Australasian Journal of Educational Technology Volume 31, Number 5, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education
This paper reports research into developing digital storytelling (DST) to enhance reflection within a specific professional learning context – that of a programme of teacher education - while concomitantly producing a transferrable design framework for adaption into other, similar post-secondary educational contexts. There has been limited substantive, evaluative design-based research investigating empirically the potential of digital storytelling for reflection in professional, post-secondary education. Consequently, there has also been a lack of robust and reusable models to guide and inform design-based research in this context. This paper illustrates the development of a repeated study, undertaken on a longitudinal basis, over three years, and on a large scale, involving 323 pre-service teachers. The design-based research developed at the three key stages along the triadic ‘spectrum of maturity’: from (1) analysis and exploration, through (2) design and construction, to (3) evaluation and reflection (Kopcha, Schmidt & McKenney, 2015).The innovation reported here is now a mature intervention, constituting a core part of the professional educational formation of pre-service teachers within a two-year, graduate teacher education programme. Further, the R-NEST design framework, which emerged from this longitudinal design-based research, enumerates key criteria and principles for designing, implementing and evaluating DST to enhance reflective practice in post-secondary, professional education.
Thompson Long, B. & Hall, T. (2015). R-NEST: Design-Based Research for Technology-Enhanced Reflective Practice in Initial Teacher Education. Australasian Journal of Educational Technology, 31(5),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved December 16, 2018 from https://www.learntechlib.org/p/161948/.