data analysis (2nd. ed.). California: Sage Publications.
  • Morajevi, N., Li, J., Ding, J., O’Kelly, P., & Woolf, S. (2007). Comicboarding: Using comics as proxies for participatory design with children. Proceedings of the CHI 2007, San Jose, California, 28 April - 3 May 2007, (pp. 1371-1374).
  • Muller, M. J. & Kuhn, S. (1993). Participatory design, Communications of the ACM, 36(6), 24-28.
  • Nevitt, J., & Hancock, G.R. (2004). Evaluating small sample approaches for model test statistics in structural equation modeling, Multivariate Behavioral Research, 39(3), 439-478.
  • Ohler, J.B. (2013). Digital storytelling in the classroom: New media pathways to literacy, learning and creativity. Corwin Press.
  • Preece J., Rogers, Y., & Sharp, H. (2002). Interaction design: Beyond human computer interaction. New York: John Wiley & Sons.
  • Prosser J., & Schwartz D. (1998) Image-based research: A reader, London: Falmer.
  • Robin, B. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. The College of Education and Human Ecology, The Ohio State University, 47(3), 220-228.
  • Rose, G. (2012). Visual methodologies: An introduction to researching with visual materials (3rd ed.). London: Sage.
  • Rose, J. (1996). The picture researchers’ handbook, London: Sage
  • Runco, M.A. (2008). Divergent thinking is not synonymous with creativity. Psychology of Aesthetics, Creativity, and the Arts, 2, 93-96
  • Runco, M.A. (2003). Education for creative potential. Scandinavian Journal of Education, 47, 317-324.
  • Sak, U. (2013). Education programs for Talented Students Model (EPTS) and it’s effectiveness on gifted students' mathematical creativity, Education and Science, 38(169), 51-61.
  • Sak, U. (2011). An overview of the social validity of the Education Programs for Talented Students Model (EPTS), Education and Science, 36(161), 213-229.
  • Sanders, J. (2009) Reflect 2.0: using digital storytelling to develop reflective learning by the use of the Next Generation technologies and practices, JISC [Online] Retrieved on 12 May 2015, Retrieved at http://www.jisc.ac.uk/publications/documents/reflectfinalreport.aspx
  • Sanoff, H. (1990). Participatory design, Mansfield, Ohio: BookMasters.
  • Skivenes, M., & Stranbu, A. (2006). A child perspective and children’s participation, children, Youth and Environments, 16(2), 10-27.
  • Souza Fleith, D. (2000). Teacher and student perceptions of creativity in the classroom environment. Roeper Review, 22(3). 148-153.
  • Tendero, A. (2006). Facing versions of the self: the effects of digital storytelling on English education. Contemporary Issues in Technology and Teacher Education, 6(2), 174-194.
  • Treffinger, D.J., Schoonover, P.F. & Selby, E.C. (2013). Educating for creativity and innovation. Waco, TX: Prufrock Press.
  • Willox, A.C., Harper, S.L., & Edge V.L. (2012). Storytelling in a digital age: Digital storytelling as an emerging narrative method for preserving and promoting indigenous oral wisdom. Qualitative Research, 13(2): 127-147.
  • Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. (6. baskı), Ankara: Seçkin Yayıncılık.
  • Zaphiris, P., & Constantinou, P. (2007). Using participatory design in the development of a Language Learning Tool, Interactive Technology and Smart Education, 4(2), 79-90.

