Matching Items (5)
Filtering by
- All Subjects: Digital Storytelling
- All Subjects: Mixed method
- Creators: Archambault, Leanna
- Creators: Marsh, Josephine
Description
This study follows three secondary teachers as they facilitate a digital storytelling project with their students for the first time. All three teachers were not specifically trained in digital storytelling in order to investigate what happens when a digital storytelling novice tries to do a project like this with his or her students. The study follows two high school English teachers and one middle school math teacher. Each teacher's experience is shared in a case study, and all three case studies are compared and contrasted in a cross-case analysis. There is a discussion of the types of projects the teachers conducted and any challenges they faced. Strategies to overcome the challenges are also included. A variety of assessment rubrics are included in the appendix. In the review of literature, the history of digital storytelling is illuminated, as are historical concepts of literacy. There is also an exploration of twenty-first century skills including multiliteracies such as media and technology literacy. Both the teachers and their students offer suggestions to future teachers taking on digital storytelling projects. The dissertation ends with a discussion of future scholarship in educational uses of digital storytelling.
ContributorsGordon, Corrine (Author) / Blasingame, James (Thesis advisor) / Nilsen, Alleen P (Committee member) / Early, Jessica (Committee member) / Marsh, Josephine (Committee member) / Arizona State University (Publisher)
Created2011
Description
At least 30 million people in the United States suffer from an eating disorder during their lifetime (National Association of Anorexia Nervosa and Associated Disorders, 2016). The Centers for Disease Control and Prevention (CDC) defines anorexia nervosa as a disorder where the person strives to maintain a lower than normal body weight through restriction and starvation (CDC MMWR, 1996). People with this disorder constantly have to control and count everything they eat (Mayo Clinic, 2016). For my creative project, I documented my sister's struggles through Digital Storytelling. My hope was to use my creative project to help others who are also struggling with anorexia nervosa. The goal is to provide advice and encouragement based on my family's experiences as well as my sister's accounts of her time in a rehabilitation center. Some of the things that helped my sister through her recovery were patience, support and communication from family and loved ones, caring for animals, and practices with positive self- talk.
ContributorsWerner, Kaitlyn Nicole (Author) / Stevens, Carol (Thesis director) / Johnson, Melinda (Committee member) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
The focus of this study was to investigate better learning opportunities at the epicenter of field-level aircraft maintenance technical training for the United States Air Force. While narrow in focus, this project may be informative for training communities across diverse industries. The intent of this project is to improve the transfer of training from the classroom to the workplace by implementing a blended learning classroom pedagogy, successively enhancing class time for more meaningful construction of student-centered learning. This mixed-methods research study utilized surveys, observations, and interviews with students, instructors and supervisors to explore perceptions that aircraft maintainers have about the current and potential value of curriculum. The first significant finding was that aircraft maintainers do believe there is opportunity to improve the current rote transmission style of curriculum and make it more learner-centered. The second significant finding is that aircraft maintainers do see a blended learning classroom as a means to explore the curriculum in more depth and improve the transfer of their knowledge in a more meaningful way to the workplace.
ContributorsDawes, Scott (Author) / Gee, Betty (Thesis advisor) / Mertler, Craig (Committee member) / Archambault, Leanna (Committee member) / Arizona State University (Publisher)
Created2019
Description
Universities and colleges in the United States (U.S.) are in a period of rapid transformation. Driven by the need for an educated workforce, higher education institutions are responding to rapid innovation, globalization, economic realities, and sociodemographic shifts. Simultaneously, extensive educational online networks connect millions of people worldwide enable learning and knowledge sharing beyond what society has experienced to date. In light of technological advancements, the preservation and presentation of certain ideals that undergird academia and the communication and application of knowledge are undergoing dramatic change. Within higher education, this is both a challenge and an opportunity to re-envision the commitment to educate the public. This research discusses potential forms of this redesign and how it can build upon and depart from previous iterations of higher education. How colleges and universities will adapt to become more relevant, engaging, and accessible is a pressing question that must be addressed.
