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As Lhe currenL generaLlon of chlldren grows up ln a dlglLal world we are seelng new and
exclLlng ways ln whlch Lhese sLudenLs are expresslng and educaLlng Lhemselves uslng
dlglLal Lechnology. 1he pro[ecL ln whlch Lhls paper ls based looks aL wheLher auLhenLlc
learnlng can occur uslng dlglLal sLoryLelllng, anlmaLlon and dlglLal vldeo wlLh a small
group of grade 6 & 7 sLudenLs. A quallLaLlve case sLudy was conducLed over a one-
monLh perlod LhaL uLlllzed surveys and lnformal lnLervlews Lo collecL daLa. 1hls paper
examlnes Lhe Leacher and sLudenLs perspecLlves and presenLs evldence of auLhenLlc
learnlng LhaL Look place durlng Lhe research pro[ecL. 1he pro[ecL garnered poslLlve
resulLs and lndlcaLed LhaL furLher sLudy ln Lhls fleld ls needed.

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ulglLal SLoryLelllng, auLhenLlc learnlng, sLop moLlon anlmaLlon, dlglLal vldeo,
lmovle, lsLopmoLlon







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5

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AbsLracL...............................................2
lnLroducLlon............................................4
LlLeraLure 8evlew..........................................8
1heoreLlcal lramework.....................................13
8esearch MeLhodology.....................................17
1he 8esearch SeLLlng.......................................18
8esearch ueslgn and uaLa Analysls..............................19
ulscusslon of llndlngs......................................21
SLudenL ercepLlons...................................21
1eacher and Chlld & ?ouLh Worker percepLlons...................24
ulscusslon and Summary....................................26
8eferences............................................29







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6

A-%*)502%#)-
l leotoeJ teomwotk, potleoce ooJ bow to occept otbet peoples lJeos. SLudy parLlclpanL

1he ob[ecLlve of Lhls sLudy ls Lo examlne wheLher auLhenLlc learnlng can be
achleved ln a k-12 classroom Lhrough dlglLal sLory Lelllng uslng Lhe medlums of dlglLal
vldeo and anlmaLlon. ln an aLLempL Lo answer Lhls quesLlon a monLh long pro[ecL uslng
dlglLal sLoryLelllng, anlmaLlon and dlglLal vldeo was conducLed and carrled ouL by a
group of 8 grade 6 & 7 sLudenLs Lhrough a publlc school ln Cshawa, CnLarlo.
ln lL's mosL slmple explanaLlon dlglLal sLoryLelllng ls a conLemporary way of
consLrucLlng a sLory by uslng LradlLlonal meLhods. lL allows users of dlglLal Lechnology Lo
become creaLlve sLoryLellers by uslng Lhe LradlLlonal process of selecLlng a Loplc,
research, scrlpL wrlLlng and developmenL. lL ls aL Lhe nexL sLage LhaL Lhe maLerlal ls
comblned wlLh uslng varlous Lypes of mulLl medla lncludlng compuLer generaLed
graphlcs, LexL, muslc and dlglLal vldeo and anlmaLlon. 8esearcher and dlglLal culLure
consulLanL !ohn Seely 8rown effecLlvely descrlbes lLs lmporLance wlLh chlldren and
educaLlon as a new way Lo use mulLl medla Lo Lell sLorles growlng up ln a dlglLal world. lL
glves Lhem Lhe ablllLy Lo bulld lnLerpreLlve movles qulLe easlly and add audlo
componenLs around Lhe conLenL. 1hey condlLlon Lhe conLexL around Lhe conLenL and lL
ls Lhe serlous lnLerplay beLween Lhe Lwo, wlLh rlch medla LhaL help Lo creaLe Lhe fllm
(8obln, 2013).
ln educaLlon dlglLal sLoryLelllng has become an lmporLanL Lool for sLudenLs and
!"#"$%& ($)*+$,&&"-# %-. /0$1,-$"2 3,%*-"-#
7
Leachers. 1here are numerous ways ln whlch lL can be used. lL can be approached as a
Lool for currlculum wlLh boLh Lhe Leachers and Lhe sLudenLs creaLlng Lhe sLorles.
1eachers can creaLe a dlglLal sLory as a meLhod Lo enLlce or capLure Lhe aLLenLlon of Lhe
sLudenLs and lncreaslng Lhelr lnLeresL Lo explore new ldeas. 1eacher creaLed dlglLal
sLorles can also be used as a way Lo ellclL dlscusslon and help Lo synLheslze absLracL
conLenL maklng lL more undersLandable for Lhe sLudenLs. lor sLudenLs dlglLal sLoryLelllng
can also be an effecLlve Lool for creaLlng Lhelr own sLorles. llndlng lnsplraLlon from
vlewlng prevlously creaLed dlglLal sLorles sLudenLs can Lhen begln researchlng and
consLrucLlng lnformaLlon on Lhelr own sLory by uslng llbrarles or Lhe lnLerneL and for
deeper, rlcher conLenL. Whlle researchlng sLudenLs can develop enhanced
communlcaLlon skllls by learnlng how Lo bralnsLorm ldeas, share lnformaLlon, ask
quesLlons and consLrucL narraLlves. 1hey also have Lhe opporLunlLy Lo share Lhelr sLorles
and research ln a meanlngful way Lo a larger audlence by publlshlng Lhelr work Lo
varlous onllne resources. 1hls also allows for sLudenLs Lo recelve lmporLanL peer
feedback, consLrucLlve crlLlclsm and creaLes lnLeracLlon and soclal learnlng. leellngs of
accompllshmenL and personal ownershlp are [usL a few of Lhe emoLlonal galns for
sLudenLs uslng Lhls medlum (8obln, 2013).
ln Lerms of Lhe Lechnology used for Lhls medlum Lhe pasL decade has wlLnessed an
evoluLlon ln dlglLal vldeo Lechnology and lLs growlng avallablllLy among Lhe general
populaLlon. ulglLal vldeo cameras and edlLlng sofLware have become more affordable
and easler Lo use. ln Lhe fleld of educaLlon, speclflcally ln Lhe k - 12 secLors, Lhe use of
dlglLal vldeo and fllmmaklng ls becomlng more ublqulLous (kearney & Schuck, 2003).
!"#"$%& ($)*+$,&&"-# %-. /0$1,-$"2 3,%*-"-#
8
When conslderlng Lhe use of dlglLal sLoryLelllng ln Lhe classroom we musL also
conslder Lhe Lechnology lnvolved and lLs lnLegraLlon lnLo Lhe classroom seLLlng.
CulLe ofLen classroom Leachers seek ouL more engaglng ways Lo lnLegraLe Lechnology
lnLo Lhelr classes ln Lhe hopes LhaL lL wlll noL only engage Lhe sLudenLs ln meanlngful and
lmmerslve learnlng envlronmenLs buL wlll also allow sLudenLs Lo uLlllze cognlLlve Lools
(PerrlngLon & kervln, 2007).
AuLhenLlc Learnlng can be descrlbed as learnlng LhaL focuses on real-world,
complex problems and Lhelr soluLlons. 1hls ls ofLen carrled ouL ln an educaLlonal seLLlng
by uslng role-playlng acLlvlLles, problem based learnlng and case sLudles. CfLen, Lhe
learnlng envlronmenLs have a real world" connecLlon or appllcaLlon. An example mlghL
be consLrucLlng a model house, creaLlng a small buslness or even learnlng how Lo drlve a
car. 1he goal of auLhenLlc learnlng ls Lo rlse above conLenL and look aL mulLlple
dlsclpllnes, perspecLlves, worklng hablLs and Lhe way a communlLy works (Lombardl,
2007).
Comblned research ln Lhe fleld of AuLhenLlc Learnlng over Lhe years has developed
a seL of characLerlsLlcs LhaL help Lo deflne and asslsL ln Lhe evoluLlon of auLhenLlc
learnlng. 1hese characLerlsLlcs have become known as Lhe 10 deslgn elemenLs of
auLhenLlc learnlng. 1hey have become a useful checkllsL for educaLors when
consLrucLlng auLhenLlc learnlng Lasks LhaL can span any sub[ecL maLLer domaln
(Lombardl, 2007).
1he educaLlonal value for Lhls Lheory and meLhod of learnlng ls real and ls one LhaL
merlLs furLher research, especlally wlLhln Lhe conLexL of sLudenL moLlvaLlon uslng dlglLal
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9
Lechnology. 1hls learnlng Lheory comblned wlLh dlglLal Lechnology ln Lhe classroom has
shown Lo have poslLlve resulLs wlLh sLudenLs ln a k-12 seLLlng. SLudenLs ofLen express a
preference Lo Joloq raLher Lhan llsteoloq buL for many years educaLors have had a
dlfflculL Llme lmplemenLlng auLhenLlc learnlng lnLo Lhe classroom (Lombardl, 2007)
Many poLenLlal scenarlos were Loo dlfflculL or expenslve Lo conducL ln Lhe classroom.
WlLh newer Lechnologles aL hand sLudenLs now have Lhe ablllLy Lo experlence auLhenLlc
learnlng Lhrough varlous Lechnologlcal Lools such as compuLer sofLware, hardware and
Lhe lnLerneL as a vasL resource for lnformaLlon and communlcaLlon. uslng Lhese Lools
can lead Lo auLhenLlc learnlng experlences from experlmenLaLlon and acLlon (Lombardl,
2007).
1hls sLudy looks for Lhe posslble evldence of auLhenLlc learnlng occurrlng uslng
dlglLal sLoryLelllng and more speclflcally uLlllzlng Lhe medlums of anlmaLlon and dlglLal
fllmmaklng wlLhln a k -12 classroom.