Participatory Design Based Digital Storytelling and Creativity Indicators in Elementary School

Year 2016, Volume: 7 Issue: 4, 462 - 492, 30.10.2016
https://doi.org/10.17569/tojqi.28031

Abstract

The present research
study aims at determining how the participatory design approach within the
framework of digital storytelling would reflect onto the process in which
students reveal their creativity on design based application process. The
participants of the study were chosen elementary school. The students are in
the city of Eskişehir, Turkey. While determining the participants, the
criterion-sampling method was used. In the study, the criterion for determining
the participants taking the “Digital Storytelling” course incorporated in the
Education Program for Talented Students (EPTS). 58 elementary school 6th-,
7th- or 8th-grade students taking the course of “Digital
Storytelling” in EPTS participated in the study. The elementary school 6th-,
7th- and 8th-grade students actively participated in the
phases of creating their own digital stories, heroes and characters. The
students indicated their visual explanations and views throughout the design process.
The data obtained at the end of the design process in the study were analyzed
according to the visual research methodoloyg with focusing on image analysis
and content analysis. The application process affected students’ creativity in
an efficiant manner depending on the students’ and field experts’ views.

References

  • Aljughaiman, A., & Reynolds, E. (2005). Teachers‘conceptions of creativity and creative students. Journal of Creative Behavior, 39(1), 17–34.
  • Barone, T. (Eds.). (2008). How arts-based research can change minds. In M. Cahnmann Taylor & R. Siegesmund (Eds.), Arts-based research in education: Foundations for practice (pp. 28-49). New York, NY: Routledge.
  • Barrett, H. (2006). Researching and evaluating digital storytelling as a deep learning tool. In, C. Caroline, D.A., Willis, R. Carlsen, I. Gibson, K. McFerrin, J. Price & S. Weber (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006. Held at Chesapeake, Virginia, April 2008, (pp. 647-654), AACE.
  • Besançon, M., & Lubart, T. (2008). Differences in the development of creative competencies in children schooled in diverse learning environments. Learning and individual differences, 18, 381–389.
  • Bristol, A. S., & Viskontas, I. V. (2006). Dynamic processes within associative memory stores: piecing together the neural basis of creative cognition. In J. C. Kaufman & J. Baer (Eds.), Creativity, Knowledge and Reason. Cambridge, UK: Cambridge University Press. pp. 60-80.
  • Cahnmann-Taylor, M., & Siegesmund, R. (2008). Arts-based research in education: Foundations for practice. New York, NY: Routledge.
  • Clark, A., & Percy-Smith, B. (2007). How parent explanation changes what children learn from everyday scientific thinking, Journal of Applied Developmental Psychology, 28(3), 189-210.
  • Dorner, R., Grimm, P., & Abawi, D. (2002). Synergies between interactive training simulations and digital storytelling: A component-based framework. Computers & Graphics, 26, 45–55.
  • Druin, A. (1996). A place called childhood. Interactions, 3(1), 17–22.
  • Druin, A. (1999). Developing new technologies for children with children. Proceedings of CHI ’99, Pittsburgh, Pennsylvania, 15-20 May 1999, (pp. 592-599).
  • Eisner, E.W. (Ed.). (1985). On the art of teaching (second ed.). New York: MacMillan.
  • Erişti, S.D. (2012). Perceptions of talented students in their visual representations about the future world and technology. Turkish Journal of Giftedness and Education, 2(2), 102‐117.
  • Erişti Bedir, S.D, (2014). Digital storytelling and creativity through e-learning, In T. Volkan Yüzer & Gulsun Eby (Eds.), Handbook of research on emerging priorities and trends in distance education: Communication, pedagogy, and technology, 120-140.
  • Finley, S. (2005). Arts-based inquiry, In N.K. Denzin & Y.S. Lincoln (Eds.), The Sage Handbook of Qualitative Research (Third ed.), (pp. 681‐694), Thousand Oaks: Sage.
  • Florida, R. (2003). Rise of the creative class. New York: Basic Books.
  • Gils, F. (2005). Potential applications of digital storytelling in education. Proceedings of the 3rd Twente Student Conference on IT, University of Twente, Faculty of Electrical Engineering, Mathematics and Computer Science, Enschede, February 17–18.
  • Glaser, B.G., & Strauss A.L. (1967). The discovery of grounded theory: Strategies for qualitative research, New York: Aldine de Gruyter
  • Gubrium, A., & Harper, K. (2013). Participatory visual and digital methods. Walnut Creek, California: Left Coast Press.
  • Kress, G.R., & Van Leeuwen, T. (2006). Reading images: The grammar of visual design. New York: Routledge.
  • Kindborg, M. (2001). How children understand concurrent comics: experiences from lofi and hifi prototypes. Proceedings of IEEE 2001 Symposia on Human Centric Computing Languages and Environments (HCC'01), Stresa, Italy, 5-7 September 2001, (pp. 232-233).
