Digital storytelling as a didactic sequence for promoting the speaking skill in 10th graders for a public school

This writing paper aimed at designing a didactic sequence using digital storytelling in a foreign language classroom which focused on the development of the speaking skill in media education. This didactic sequence used qualitative research which sought for the study of the participants in their environment. The targeted population for this project is secondary education students which will be involved in a series of workshops for the creation of virtual narrative stories in their foreign language. This didactic sequence has as the main objectives, in the first hand that students will be able to tell a virtual narrative story in English and on the other to be a model for future teachers to integrate technology in language teaching. The results expected after the design of this didactic sequence will be that students gain knowledge in the creation of this text typology which is narrative stories and the strengthening of the speaking skills to achieve a higher level of English proficiencyEste trabajo de grado tuvo como objetivo diseñar una secuencia didáctica utilizando la narración digital en un aula de clase de lengua extranjera que se centró en el desarrollo de la habilidad oral en educación media. Esta secuencia didáctica utilizó investigación cualitativa que buscaba el estudio de los participantes en su entorno. La población objetivo de este proyecto son los estudiantes de educación secundaria que participarán en una serie de talleres para la creación de historias narrativas digitales en su lengua extranjera. Esta secuencia didáctica tiene como principales objetivos, por un lado, que los estudiantes puedan contar historias narrativas digitales en inglés y por otro ser un modelo para que futuros profesores integren tecnología en la enseñanza de una lengua extranjera. Los resultados esperados luego del diseño de esta secuencia didáctica serán que los estudiantes adquieran conocimiento sobre la creación de esta tipología textual que son narrativas digitales y el fortalecimiento de las habilidades del habla para lograr un mayor nivel de proficiencia en inglés.PregradoLicenciado(a) en Bilingüismo con Énfasis en InglésContent Content .................................................................................................................................1 Abstract.................................................................................................................................3 Resumen ...............................................................................................................................4 Justification...........................................................................................................................5 Teaching objectives........................................................................................................12 Learning objectives ........................................................................................................12 Theoretical Framework ......................................................................................................14 Literature Review ...........................................................................................................14 Conceptual Framework ..................................................................................................20 Digital storytelling......................................................................................................21 Methodology.......................................................................................................................38 Type of Project ...............................................................................................................38 Type of Study .................................................................................................................38 Instructional Design........................................................................................................39 Planning Phase................................................................................................................39 Execution phase..............................................................................................................39 Evaluation phase.............................................................................................................39 Ethical considerations.........................................................................................................60 Conclusion and discussion .................................................................................................6

Generating Real-World Impact from Academic Research: Experience Report from a University Impact Hub.

This paper presents an experience report of Digital Creativity Labs (DC Labs), an ‘impact hub’ created at the University of York in the UK. The impact hub is dedicated to fostering impactful collaborations between practitioners and researchers in the world of games, interactive media and the rich space in which these converge. In this paper we describe how the impact hub works and the activities undertaken to build a culture of academic entrepreneurship that allows academic researchers to understand the goals of external partners and align with them. We also present some illustrative case studies before proposing initial lessons learned from experiences of the Lab. Multi-disciplinary academic teams can generate excellent impact, but this doesn’t happen automatically. A culture of entrepreneurship is needed, and opportunities must be created for researchers to tackle problems jointly. Effort must be put into maintaining collaborations with partners

Social justice and mediation.