B#%,*&%0*, C,>#,D
1hls llLeraLure revlew examlnes a number of arLlcles relaLlng Lo Lhe focus areas of
Lhls sLudy, namely ulglLal SLoryLelllng, lllmmaklng and AuLhenLlc Learnlng.
1he ulglLal SLoryLelllng AssoclaLlon descrlbes dlglLal sLoryLelllng as: a modern
expresslon of Lhe anclenL arL of sLoryLelllng. 1hroughouL hlsLory, sLoryLelllng has been
used Lo share knowledge, wlsdom, and values. SLorles have Laken many dlfferenL forms.
SLorles have been adapLed Lo each successlve medlum LhaL has emerged, from Lhe clrcle
of Lhe campflre Lo Lhe sllver screen, and now Lhe compuLer screen (2002). Accordlng Lo
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:
8obln (2008), dlglLal sLoryLelllng allows compuLer users Lo be creaLlve sLoryLellers by
uslng LradlLlonal processes llke selecLlng a Loplc, conducLlng research, wrlLlng a scrlpL
and evenLually developlng an lnLeresLlng sLory. Cnce Lhls maLerlal ls comblned wlLh
dlfferenL Lypes of mulLlmedla appllcaLlons llke graphlcs or dlglLal vldeo lL can be played
on a compuLer, uploaded Lo a webslLe, ?ou1ube or a myrlad of soclal medla slLes. lrom
Lhls we begln Lo qulckly reallze Lhe greaL poLenLlal LhaL dlglLal sLory Lelllng has as a Lool
for communlcaLlon and learnlng. Accordlng Lo Lhe research lL would suggesL LhaL we are
wlLnesslng a dramaLlc growLh ln Lhe educaLlonal use of dlglLal sLoryLelllng especlally as
affordable Lechnologles converge wlLh more conLemporary Leachlng agendas for Loday's
classrooms (8obln, 2008). 1hls mlx of powerful Lechnology and sofLware blends
perfecLly wlLh Lhe needs of many of Loday's classrooms. CfLen ln Lhese classrooms Lhe
focus ls on provldlng sLudenLs wlLh Lhe skllls Lhey need Lo Lhrlve ln conLemporary medla-
varled envlronmenLs (8lesland, 2003).
ln order for dlglLal sLoryLelllng Lo become a meanlngful acLlvlLy Lo engage
sLudenL learnlng one musL conslder flrsL whaL Lhe deflnlLlon of whaL engagemenL" ls.
Llm eL al. (2006) found LhaL Lhere are many deflnlLlons buL whaL ls apparenL was LhaL
Lhey all enLall some klnd of mlndfulness, lnLrlnslc moLlvaLlon, cognlLlve efforL, and
aLLenLlon.
Much of Lhe llLeraLure ln Lhe area of dlglLal sLoryLelllng looks aL Lhe lmporLance
of and use of meanlngful Lechnology Lo promoLe engagemenL wlLh learners. Accordlng
Lo !onassen eL al. (1999) Lechnology lnLegraLlon ls deflned as comblnlng currlculum wlLh
Lechnology Lo creaLe auLhenLlc Lasks LhaL lnLenLlonally and acLlvely asslsL learners Lo
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;
consLrucL Lhelr own meanlngs from Lhlnklng abouL experlences and allows for more
pro[ecL-based lnsLrucLlon. Larl (2002) deflnes lnLegraLlon as noL by Lhe amounL or Lype
of Lechnology used, buL by how and why lL ls used.
WlLhln Lhe lasL decade dlglLal cameras, edlLlng sofLware and varlous elecLronlc
medla ouLleLs have allowed Leachers Lo uLlllze many new approaches and Lools. 1he
research ln Lhls area suggesLs LhaL by uslng Lhese new medla Lools LhaL sLudenLs have
had greaL success ln consLrucLlng Lhere own knowledge and ldeas Lo presenL and share
more effecLlvely (SLandley, 2003). 8obln and lerson (2003) sLaLe LhaL dlglLal sLoryLelllng
has had Lhe ablllLy Lo capLure Lhe lmaglnaLlon of boLh sLudenLs and Leachers. 1he
exerclse of crafLlng meanlngful sLorles has elevaLed Lhe experlence for sLudenLs and
Leachers.
When conslderlng a consLrucLlvlsL approach wlLh uslng Lechnology for
engagemenL and learnlng purposes lnformaLlon and CommunlcaLlon 1echnology Lools
are very effecLlve. ln parLlcular MulLlmedla auLhorlng and presenLaLlon plaLforms llke
lllusLraLor, PypersLudlo, Movlemaker and lMovle have proven Lo be excellenL for
sLudenLs Lo use ln consLrucLlng sLudenL's own knowledge or Lo produce a Langlble
arLlfacL for a glven lnsLrucLlonal purpose (Llm & 1ay, 2003).
8obln (2008) sLresses LhaL Lhe greaLesL beneflL of dlglLal sLoryLelllng ln Lhe
classroom ls when sLudenLs are glven Lhe Lask of creaLlng Lhelr own dlglLal sLorles ln
groups or by Lhemselves. 1hls creaLlve work provldes sLudenLs wlLh a sLrong foundaLlon
ln whaL many educaLors are calllng 21
sL
cenLury skllls. 8rown, 8ryan and 8rown (2003)
explaln 21
sL
CenLury skllls as mulLlple skllls lnvolvlng dlglLal llLeracy, global llLeracy, vlsual
!"#"$%& ($)*+$,&&"-# %-. /0$1,-$"2 3,%*-"-#
<=
llLeracy, Lechnology llLeracy and lnformaLlon llLeracy. As sLudenLs move more Lowards
21
sL
cenLury llLeracy skllls by uslng currenL Lechnology Lhey begln Lo communlcaLe more
effecLlvely as Lhey learn Lo conducL research on a speclflc Loplc, ask quesLlons, organlze
ldeas express Lhelr oplnlons and consLrucL meanlngful narraLlves (8obln, 2008).
When looklng aL dlglLal fllmmaklng as an educaLlonal Lool Lo help moLlvaLe and
enhance sLudenL learnlng we flnd Lhrough exlsLlng research LhaL Lhls Lype of Lechnology
when used properly ls preferred by Loday's learners. lL allows medla llLeraLe sLudenLs Lo
have more experlenLlal-based acLlvlLles LhaL allow Lhem Lo learn by dolng raLher Lhan
[usL llsLenlng (Mcneely, 2003, Cbllnger, 2003, Wlndham, 2003).
ln Loday's classrooms sLudenLs are ofLen noL allowed Lo explore oLher ways of
learnlng, especlally when lL comes Lo Lechnology. 8y lnLegraLlng dlglLal vldeo lnLo Lhe
classroom seLLlng lL enables sLudenLs Lo focus on learnlng more complex skllls from
problems assoclaLed wlLh Lhe equlpmenL and poLenLlal evenLs LhaL cannoL be
demonsLraLed or undersLood verbally (Chol & !ohnson, 2007, Cverbaugh, 1993). lurLher
readlng revealed LhaL recenL research suggesLs LhaL by lncorporaLlng dlglLal vldeo based
pro[ecLs lnLo Lhe classroom allow sLudenLs Lo Lhlnk more deeply abouL sub[ecL maLLer
(Swaln, Sharpe, & uawson, 2003). Lvldence has shown LhaL Lhese acLlvlLles provlde a
sense of achlevemenL, lmproved self-esLeem and lncreased moLlvaLlon. 8y learnlng how
Lo vlew, analyze, creaLe and edlL a movle sLudenLs wlll galn confldence and compeLency
by applylng Lheory Lo pracLlce (8urn eL al., 2001).
ulglLal movle maklng noL only offers an opporLunlLy for enrlched moLlvaLlon ln
sLudenL learnlng Lhrough Lhe use of Lhe Lechnology buL lL also offers Lhe opporLunlLy Lo
!"#"$%& ($)*+$,&&"-# %-. /0$1,-$"2 3,%*-"-#
<<
harmonlze Lhe use of Lechnology Lo supporL sLudenL-cenLered pedagogy. Speclflc
currlculum and course work can easlly be lncorporaLed lnLo Lhe medlum as sLudenLs
mlghL creaLe documenLarles of hlsLorlcal flgures, Llme-lapse fooLage of sclenLlflc
concepLs, a dlglLal poem or a myrlad of oLher poLenLlal pro[ecLs. 1he almosL ublqulLous
access Lo Lhe necessary sofLware llke lMovle or movlemoket (bundled free wlLh Lhelr
operaLlng sysLems), compuLers belng presenL ln mosL classrooms, and Lhe ease of
fllmlng vldeo (hand held devlces or vldeo cameras) and Lhe open ended naLure of
fllmmaklng can presenL greaL opporLunlLles Lo creaLe sLudenL-cenLered learnlng pro[ecLs