  • Lambert, J. (2013). Digital storytelling: Capturing lives, creating community. Routledge.
  • Lubart, T.I., & Zenasni, F. (2010). A new look at creative giftedness. Gifted and Talented International, 25(1), 53–57.
  • Lubart, T.I., & Guignard, J-H. (2004). The generalityspecificity of creativity: A multivariate approach. In R.J. Sternberg, E. Grigorenko & J.L. Singer (eds.), Creativity: From potential to realization, (pp. 43-56), Washington DC: APA.
  • McNiff, S. (2000) Art-based research, London: Jessica Kingsley.
  • Matthews, N., & Sunderland, N. (2013). Digital life story narratives as data for policy makers and practitioners: Thinking through methodologies for large-scale multimedia qualitative datasets. Journal of Broadcasting and Electronic Media, 57(1): 97-114.
  • Mazzone, E. (2007). Requirements gathering in designing technology for children. Proceedings of the 6th International Conference on Interaction Design and Children held at Aalborg, Denmark, 6-8 June 2007, (pp. 197 – 200).
  • Mc Drury, J., & Alterio, M. (2002). Learning through storytelling using reflection and experience in higher education contexts. Palmerston North, New Zealand: Dunmore Printing Company Ltd.Meadows, D. (2003). Digital storytelling: Research-based practice in new media. Visual Communication, 2(2), 189–193.
  • Mergendollar, J. (1997). Technology and learning: The research. Education Digest, 62(8), 12-15.
  • Miles M., & Huberman, M. (1994). .An expanded sourcebook qualitative data analysis (2nd. ed.). California: Sage Publications.
  • Morajevi, N., Li, J., Ding, J., O’Kelly, P., & Woolf, S. (2007). Comicboarding: Using comics as proxies for participatory design with children. Proceedings of the CHI 2007, San Jose, California, 28 April - 3 May 2007, (pp. 1371-1374).
  • Muller, M. J. & Kuhn, S. (1993). Participatory design, Communications of the ACM, 36(6), 24-28.
  • Nevitt, J., & Hancock, G.R. (2004). Evaluating small sample approaches for model test statistics in structural equation modeling, Multivariate Behavioral Research, 39(3), 439-478.
  • Ohler, J.B. (2013). Digital storytelling in the classroom: New media pathways to literacy, learning and creativity. Corwin Press.
  • Preece J., Rogers, Y., & Sharp, H. (2002). Interaction design: Beyond human computer interaction. New York: John Wiley & Sons.
  • Prosser J., & Schwartz D. (1998) Image-based research: A reader, London: Falmer.
  • Robin, B. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. The College of Education and Human Ecology, The Ohio State University, 47(3), 220-228.
  • Rose, G. (2012). Visual methodologies: An introduction to researching with visual materials (3rd ed.). London: Sage.
  • Rose, J. (1996). The picture researchers’ handbook, London: Sage
  • Runco, M.A. (2008). Divergent thinking is not synonymous with creativity. Psychology of Aesthetics, Creativity, and the Arts, 2, 93-96
  • Runco, M.A. (2003). Education for creative potential. Scandinavian Journal of Education, 47, 317-324.
  • Sak, U. (2013). Education programs for Talented Students Model (EPTS) and it’s effectiveness on gifted students' mathematical creativity, Education and Science, 38(169), 51-61.
  • Sak, U. (2011). An overview of the social validity of the Education Programs for Talented Students Model (EPTS), Education and Science, 36(161), 213-229.
  • Sanders, J. (2009) Reflect 2.0: using digital storytelling to develop reflective learning by the use of the Next Generation technologies and practices, JISC [Online] Retrieved on 12 May 2015, Retrieved at http://www.jisc.ac.uk/publications/documents/reflectfinalreport.aspx
  • Sanoff, H. (1990). Participatory design, Mansfield, Ohio: BookMasters.
  • Skivenes, M., & Stranbu, A. (2006). A child perspective and children’s participation, children, Youth and Environments, 16(2), 10-27.
  • Souza Fleith, D. (2000). Teacher and student perceptions of creativity in the classroom environment. Roeper Review, 22(3). 148-153.
  • Tendero, A. (2006). Facing versions of the self: the effects of digital storytelling on English education. Contemporary Issues in Technology and Teacher Education, 6(2), 174-194.
  • Treffinger, D.J., Schoonover, P.F. & Selby, E.C. (2013). Educating for creativity and innovation. Waco, TX: Prufrock Press.
  • Willox, A.C., Harper, S.L., & Edge V.L. (2012). Storytelling in a digital age: Digital storytelling as an emerging narrative method for preserving and promoting indigenous oral wisdom. Qualitative Research, 13(2): 127-147.
  • Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. (6. baskı), Ankara: Seçkin Yayıncılık.
  • Zaphiris, P., & Constantinou, P. (2007). Using participatory design in the development of a Language Learning Tool, Interactive Technology and Smart Education, 4(2), 79-90.
There are 51 citations in total.