This study examines how racial oppression is challenged and reconstituted through the narrative process of a mediation. Qualitative research methods are used to identify, describe and analyze themes in the mediation discourse and the narrative strategies employed by the participants, mediators, and coordinator in this case study. Each person in this multi-racial and multi-ethnic group is interviewed twice and their interpretations are used in both the data collection and data analysis phases. In this way, this research project responds to a gap in the literature by including the voices and insights of the mediation service providers and participants in the research process. The theoretical foundations of this study are based in several literatures: mediation scholarship, social justice literature, critical race theory, and narrative theory. The findings are analyzed using narrative theory and interrogated from a critical race perspective. They demonstrate that the use of narrative strategies based on the U.S. mediation field\u27s core values of neutrality and symmetry result in the reconstitution of racial oppression in this mediation. The narrative analysis reveals that the story of the negative racialization of one of the participants is underconstructed and that the stories about rules told during the mediation are fully elaborated upon and serve as the basis for the agreement. The analysis from a critical race perspective offers that the colorblind grand narrative of rules in society provides cultural resonance for the stories of rules and for the narrative strategies based in neutrality and symmetry; however, not for the story of negative racialization. The cumulative effect is the domination by the rules stories of the story of negative racialization. This domination is only briefly challenged through several strategies periodically employed by a participant of color and a mediator of color. The results are that racial oppression is perpetuated both procedurally and substantively in this case. It is hoped that this study will stimulate further research on how racial oppression can manifest in mediation as well as encouraging the exploration of new strategies for narrative facilitation to prevent this from occurring

Management Communication: History, Distinctiveness, and Core Content

Management communication is the study of managers’ stewardship of writing and speaking to get work done with and through people. This paper overviews the field of management communication, its history, distinctiveness from other professional communication fields, and its content. The diversity of management communication training across the Financial Times’ top twenty MBA schools and of the theories influencing award-winning researchers’ work prompted a search for fundamental constructs. These training and researcher data, coupled with a review of the field’s most read journals and literature on the nature of managerial work, suggested a place to begin. Five core management communication activities are proposed: predicting audience response, selecting workplace language, seeing and shaping organizational genres, diagnosing communication effectiveness, and using discourse interactionhttp://deepblue.lib.umich.edu/bitstream/2027.42/97419/1/1186_Rogers.pd

Explicit oral narrative intervention for students with Williams syndrome

Narrative skills play a crucial role in organizing experience, facilitating social interaction and building academic discourse and literacy. They are at the interface of cognitive, social, and linguistic abilities related to school engagement. Despite their relative strengths in social and grammatical skills, students with Williams syndrome (WS) do not show parallel cognitive and pragmatic performance in narrative generation tasks. The aim of the present study was to assess retelling of a TV cartoon tale and the effect of an individualized explicit instruction of the narrative structure. Participants included eight students with WS who attended different special education levels. Narratives were elicited in two sessions (pre and post intervention), and were transcribed, coded and analyzed using the tools of the CHILDES Project. Narratives were coded for productivity and complexity at the microstructure and macrostructure levels. Microstructure productivity (i.e., length of narratives) included number of utterances, clauses, and tokens. Microstructure complexity included mean length of utterances, lexical diversity and use of discourse markers as cohesive devices. Narrative macrostructure was assessed for textual coherence through the Pragmatic Evaluation Protocol for Speech Corpora (PREP-CORP). Macrostructure productivity and complexity included, respectively, the recall and sequential order of scenarios, episodes, events and characters. A total of four intervention sessions, lasting approximately 20 min, were delivered individually once a week. This brief intervention addressed explicit instruction about the narrative structure and the use of specific discourse markers to improve cohesion of story retellings. Intervention strategies included verbal scaffolding and modeling, conversational context for retelling the story and visual support with pictures printed from the cartoon. Results showed significant changes in WS students’ retelling of the story, both at macro- and microstructure levels, when assessed following a 2-week interval. Outcomes were better in microstructure than in macrostructure, where sequential order (i.e., complexity) did not show significant improvement. These findings are consistent with previous research supporting the use of explicit oral narrative intervention with participants who are at risk of school failure due to communication impairments. Discussion focuses on how assessment and explicit instruction of narrative skills might contribute to effective intervention programs enhancing school engagement in WS students

Delivering Identities: A Symbolic Interactionist Study of Doulas and the Decline of Medical Professional Dominance