Lled Lo parLlcular dlsclpllnes or currlcular focus (Pofer & Swan, 2003).
kearney and Schuck (2003) found LhaL ln a serles of case sLudles uslng sLudenL -
creaLed vldeos ln AusLrallan schools, LhaL pro[ecLs showed a hlgh degree of ownershlp
by Lhe sLudenLs and Lhelr work. 1he lnvesLlgaLlon also revealed LhaL Lhese pro[ecLs
supporLed sLudenL-cenLered, auLhenLlc learnlng experlences ln a number of currlcular
areas. A slmllar focus group by Poffenberg and Pandler (2001) reporLed slmllar
lncreases ln moLlvaLlon and overall sLudenL en[oymenL.
When furLher conslderlng Lhe llnk beLween auLhenLlc learnlng experlences and
dlglLal Lechnology ln Lhe classroom my research led me Lo a number of arLlcles ln Lhls
area of research. 8esearch conducLed by (kearney & Schuck, 2006) focuslng on Lhe
connecLlon beLween auLhenLlc learnlng and dlglLal vldeo showed evldence of real
world", auLhenLlc experlences when sLudenLs produced Lhelr own dlglLal vldeo producLs.
8y uslng Lhls medlum Lo express real world conLexLs or problems Lhe researchers found
LhaL sLudenL learnlng ls moLlvaLed and developed by Lhe conLexL and by uslng Lhls
!"#"$%& ($)*+$,&&"-# %-. /0$1,-$"2 3,%*-"-#
<4
medlum Lo express and explore problems. lL helps Lo develop skllls and concepLs useful
ln conLemporary socleLy. AnoLher aspecL of Lhls sLudy found LhaL examples of auLhenLlc
learnlng became evldenL ln Lhe way Lhe sLudenLs galned feedback on Lhelr work.
lnLeresLlngly lL was found LhaL Lhe sLudenLs besL and mosL lmmedlaLe feedback was by
vlewlng and sharlng Lhe fooLage on Lhe camera or soon afLer on a compuLer. 1he
auLhors noLed LhaL Lhls Lype of lmmedlaLe self and shared analysls conLrasLed Lhe ofLen
more LradlLlonal need Lo refer Lo Lhe Leacher for appralsal. 1he sLudenLs were
developlng skllls ln self-evaluaLlon. (kearney & Schuck, 2006)
lurLher delvlng led me Lo Lhe work of AusLrallan researcher and professor !an
PerrlngLon. ln several of her collaboraLlve arLlcles she dlscusses Lhe 10 esLabllshed
characLerlsLlcs of auLhenLlc learnlng acLlvlLles. 1hrough Lhe llLeraLure PerlngLon and her
colleagues have ldenLlfled Lhese characLerlsLlcs as a useful checkllsL for Leachers and
deslgners of auLhenLlc acLlvlLles. 1hey are as follows:
1. Aotbeotlc octlvltles bove teol-wotlJ televooce
AcLlvlLles maLch as nearly as posslble Lhe real-world Lasks of professlonals ln pracLlce
raLher Lhan deconLexLuallsed or classroom-based Lasks.
2. Aotbeotlc octlvltles ote lll-JefloeJ, tepoltloq stoJeots to Jefloe tbe tosks ooJ sob-tosks
oeeJeJ to complete tbe octlvlty
roblems lnherenL ln Lhe acLlvlLles are lll-deflned and open Lo mulLlple lnLerpreLaLlons
raLher Lhan easlly solved by Lhe appllcaLlon of exlsLlng algorlLhms. Learners musL
ldenLlfy Lhelr own unlque Lasks and sub-Lasks ln order Lo compleLe Lhe ma[or Lask.
3. Aotbeotlc octlvltles comptlse complex tosks to be lovestlqoteJ by stoJeots ovet o
!"#"$%& ($)*+$,&&"-# %-. /0$1,-$"2 3,%*-"-#
<5
sostoloeJ petloJ of tlme
AcLlvlLles are compleLed ln days, weeks and monLhs raLher Lhan mlnuLes or hours. 1hey
requlre slgnlflcanL lnvesLmenL of Llme and lnLellecLual resources.
4. Aotbeotlc octlvltles ptovlJe tbe oppottoolty fot stoJeots to exomloe tbe tosk ftom
Jlffeteot
petspectlves, osloq o votlety of tesootces
1he Lask affords learners Lhe opporLunlLy Lo examlne Lhe problem form a varleLy of
LheoreLlcal and pracLlcal perspecLlves, raLher Lhan allowlng a slngle perspecLlve LhaL
learners musL lmlLaLe Lo be successful 1he use of a varleLy of resources raLher Lhan a
llmlLed number of preselecLed references requlres sLudenLs Lo deLecL relevanL from
lrrelevanL lnformaLlon.
3. Aotbeotlc octlvltles ptovlJe tbe oppottoolty to collobotote
CollaboraLlon ls lnLegral Lo Lhe Lask, boLh wlLhln Lhe course and Lhe real world, raLher
Lhan achlevable by an lndlvldual learner.
6. Aotbeotlc octlvltles ptovlJe tbe oppottoolty to teflect
AcLlvlLles need Lo enable learners Lo make cholces and reflecL on Lhelr learnlng boLh
lndlvldually and soclally.
7. Aotbeotlc octlvltles coo be loteqtoteJ ooJ opplleJ octoss Jlffeteot sobject oteos ooJ
leoJ beyooJ Jomolo-speclflc ootcomes
AcLlvlLles encourage lnLerdlsclpllnary perspecLlves and enable dlverse roles and
experLlse raLher Lhan a slngle well-deflned fleld or domaln.
8. Aotbeotlc octlvltles ote seomlessly loteqtoteJ wltb ossessmeot
!"#"$%& ($)*+$,&&"-# %-. /0$1,-$"2 3,%*-"-#
<6
AssessmenL of acLlvlLles ls seamlessly lnLegraLed wlLh Lhe ma[or Lask ln a manner LhaL
reflecLs real world assessmenL, raLher Lhan separaLe arLlflclal assessmenL removed from
Lhe naLure of Lhe Lask.
9. Aotbeotlc octlvltles cteote pollsbeJ ptoJocts volooble lo tbelt owo tlqbt totbet tboo os
ptepototloo fot sometbloq else
AcLlvlLles culmlnaLe ln Lhe creaLlon of a whole producL raLher Lhan an exerclse or sub-
sLep ln preparaLlon for someLhlng else.
10. Aotbeotlc octlvltles ollow competloq solotloos ooJ Jlvetslty of ootcome
AcLlvlLles allow a range and dlverslLy of ouLcomes open Lo mulLlple soluLlons of an
orlglnal naLure, raLher Lhan a slngle correcL response obLalned by Lhe appllcaLlon of
rules and procedures.
(8eeves, PerlngLon, Cllver, 2002, p.364)
1hese 10 lLems conslsLenLly appear ln Lhe llLeraLure and have become a valld,
esLabllshed gulde for many faclllLaLors deslgnlng auLhenLlc learnlng ln educaLlonal
seLLlngs around Lhe world.
Much of Lhe llLeraLure explored around Lhls sub[ecL sLrongly suggesLs LhaL Lhere
ls a poslLlve connecLlon beLween dlglLal sLoryLelllng and fllmmaklng when belng
pracLlced ln an auLhenLlc learnlng classroom envlronmenL.
Surprlslngly Lhere weren'L a loL of dlfferlng oplnlons ln Lhe parLlcular research
revlewed. A quesLlon or concern LhaL seemed Lo surface frequenLly ln my readlngs
suggesLs LhaL for sLudenL achlevemenL Lo occur an overall need for proper Leacher
educaLlon ln Lhe use of sofLware and Lechnology needs Lo Lake place before
!"#"$%& ($)*+$,&&"-# %-. /0$1,-$"2 3,%*-"-#
<7
lmplemenLlng lL lnLo Lhe classroom. As menLloned earller ln Lhe llLeraLure revlew lL lsn'L
Lhe amounL or Lype of Lechnology used, buL by how and why lL ls used for lL Lo be
effecLlve (Larl, 2002).
<1,)*,%#2&' E*&:,D)*F
1he ob[ecLlve of Lhls sLudy ls Lo explore Lhe quesLlon of wheLher auLhenLlc
learnlng can occur ln a k -12 seLLlng Lhrough dlglLal sLoryLelllng uslng Lhe medlums of
anlmaLlon and dlglLal vldeo. 1hls was explored Lhrough Lhe deslgn of an anlmaLlon
pro[ecL, whlch was glven Lo a group of 8 grade 6 and 7 parLlclpanLs and carrled ouL over
a perlod of four weeks. 1he occurrence of wheLher auLhenLlc learnlng ls Laklng place
durlng Lhe pro[ecL relled on Lhe aforemenLloned 10 characLerlsLlcs of auLhenLlc acLlvlLles
(8eeves, PerlngLon, Cllver, 2002). (llgures 1 and 2.)
1hls esLabllshed checkllsL was used as a Lool Lo observe posslble lndlcaLors of auLhenLlc
learnlng durlng and afLer Lhe pro[ecL.
!"#"$%& ($)*+$,&&"-# %-. /0$1,-$"2 3,%*-"-#
<8

