Digital Storytelling for Reflective Learning in Anatomy Education
Shu-chien Pan, Indiana State University, United States ; David Dominguese, Indiana State Universityu, United States
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The digital natives (Prensky, 200l) are familiar with multimedia learning devices and enjoy using these tools in their daily life. Schools are gradually implementing digital tools and applications into learning environments to meet the individual needs and learning styles of this generation student. The use of reflective learning is considered a vital aspect of training among health care and medical students in order to involve learners with deeper understanding of specific situations for present and future application (Boud & Walker, 1998; Grant, et al., 2006; Sandars & Murray, 2009; Stacey & Hardy, 2011). This research focuses on the implementation of digital storytelling in reflective learning in a graduate anatomy course. It will investigate the engagement for digital storytelling to stimulate and encourage meaningful refection among learners. The comparison between traditional text writing compared to digital storytelling for self reflection will be examined.
Pan, S.c. & Dominguese, D. (2012). Digital Storytelling for Reflective Learning in Anatomy Education. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 1411-1415). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).