Doulas are non-medically affiliated people who provide emotional, physical, and informational support to people before, during, and after childbirth. The purpose of this study is to understand the role of the doula beyond its typically-assumed value as a superficial or consumerist entity and in relation to the broader maternal health care system available within the United States. Through six in-depth interviews with doulas about their conceptions of their personal identities, as well as their relationships with their medical counterparts and their clients, this project contributes to extant literature on symbolic interactionist linkages between identities and occupations. I examine how doula work requires one to be adaptive in political, performative, and emotional contexts. These factors contribute to the conception of doulas as rooted in an alternative knowledge system. My findings show how the doula occupation contributes to a decline of medical professional dominance

When First, Do No Harm Fails: A Restorative Justice Approach to Workgroup Harms in Healthcare

In healthcare, workgroup mistreatment is a pervasive problem that begins during medical education (medical and nursing school) and becomes embedded in the “hidden curriculum of professionalism,” which dissuades and even punishes learners for talking about abuse they witness. Furthermore, the mistreatment of healthcare providers (HCPs) pervades all disciplines in the healthcare delivery chain due to a combination of cultural factors, systemic pressures, dysfunctional hierarchies, and leadership’s tolerance of intimidating and disruptive behaviors. Not surprisingly, 18% of U.S. HCPs have left the medical field since the start of the COVID-19 pandemic, and burnout, stress, anxiety, and increased workloads have been identified as predictors of intent to leave the health professions. To address the mass exodus of HCPs, it will be necessary not only to train emerging providers in a way that changes the culture, but also to address attrition in the current healthcare workforce. This three-stage, exploratory sequential mixed methods research study merged the health and social sciences by piloting restorative justice (RJ) practices in healthcare settings. First, through conducting semi-structured interviews of 12 HCPs, the deleterious impact of workgroup mistreatment was thoroughly explored and interpreted using a restorative framework. Next, through piloting two RJ interventions in academic medicine and academic nursing settings, respectively (n = 333), the feasibility of implementing RJ in healthcare was determined. Finally, through evaluating the RJ interventions via multivariate survey (n = 87), statistical outcome data quantified the benefits of using an RJ approach to address climate concerns in healthcare. What emerged was a clear imperative to use RJ in healthcare settings to ameliorate the impact mistreatment has on HCPs’ mental health, job satisfaction, and quality of communication and teamwork. Furthermore, quantitative data indicate early adoption success of using RJ to (a) help build and strengthen relationships, (b) foster a sense of belonging, (c) improve the climate, (d) improve teamwork, and (e) improve work intentions. Thus, a new leadership paradigm, the Restorative Accountability in Healthcare Model (RAHM) is proposed. These findings have clinical, administrative, and policy implications for healthcare leaders, healthcare systems, medical learning institutions, and for preceptors and clinicians more broadly

Robots for inclusive classrooms: a scoping review

Robot-based activities have been proven to be a valuable tool for children with learning and developmental disabilities. However, their feasibility in general educational environments needs further exploration. This scoping review provides a critical examination of robot-based learning experiences involving children with disabilities, implemented either in mainstream schools or in specialized centers in order to gain insight into their potential to support inclusion. For this purpose, a search was conducted in the multidisciplinary Scopus and WoS databases, completed with Dialnet database. Based on PRISMA guidelines for literature reviews, we limited the systematic analysis to 33 papers published after 2009 that contain information on the instructional design and details of how the activities were implemented. On the other hand, studies reporting interventions with robots for clinical purposes were excluded as well as papers focused exclusively on technical developments. Content analysis shows that most experiences lead to improvements in terms of educational goals and/or stakeholders’ satisfaction. However, the analysis also reported issues that may hinder the adoption of these practices in general classrooms and integrated education services. The reported difficulties include the lack of stability and autonomy of the robots used, the need for aids and adaptations to enable children with sensory and physical impairments to interact easily with the robots, and the requirement of technical support with system’s setup, implementation and maintenance. We conclude that robots and robotics are a powerful tool to address the needs of diverse learners who are included in mainstream classrooms. This review aims at presenting evidences of good practices and recommendations for successful implementation.Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. The authors did not receive support from any organization for the submitted work.Peer ReviewedPostprint (published version