+,-.'# /0 GC,,>,4H I,*#-$%)-H @'#>,*H JKKJL8
llgure 2 ls a dlagram deslgned Lo lllusLraLe Lhe LheoreLlcal framework approach l
have chosen for Lhls research paper. 1he flrsL sphere, movlng from lefL Lo rlghL, deplcLs
Lhe chosen learnlng Lheory l have used for my research. WlLhln Lhe blue, hlghllghLed
reglon of LhaL sphere ls a more speclflc reference Lo Lhe 10 characLerlsLlcs of auLhenLlc
learnlng esLabllshed by ParrlngLon, 8eeves, Cllver and Woo (2002). 1hese are also
represenLed more descrlpLlvely ln flgure 1 (8eeves, PerrlngLon and Cllver, 2002). 1he
nexL sphere Lo Lhe rlghL deplcLs Lhe lndependenL varlable, whlch ln Lhls sLudy ls a vldeo,
and anlmaLlon based pro[ecL lnvolvlng 8 grade 6 and 7 sLudenLs. Movlng Lo Lhe rlghL ls
Lhe Lhlrd sphere, whlch shows Lhe dependenL varlable. 1he dependenL varlable for Lhls
sLudy uLlllzes Lhe esLabllshed 10 characLerlsLlcs of auLhenLlc learnlng as a checkllsL ln
!"#"$%& ($)*+$,&&"-# %-. /0$1,-$"2 3,%*-"-#
<9
whlch Lo measure wheLher auLhenLlc learnlng can occur uslng Lhe medlums of fllm
maklng and anlmaLlon. 1hese characLerlsLlcs were embedded lnLo Lhe quesLlonnalres
LhaL were used Lo collecL responses and daLa from boLh Lhe parLlclpanLs and Lhelr
Leacher.

