Abstract
This design-based research study documents one university professor's experience integrating a student-created, digital documentary project into three teacher education courses. The study explored how the instructor, using a heutagogical approach to teaching and learning, designed and revised the project over time. It also explored how students responded to creating their own digital stories and how their responses influenced revisions to the project. Data were collected from 26 students coming from three different courses. Interviews and course-related artifacts revealed how creating digital stories was challenging to students yet resulted in personal transformations. The study also highlights how engaging in self-directed learning activities reflected tensions that existed between students' and the instructor's beliefs about teaching and learning.
| Original language | American English |
|---|---|
| Title of host publication | Research on University Teaching and Faculty Development |
| Subtitle of host publication | International Perspectives |
| Publisher | Nova Science Publishers, Inc. |
| Pages | 329-343 |
| Number of pages | 15 |
| ISBN (Electronic) | 9781536109016 |
| ISBN (Print) | 9781536108842 |
| State | Published - Jan 1 2017 |
ASJC Scopus subject areas
- Social Sciences(all)
Keywords
- Digital literacy
- Educational technology
- Heutagogy
- Teacher education