Using case studies focused on creating sustainability education materials, this dissertation develops knowledge related to three interconnected areas of study that will contribute to redesigning higher education through participatory action research methodology. First, higher education has a civic responsibility to provide new ways of thinking, being, and doing globally and providing more access to education to broader society, especially through public research institutions. Second, with a vast array of available learning materials, higher education should invest in elegantly-designed experiences consisting of well-reasoned, meticulously-curated, and high-quality content that is aesthetically appealing, engaging, and accessible to a broad audience. Third, as universities transition from the gatekeepers of knowledge to the connectors of knowledge, they also need to ensure that a coherent mission is articulated and invested in by stakeholders to create an intentionally beneficial transformational effort. The transformation of higher education toward a more inclusive learning environment through new ways of thinking and elegantly-designed learning experiences will serve to improve our learning institutions. As part of the necessary core for an educated democracy, higher education institutions must strive to create a more equitable, inclusive, and diverse society.
Using case studies focused on creating sustainability education materials, this dissertation develops knowledge related to three interconnected areas of study that will contribute to redesigning higher education through participatory action research methodology. First, higher education has a civic responsibility to provide new ways of thinking, being, and doing globally and providing more access to education to broader society, especially through public research institutions. Second, with a vast array of available learning materials, higher education should invest in elegantly-designed experiences consisting of well-reasoned, meticulously-curated, and high-quality content that is aesthetically appealing, engaging, and accessible to a broad audience. Third, as universities transition from the gatekeepers of knowledge to the connectors of knowledge, they also need to ensure that a coherent mission is articulated and invested in by stakeholders to create an intentionally beneficial transformational effort. The transformation of higher education toward a more inclusive learning environment through new ways of thinking and elegantly-designed learning experiences will serve to improve our learning institutions. As part of the necessary core for an educated democracy, higher education institutions must strive to create a more equitable, inclusive, and diverse society.
ContributorsHale, Anne Elizabeth (Author) / Archambault, Leanna (Thesis advisor) / Johnston, Erik W., 1977- (Thesis advisor) / Richter, Jennifer (Committee member) / Arizona State University (Publisher)
Created2020
Description
Over the last decade, post-secondary international student enrollment has grown in the United States (US). In part, this growth has been facilitated by an increasing number of third-party recruitment partnerships; wherein US universities sign agreements to allow parties to engage in the recruitment and advising of students. By creating and expanding partnerships the university seeks to enroll more students at their university. With these additional parties involved in the advising process, it is more important than ever that students have as much information as possible to make an enrollment decision that makes them feel like they are members of the campus community and that they belong. To attain feelings of membership and belonging the university staff and faculty should be reaching out to students early in their academic career about the resources that are likely to enhance their feelings of membership and belonging at university. To understand and improve students’ feelings of membership and belonging the researcher developed a mixed-method intervention that included a control and experimental group. All groups completed a pre-posttest survey. The experimental group was exposed to 1:1 belongingness advising sessions and debriefing interviews. Twenty-two first-year international students participated in the study. The intervention had two objectives: 1) understand how a semester-long advising program, in the students first-year, enhanced international students feeling of membership and belonging at the university; and what components of the program were most effective and 2) based on how students were recruited to university, how did they differ in their developing feelings of belongingness and membership. The intervention was informed by agency theory, dropout model, and previous research on students’ feelings of membership and belonging. The results suggested that students in the experimental group were more likely to feel like members of the university when compared to their control group peers. Additionally, the results suggest that students in the experimental group were able to build relationships, knowledge, and support systems that enhanced their feelings of belonging. The discussion explains these outcomes as they are related to the research questions and extant literature. It also summarizes, implications for practice, future research, and lessons learned.
ContributorsVerhulst, Stene Allen (Author) / Marsh, Josephine (Thesis advisor) / Kim, Jeongeun (Committee member) / Bruce, Gonzalo (Committee member) / Arizona State University (Publisher)
Created2020