+,-.'# 18 <1,)*,%#2&' ?*&:,D)*F 5#&$*&:8 6),' 9&:3;,''H JKMN8

C,4,&*21 7,%1)5)')$+
1hls quallLaLlve case sLudy lnvolved a group of 8 grade 6 and 7 sLudenLs and Lhelr
Leacher aL a ubllc School ln Cshawa, CnLarlo, Canada. 1he seLLlng for Lhls research Look
place aL Lhe uCl1 laculLy of LducaLlon campus, Cshawa beglnnlng on !anuary 13, 2014
and endlng on lebruary 13, 2014 aL unlon vlllage ubllc School. 1he research sesslons
Look place 1 Lo 2 Llmes per week. 1hls group of sLudenLs and Lhelr Leacher are already
parL of an exlsLlng long-Lerm research pro[ecL. 1hls ongolng sLudy ls explorlng Lhe lmpacL
!"#"$%& ($)*+$,&&"-# %-. /0$1,-$"2 3,%*-"-#
<:
on adolescenLs' when glven opporLunlLles Lo creaLe dlglLal LexLs for a wlder audlence
and engage wlLh soclal [usLlce lssues on a global scale. 1he research pro[ecL uLlllzes
quallLaLlve research focuslng on Lhe use of varlous dlglLal medla lncludlng anlmaLlon,
webslLes and blogs. 8ecause of Lhe vlsual llLeracy and medla slmllarlLles ln my research
and prevlous collaboraLlons wlLh boLh Lhe researcher and Lhe Leacher l was lnvlLed Lo
esLabllsh a medla pro[ecL Lo base my research on and Lo lnLeracL wlLh Lhe sLudenLs, Lhelr
Leacher and chlld and youLh worker.

<1, C,4,&*21 (,%%#-$
1he maln goal of Lhe pro[ecL was Lo lnLroduce Lhe concepL of dlglLal sLory Lelllng
Lhrough Lhe medlum of dlglLal fllm maklng Lo Lhe sLudenLs who parLlclpaLed ln Lhls sLudy
and Lo observe and record lf auLhenLlc learnlng was Laklng place LhroughouL Lhe pro[ecL.
1hls was done by engaglng Lhe sLudenLs Lhrough Lhe process of dlglLal sLoryLelllng ln Lhe
form of creaLlng an anlmaLed shorL fllm. ln Lhls case sLop moLlon anlmaLlon was Lhe
chosen medlum Lo creaLe and Lell Lhe sLory. 1he cholce of uslng sLop moLlon anlmaLlon
enabled me Lo uLlllze Lhe exLenslve knowledge and experlence l have ln uslng Lhls
medlum and Lechnology ln Lhe k - 12 seLLlng. rlor Lo my research beglnnlng Lhe overall
focus of Lhe classroom learnlng was Lo have sLudenLs work Lowards responslble
clLlzenshlp and how Lo develop clLlzenshlp skllls. 1hrough a varleLy of readlngs (e.g.
Lgghead - a sLory LhaL explored bullylng, Lhe novel !acob's 8escue focuslng on a famlly's
experlences ln Warsaw, oland durlng Lhe holocausL, laLLy Legs - a sLory of an lnulL glrl
Laken Lo resldenLlal school) sLudenLs explored bullylng ln varlous forms, sLudenL Lo
!"#"$%& ($)*+$,&&"-# %-. /0$1,-$"2 3,%*-"-#
<;
sLudenL, Leacher Lo sLudenL, governmenL Lo a group of people. uslng Lhe knowledge
Lhey galned from dlscusslons, and asslgnmenLs compleLed LhroughouL Lhe Lerm as parL
of Lhe dlglLal llLeracy program aLLended aL uCl1, sLudenLs wroLe and recorded a song. ln
Lhls song, sLudenLs wroLe as Lhough Lhey were speaklng Lo an lndlvldual who was belng
bullled, provldlng Lhe person wlLh encouragemenL Lo sLand up for Lhemselves, and
leLLlng Lhem know Lhey were noL alone (Pedges, 2014).
lor Lhe SLop moLlon and vldeo porLlon Lhe sLudenLs creaLed a vlsual, dlglLal sLory
Lo represenL and accompany Lhe song Lhey creaLed prevlously. Lach sLudenL chose a
parL of Lhe song Lhey wanLed Lo creaLe and Lhen deslgned Lhe characLers wlLh plasLlclne
and consLrucLed seLs and backdrops whlch Lhey used ln Lhe fllmlng. 1he sLudenLs were
glven baslc lnsLrucLlons by myself on how Lo creaLe Lhe plasLlclne puppeLs and how Lo
uLlllze Lhe anlmaLlon sofLware. 8aslc prlnclples on how Lo move and anlmaLe Lhe ob[ecLs
were also shared wlLh Lhe parLlclpanLs. 1he sLudenLs were also glven baslc lnsLrucLlons
on Lhe use of Lhe sofLware lstopmotloo and lmovle.