Details

Journal Section Articles
Authors

Suzan Duygu Bedir Erişti

Publication Date October 30, 2016
Submission Date October 31, 2016
Published in Issue Year 2016 Volume: 7 Issue: 4

Cite

APA Bedir Erişti, S. D. (2016). Participatory Design Based Digital Storytelling and Creativity Indicators in Elementary School. Turkish Online Journal of Qualitative Inquiry, 7(4), 462-492. https://doi.org/10.17569/tojqi.28031
AMA Bedir Erişti SD. Participatory Design Based Digital Storytelling and Creativity Indicators in Elementary School. TOJQI. October 2016;7(4):462-492. doi:10.17569/tojqi.28031
Chicago Bedir Erişti, Suzan Duygu. “Participatory Design Based Digital Storytelling and Creativity Indicators in Elementary School”. Turkish Online Journal of Qualitative Inquiry 7, no. 4 (October 2016): 462-92. https://doi.org/10.17569/tojqi.28031.
EndNote Bedir Erişti SD (October 1, 2016) Participatory Design Based Digital Storytelling and Creativity Indicators in Elementary School. Turkish Online Journal of Qualitative Inquiry 7 4 462–492.
IEEE S. D. Bedir Erişti, “Participatory Design Based Digital Storytelling and Creativity Indicators in Elementary School”, TOJQI, vol. 7, no. 4, pp. 462–492, 2016, doi: 10.17569/tojqi.28031.
ISNAD Bedir Erişti, Suzan Duygu. “Participatory Design Based Digital Storytelling and Creativity Indicators in Elementary School”. Turkish Online Journal of Qualitative Inquiry 7/4 (October 2016), 462-492. https://doi.org/10.17569/tojqi.28031.
JAMA Bedir Erişti SD. Participatory Design Based Digital Storytelling and Creativity Indicators in Elementary School. TOJQI. 2016;7:462–492.
MLA Bedir Erişti, Suzan Duygu. “Participatory Design Based Digital Storytelling and Creativity Indicators in Elementary School”. Turkish Online Journal of Qualitative Inquiry, vol. 7, no. 4, 2016, pp. 462-9, doi:10.17569/tojqi.28031.
Vancouver Bedir Erişti SD. Participatory Design Based Digital Storytelling and Creativity Indicators in Elementary School. TOJQI. 2016;7(4):462-9.