Experiences and Criticisms
While the importance of the role of storytelling can hardly be overestimated, the impact of digitalization on this role is more ambivalent. In this second book-length publication of the programme Media and Education in the Digital Age – MEDA, the authors take a critical stance towards the alleged emancipative affordances of digital storytelling in education. The collection is inspired by the effort of making professional educators aware of the risks of the digital turn in educational storytelling but also of the opportunities and the conditions for critical engagements. Based on their research and field experience, fifteen scholars discuss in nine chapters these risks and opportunities, providing ideas, evidence, references and inspiration to educators and researchers.
An Interdisciplinary Approach for the Digital Media Landscape of the 21st Century: Storytelling as an Instrument in Design Education
Abstract Recent technological advancements have started to lead the development of products and services in all areas of design. However, these innovations have been suspected of having diverse effects on human beings due to the new needs and original activities that they have introduced into our lives. In order to weaken the dominating position of today’s digital media, the scholars in design education need to base their approaches on the consciousness of human beings by introducing the aspects of real time and physical space as primary components of the design process. Owing to the advantage of bringing people, places and actions real time, storytelling is recognised for its potential to act as an active mechanism that communicates events and provides the needed contextual information. This research looked for interdisciplinary ways to improve interactive media design education through storytelling, involving the exchange of information between spatial, material and media entities. In the frame of this study, the concept of interactive exhibiting was chosen to work for the creation of the experiences that require bodily performances with respect to the architectural qualities of space and time, and storytelling was used as an instrument to provide a setting to create the participatory experience. An approach supporting this aim was applied for the development of conceptual spatial communication projects with the students of Communication Design Program between 2009 and 2012. The analysis of the students’ works reflected the benefits of integrating the place-based and time-based aspects into design education on the basis...
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