C,4,&*21 ",4#$- &-5 "&%& /-&'+4#4
1hls quallLaLlve case sLudy was conducLed wlLh myself as a parLlclpanL observer.
1hls allowed me Lo have a comblnaLlon of lnvolvemenL and necessary deLachmenL lf
needed Lo malnLaln ob[ecLlvlLy. Seml-sLrucLured lnLervlews were conducLed wlLh 3
sLudenLs and myself aL Lhe beglnnlng of Lhe pro[ecL. All Lhe sLudenLs were surveyed aL
Lhe concluslon of Lhe pro[ecL. 1he sLudenL's Leacher and chlld & youLh worker were also
surveyed aL Lhe end of Lhe pro[ecL. 1hls provlded Lwo oLher perspecLlves for me Lo draw
!"#"$%& ($)*+$,&&"-# %-. /0$1,-$"2 3,%*-"-#
4=
observaLlons from. 1he use of dlglLal vldeo and phoLography as a meLhodologlcal Lool
was also used and was effecLlve ln provldlng useful lnslghLs such as capLurlng lmporLanL
lncldenLs, expresslons, conversaLlons, ldeas and acLlvlLles (Shuck and kearney, 2006).
lleld noLes were also Laken as much as posslble durlng each work sesslon buL Lhls
proved challenglng as Lhe sLudenLs demanded a loL of my Llme and guldance durlng Lhe
dlfferenL sLages of Lhe pro[ecL. 8y uslng Lhe 10 characLerlsLlcs of auLhenLlc learnlng as a
checkllsL l was able Lo deslgn Lhe lnLervlew and wrlLLen quesLlonnalres around Lhese key
elemenLs Lo see lf auLhenLlc learnlng was Laklng place (8eeves, PerlngLon, Cllver, 2002).
lrom Lhe survey responses l was able Lo ldenLlfy recurrlng Lhemes or paLLerns relaLlng
back Lo Lhe esLabllshed checkllsL.
lL should be noLed LhaL all sLudenLs lnvolved ln Lhls pro[ecL are consldered ot tlsk
and all have varlous speclal learnlng needs. All Lhe sLudenLs ln Lhls sLudy aLLend a
secLlon 23 school. SecLlon 23 schools are ofLen provlded a speclflc name whlch helps Lo
glve sLrucLure for Lhe school board Leachers Lo provlde educaLlon programs for cllenLs of
governmenL approved care, LreaLmenL, cusLody and correcLlonal faclllLles wlLhln Lhe
[urlsdlcLlon. 1hese classrooms serve Lhe educaLlonal needs of sLudenLs who are unable
Lo aLLend a communlLy school because of placemenL ln care, LreaLmenL, cusLody or
correcLlonal faclllLy. 1he secLlon 23 schools provlde sLudenLs wlLh a poslLlve
envlronmenL where Leachlng and learnlng occur wlLh flexlblllLy Lo meeL Lhe dlverse
needs of all Lhe sLudenLs (Pedges, 2011). A chlld and ?ouLh worker was presenL aL all
Llmes and was lnsLrumenLal ln asslsLlng wlLh any behavloral lssues or slLuaLlons lf Lhey
arose.
!"#"$%& ($)*+$,&&"-# %-. /0$1,-$"2 3,%*-"-#
4<

"#42044#)- )? E#-5#-$4
(%05,-% 3,*2,3%#)-4
ln Lhls secLlon l wlll hlghllghL Lhe vlews of Lhe sLudenLs based on fllmed
lnLervlews, a survey and quesLlonnalres.
1he flndlngs from Lhls research pro[ecL showed LhaL elemenLs of auLhenLlc
learnlng dld occur uslng Lhe chosen medlums of dlglLal vldeo and anlmaLlon as Lools Lo
express dlglLal sLoryLelllng. lor Lhe pre pro[ecL lnLervlew l aLLempLed Lo ldenLlfy wlLh
Lhree of Lhe sLudenLs lf Lhey recognlzed any of Lhe characLerlsLlcs or lf Lhey had
experlenced Lhem ln Lhelr day-Lo-day classroom acLlvlLles prlor Lo Lhe research pro[ecL.
8esponse from Lwo of Lhe sLudenLs provlded some lndlcaLlons LhaL auLhenLlc learnlng
was Laklng place wlLhln Lhelr classroom prlor Lo Lhe sLarL of Lhe anlmaLlon pro[ecL.
Sub[ecL # 1, a grade 7 sLudenL, lndlcaLed LhaL she had been lnvolved wlLh group work on
prevlous pro[ecLs and en[oyed Lhls Lype of lnLeracLlon. 8oLh sub[ecL # 1 and 2 agreed
LhaL Lhey had ln facL done pro[ecLs relaLlng Lo real world experlences such as composlng
and recordlng a song as well as creaLlng an anlmaLed vldeo. 1hey boLh expressed
en[oymenL and enLhuslasm around Lhe ldea of creaLlng someLhlng Lhey could keep and
share dlglLally wlLh Lhelr peers and famlly. 1hey boLh felL LhaL Lhese Lypes of pro[ecLs
reflecLed a real-world" experlence and was an acLlvlLy LhaL Lhey could see Lhemselves
dolng ouLslde of school as a career. 8oLh sLudenLs sald Lhey were occaslonally glven
Llme Lo sLop and reflecL on whaL Lhey were dolng durlng class Llme buL would llke Lo do
more of Lhls ln Lhe fuLure. 8oLh en[oyed uslng Lechnology llke lapLops or lpads for
!"#"$%& ($)*+$,&&"-# %-. /0$1,-$"2 3,%*-"-#
44
classroom asslgnmenLs and pro[ecLs. Cnly sLudenL # 1 lndlcaLed she had any experlences
dolng peer or self-assessmenLs ln Lhe pasL. 1hls daLa was collecLed from a fllmed
lnLervlew on !an 13
Lh
, 2014.
A seL of posL survey quesLlons were glven Lo seven sLudenLs afLer Lhe compleLlon
of Lhe fllmlng and before Lhe vlewlng of Lhe flnal producL . 1en quesLlons descrlblng Lhe
pro[ecL and relaLlng Lo Lhelr overall experlences were glven wlLh Lhe opLlon of chooslng
beLween 1 and 10 for a response. 1 belng Lhe leasL and 10 Lhe greaLesL abouL how Lhey
feel abouL Lhe quesLlon or sLaLemenL. lour addlLlonal open ended quesLlons were added
Lo encourage a wrlLLen response. 1hese quesLlons were Lallored Lo Lhe sLudenLs learnlng
capaclLles wlLh Lhe asslsLance of Lhelr Leacher. 1hey were also deslgned Lo reflecL
cerLaln areas LhaL mlghL show evldence of auLhenLlc learnlng Laklng place from Lhe
perspecLlve of Lhe sLudenL.
1he wrlLLen replles were baslc ln naLure buL were ofLen Lo Lhe polnL. When asked
Lo commenL on whaL skllls were learned and mosL lmporLanL Lo hlm or her Lhey all
lndlcaLed LhaL Leam work, respecL and accepLlng of oLher sLudenLs ldeas were lmporLanL
skllls learned. 1wo sLudenLs replled, l learned Leamwork, paLlence and how Lo accepL
oLher people's ldeas" and l worked wlLh a Leam and Lhey helped wlLh my ldeas". 1he
same sLudenL replled LhaL Lhe besL Lhlng abouL Lhe pro[ecL was LhaL lL Lurned ouL really
well aL Lhe end". When asked how Lhey felL upon reflecLlon of Lhe experlence Lhe same
sLudenL sLaLed l wanL Lo Lell hlm LhaL l feel good abouL Lhe pro[ecL". Cf Lhe 7 sLudenLs
who Look Lhe quesLlonnalre several lndlcaLed sLrongly LhaL Lhey en[oyed Lhe process of
maklng Lhe anlmaLed fllm. CeLLlng Lo move my pleces durlng Lhe fllmlng" and
!"#"$%& ($)*+$,&&"-# %-. /0$1,-$"2 3,%*-"-#
45
awesome". 1hese Lypes of commenLs, even ln Lhere slmpllsLlc form, begln Lo reflecL key
areas of auLhenLlc learnlng and evldence of sLudenL engagemenL. When referrlng back
Lo Lhe 10 deslgn elemenLs (flgure1) we see evldence of elemenLs # 1, 3, 6 and 9 Laklng
place durlng Lhe pro[ecL based on Lhe commenLs found ln Lhe quesLlonnalre.
Cverall Lhe ma[orlLy of Lhe sLudenLs en[oyed Lhe experlence buL several lndlcaLed
LhaL Lhey found Lhe process less en[oyable. 1hese sLudenLs lndlcaLed on Lhe survey LhaL
Lhey found Lhe process dlfflculL. Cne sLudenL sLaLed Lveryone dld more sLuff Lhan me".
AnoLher sLudenL lndlcaLed LhaL Lhe one Lhlng Lhey dldn'L llke was how long Lhe pro[ecL
Look.
uurlng Lhe fllmlng and anlmaLlon porLlon of Lhe pro[ecL Lhe sLudenLs were
encouraged Lo Lake lnlLlaLlve ln uslng Lhe anlmaLlon sofLware and anlmaLlng Lhe puppeLs
on camera. 1he sLudenLs lmmedlaLely lmmersed Lhemselves ln Lhese acLlvlLles. Some of
Lhe observaLlons made durlng Lhls porLlon of Lhe pro[ecL was Lhe ease ln whlch Lhe
sLudenLs adapLed Lo Lhe Lechnology and prlnclples of anlmaLlon. 1he parLlclpanLs
showed a sLrong sense of lnvolvemenL and care ln Lhese Lasks. lstopmotloo ls an
exLremely user frlendly sofLware speclflc Lo sLop moLlon anlmaLlon. lL allows users Lo
connecL a uS8 camera source Lo Lhe compuLer glvlng Lhe user a vlew of Lhe scene and
characLers Lhey wanL Lo anlmaLe. WlLh a cllck of Lhe mouse lL capLures frame afLer
frame for each movemenL. SLudenLs Lhen are able Lo play back each sequence and vlew
Lhelr creaLlons.
MoLlvaLlon and sLudenL engagemenL were observed when Lhe parLlclpanLs were
able Lo play back Lhelr mosL recenL sequences glvlng Lhe pro[ecL valldlLy ln Lhelr eyes
!"#"$%& ($)*+$,&&"-# %-. /0$1,-$"2 3,%*-"-#
46
and susLalned lnvesLlgaLlon (#3, flqote 1). Cverall lL appeared as Lhough Lhe use of
Lechnology lncreased Lhe appeal and enhanced poLenLlal for Lhe prlnclples. 1he use of
Lhese parLlcular Lechnologles asslsLs ln Lhelr learnlng and acL as poLenLlal enablers for
Lhe 10 prlnclples (PerrlngLon & kervln, 2007).

