Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/31257
Appears in Collections:Faculty of Health Sciences and Sport Journal Articles
Peer Review Status: Refereed
Title: Does Technology flatten authenticity? Exploring the use of digital storytelling as a learning tool in mental health nurse education
Author(s): Conlon, Margaret
Smart, Fiona
McIntosh, Gwenne
Contact Email: margaret.conlon@stir.ac.uk
Keywords: Digital stories
authenticity
education
co-production
narrative
Issue Date: 2020
Citation: Conlon M, Smart F & McIntosh G (2020) Does Technology flatten authenticity? Exploring the use of digital storytelling as a learning tool in mental health nurse education. Technology, Pedagogy and Education, 29 (3), pp. 269-278. https://doi.org/10.1080/1475939X.2020.1760127
Abstract: The paper reflects on digital story-telling as an approach designed to maximise authentic learning in a co-productive context. It explores the suitability of digital stories as pedagogical tools and examines the connection made between the individual and group interpretation of these stories. Design: A participant group (n=7) comprising family carers, people with lived experience and mental health nursing students participated in two workshops. The group reviewed four digital stories with the aim of eliciting and sharing their perspectives. Findings: Digital audio compared less well to visual media in authenticity scales and still photobook images were perceived to be less authentic than drama. The essence of authenticity became richer as the process and activities of co-productive engagement developed. Conclusion: Digital media must be selected carefully to reflect social and cultural norms of the student group. It is proposed that creating digital scenarios co-productively, provides a relational environment in which the essence of authenticity can be felt and expressed. The paper reflects on the process of employing co-production and digital story-telling as an approach to maximise authentic learning. It will explore the suitability of digital stories as pedagogical tools and examines the process of co-production as an approach which accentuates realism.
DOI Link: 10.1080/1475939X.2020.1760127
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Technology, Pedagogy and Education on 04 May 2020, available online: http://www.tandfonline.com/10.1080/1475939X.2020.1760127.
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