<,&21,* &-5 91#'5 O P)0%1 Q)*F,* 3,*2,3%#)-4
ln Lhls secLlon l wlll hlghllghL some of Lhe vlews and observaLlons of
Lhe Leacher and chlld & youLh worker regardlng Lhe poLenLlal for auLhenLlc learnlng
Laklng place over Lhe duraLlon of Lhe pro[ecL. A seL of posL pro[ecL quesLlons were
consLrucLed slmllar Lo Lhe sLudenL quesLlonnalre and survey for Lhe Leacher and chlld &
youLh worker who were boLh presenL for Lhe duraLlon of Lhe pro[ecL. 1hls quesLlonnalre
was deslgned Lo relaLe even more dlrecLly Lo Lhe 10 characLerlsLlcs of auLhenLlc learnlng
(flqote 1). Lach quesLlon addressed each characLerlsLlc from Lhe llsL ln Lhe same order.
1he answers from Lhls survey were used Lo measure Lhe occurrence of auLhenLlc
learnlng Laklng place durlng Lhe pro[ecL from Lhe perspecLlves of Lhe Leacher and Chlld &
?ouLh worker.
1he survey answers from Lhe Leacher showed a number of slmllarlLles and
Lhemes connecLlng Lo Lhe sLudenL answers. Cne such Lheme relaLes Lo #3 on Lhe
characLerlsLlcs llsL, opporLunlLy for collaboraLlon. 1he Leacher noLed LhaL 1here were
lnsLances when sLudenLs sLruggled for ldeas, ways Lo express Lhelr feellngs vlsually, or
were havlng a dlfflculL day due Lo exLernal lssues ouLslde Lhe classroom. eers would
offer asslsLance ln a varleLy of ways Lo help faclllLaLe wlLh Lhe problem experlenced."
!"#"$%& ($)*+$,&&"-# %-. /0$1,-$"2 3,%*-"-#
47
1he Leacher also wenL on Lo noLe LhaL WhaL was even more of a surprlse was LhaL Lhe
sLudenL experlenclng Lhe problem would be accepLlng of help, as ofLen Lhese sLudenLs
Lend Lo wlLhdraw when Lroubled. lL was also observed LhaL sLudenLs Lended Lo
overcome dlfflculLles fasLer Lhan normal, and reLurn Lo group and resume worklng. "1he
chlld & youLh worker also noLed LhaL Lhey wlLnessed collaboraLlon Laklng place. ?es,
Lhe klds showed much collaboraLlon around Lhls pro[ecL, accepLlng dlfferenL ldeas and
puLLlng Lhem lnLo moLlon."
AnoLher characLerlsLlc llnklng Lhe Leachers observaLlons wlLh Lhe sLudenLs was
Lhe observaLlon of reflecLlon and dlscusslon. 1hls relaLes back Lo characLerlsLlc # 6. 1he
Leacher noLed ln Lhe survey LhaL 1here were numerous classroom dlscusslons around
how Lhe sLudenLs felL abouL worklng wlLh Lhe Lechnology, how Lhey llked worklng
LogeLher as opposed Lo lndlvldually, whaL were Lhelr sLrengLhs, eLc." 1he chlld & youLh
worker also noLed LhaL ?es, Lhere was much dlscusslon lnslde Lhe classroom around
Lhere ouLlooks and Lhe learnlng experlences."
AnoLher lnLeresLlng observaLlon worLhy of belng noLed relaLed Lo lLem # 3 from
Lhe llsL: Comprlse complex Lasks Lo be lnvesLlgaLed by sLudenLs over a susLalned perlod
of Llme. 1he Leacher noLed LhaL AL-rlsk sLudenLs ln a SecLlon class seLLlng have dlfflculLy
ln focuslng and perseverlng wlLh Lasks LhaL requlre susLalned focus and efforL." lL was
also noLed LhaL ro[ecLs uslng dlglLal llLeracy/anlmaLlon creaLes an envlronmenL LhaL
allevlaLes Lhe pressures sLudenLs normally feel when asked Lo demonsLraLe Lhelr
learnlng." lL was also menLloned LhaL sLudenLs who mlghL normally glve up and shuL
down" Lended Lo excel and malnLaln Lhelr focus for exLended perlods of Llme.
!"#"$%& ($)*+$,&&"-# %-. /0$1,-$"2 3,%*-"-#
48
When conslderlng Lhe quesLlon of wheLher real world relevance (#1) and lll
deflned Lasks were esLabllshed (#2) was found ln relaLlon Lo Lhe pro[ecL, Lhe Leacher
responded LhaL dlscusslons around uslng dlglLal anlmaLlon for commerclal purposes,
and publlc servlce announcemenLs were examlned." 1he Leacher also noLed LhaL
SLudenLs spenL a greaL deal of Llme and care ln Lhelr creaLlons, fllled wlLh deLalls LhaL
wenL beyond expecLaLlons."

"#42044#)- &-5 (0::&*+
When reflecLlng on Lhe llLeraLure LhaL was revlewed ln preparaLlon for Lhls paper
l found evldence of research LhaL looked lnLo Lhe connecLlon beLween auLhenLlc
learnlng and Lhe use of dlglLal medla such as dlglLal vldeo ln a fllmmaklng capaclLy.
lurLher lnvesLlgaLlng revealed very llLLle LhaL speclflcally looked aL any llnks beLween Lhe
use of anlmaLlon as a form of dlglLal sLoryLelllng and Lhe occurrence of auLhenLlc
learnlng. l was unable Lo flnd any llLeraLure or research LhaL speclflcally resembled Lhe
pro[ecL or research quesLlons l had addressed ln Lhls paper. When conslderlng my
research quesLlon of wheLher auLhenLlc learnlng can be achleved ln a k-12 classroom
Lhrough dlglLal sLoryLelllng uslng Lhe medlums of dlglLal vldeo and anlmaLlon, l found
LhaL ln Lhe case of Lhls sLudy lL dld occur. 1hls daLa was gaLhered by uslng Lhe 10
esLabllshed characLerlsLlcs of auLhenLlc learnlng as a checkllsL ln whlch Lo creaLe my
survey and lnLervlew quesLlons Lo deLermlne lf evldence of auLhenLlc learnlng was
Laklng place durlng Lhe pro[ecL. 1he evldence of whlch was revlewed ln Lhe flndlngs
secLlon of Lhls paper. An area of research LhaL l dld come across several Llmes durlng my
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49
llLeraLure revlew, was Lhe lmporLance found ln Lhe compeLencles of Lhe Leacher wlLh
Lhe use of medla sofLware lf lL ls Lo be lmplemenLed lnLo Lhe currlculum ln an effecLlve
way. 1he lmporLance of Lhls facL was revealed durlng Lhls research pro[ecL as l worked
wlLh Lhe parLlclpanLs and experlenced Lhls process flrsL hand. My prevlous experlences
wlLh Lhe sofLware used added a level of ease when asslsLlng Lhe sLudenLs. lor Lhls Lype
of pro[ecL lL would be lmperaLlve LhaL Lhe faclllLaLor be compeLenL ln Lhe use of Lhe
sofLware before embarklng on such a pro[ecL.
1he resulLs of Lhe sLudy revealed perlods of sLudenL moLlvaLlon and engagemenL
Laklng place over Lhe course of Lhe pro[ecL. 1he naLure of Lhe pro[ecL and Lhe medlums
used aLLracLed Lhe sLudenLs aLLenLlon and held lL for exLended perlods of Llme. Lvldence
of hlgher order Lhlnklng ablllLles were observed as Lhe sLudenLs were glven Lhe
opporLunlLy Lo explore and lnLerpreL Lhe process creaLlvely and on Lhelr own Lerms.
CollaboraLlon was evldenL LhroughouL Lhe pro[ecL as Lhe sLudenLs worked LogeLher
easlly ln smaller groups and problem solved LogeLher. AL Lhe concluslon of Lhe pro[ecL
Lhere was a sense of prlde and ownershlp ln Lhe flnal producL as Lhe sLudenLs were
eager Lo share whaL Lhey had creaLed. All of Lhese lncldenLs menLloned, clearly lllusLraLe
elemenLs of auLhenLlc learnlng Laklng place uslng Lhe medlums and approach ln Lhls
sLudy.
1here were a number of llmlLaLlons noLed durlng Lhe course of Lhls sLudy, 8elng
Lhe prlnclpal lnvesLlgaLor, researcher and pro[ecL faclllLaLor hlndered my ablllLy Lo fully
engage ln all of Lhese roles. lf furLher research ls Lo be conducLed ln Lhls area lL would be
recommended LhaL more Llme be alloLLed for Lhe researcher Lo Lake observaLlonal noLes
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4:
whlle Lhe pro[ecL was happenlng. AlLhough vldeo was uLlllzed durlng Lhe pro[ecL Lhls was
also handled by Lhe researcher hlmself for Lhe mosL parL. ln fuLure sLudles of Lhls klnd lL
would be recommended LhaL a volunLeer be used Lo capLure vldeo fooLage for laLer
analysls. 1hls would free Lhe researcher Lo lmmerse hlmself ln Lhe observaLlonal role
compleLely as Lhe acLlvlLy Lakes place. A recommendaLlon for fuLure sLudy mlghL also
look aL allowlng Lhe parLlclpanLs Lo be more ln charge of Lhere own Lechnology. 1hls
could be done by uLlllzlng devlces such as an lad for each sLudenL wlLh Lhe approprlaLe
anlmaLlon and vldeo edlLlng appllcaLlons lnsLalled. 1hls would allow Lhe parLlclpanLs Lo
auLonomously creaLe lndlvldual pro[ecLs on Lhelr own devlces and allow Lhe researcher
Lo access Lhe flnal producLs. lL would also allow Lhe sLudenLs Lo share Lhelr work more
easlly wlLh Lhelr peers and famllles. WlLh newer Lechnologles and appllcaLlons avallable
Lhe researcher could collecL daLa and observaLlons synchronously uslng a LableL or smarL
phone whlle Lhe sLudenLs worked, maklng for easler daLa analysls laLer.
1he use of dlglLal sLoryLelllng, anlmaLlon and vldeo have shown promlslng resulLs
when conslderlng Lhese medlums ln con[uncLlon wlLh auLhenLlc learnlng. 8ased on Lhe
daLa gaLhered ln Lhls case sLudy lL ls my oplnlon LhaL Lhls area of research demands
more aLLenLlon ln order Lo fully undersLand lL's poLenLlal beneflLs wlLhln a learnlng
envlronmenL.




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4;

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