Framework Journey of Learner (JoL): Facilitando a Construção de Storytellings Digitais Educacionais para Professores
Resumo
A contação de histórias é uma parte fundamental de todas as culturas, atraindo pessoas de todas as idades, e nas últimas décadas, essa técnica também tem sido utilizada no contexto educacional para aumentar o engajamento e a motivação dos alunos. Apesar da importância do storytelling no contexto educacional, muitos professores enfrentam dificuldades no processo de criação de histórias. Este estudo investigou a percepção dos professores sobre a utilização do framework Journey of Learner para a criação de conteúdos de aprendizagem baseados em storytelling educacional generativo. A pesquisa foi conduzida através de um curso de extensão, no qual os professores criaram duas versões de histórias para as suas disciplinas, sendo uma produzida por eles e a outra utilizando o framework JoL. Os resultados indicaram que o framework foi amplamente aceito pelos professores, que relataram uma significativa facilidade no processo de criação de histórias ao utilizá-lo.
Palavras-chave:
framework, professores, aulas, engajamento, motivação
Referências
Abdelmageed, M. e El-Naggar, Z. (2018). Digital storytelling enhances students’ speaking skills at zewail university of science and technology in egypt. In Society for Information Technology & Teacher Education International Conference, pages 278–287. Association for the Advancement of Computing in Education (AACE).
Alhussain, A. I. e Azmi, A. M. (2021). Automatic story generation: a survey of approaches. ACM Computing Surveys (CSUR), 54(5):1–38.
Almelhes, S. A. (2023). A review of artificial intelligence adoption in second-language learning. Theory and Practice in Language Studies, 13(5):1259–1269.
Arif, F. K. M., Zubir, N. Z., Mohamad, M., e Yunus, M. M. (2019). Benefits and challenges of using game-based formative assessment among undergraduate students. Humanities & Social Sciences Reviews, 7(4):203–213.
Barrett, A. e Pack, A. (2023). Not quite eye to ai: student and teacher perspectives on the use of generative artificial intelligence in the writing process. International Journal of Educational Technology in Higher Education, 20(1):59.
Belda-Medina, J., Goddard, M. B., et al. (2024). Ai-driven digital storytelling: A strategy for creating english as a foreign language (efl) materials. International Journal of Linguistics Studies, 4(1):40–49.
Boscolo, A., Lippiello, S., e Pierri, A. (2024). Storytelling as a skeleton to design a learning unit: A model for teaching and learning optics. Education Sciences, 14(3):218.
Bruner, J. S. (2009). Actual minds, possible worlds. Harvard university press.
Campbell, J. (2008). The hero with a thousand faces, volume 17. New World Library.
Castro, P., Tucunduva, C. C., e Arns, E. M. (2008). A importância do planejamento das aulas para organização do trabalho do professor em sua prática docente. ATHENA Revista Científica de Educação, 10(10):49–62.
Çetin, E. (2021). Digital storytelling in teacher education and its effect on the digital literacy of pre-service teachers. Thinking Skills and Creativity, 39:100760.
Chu, H. e Liu, S. (2023). Can ai tell good stories? narrative transportation and persuasion with chatgpt. PsyArXiv.
De Jager, A., Fogarty, A., Tewson, A., Lenette, C., e Boydell, K. M. (2017). Digital storytelling in research: A systematic review. The Qualitative Report, 22(10):2548–2582.
de Oliveira, E. G. e de Classe, T. M. (2024). Proposta de um framework de storytelling para apoiar o ensino e aprendizado em sistemas de informação. In Simpósio Brasileiro de Sistemas de Informação (SBSI), pages 281–284. SBC.
Duarte, R. M. (2010). A jornada do herói: O monomito na ficção seriada Lost.
Dungca, P. A. P. (2023). The incorporation of large language models (llms) in the field of education: Ethical possibilities, threats, and opportunities. In Philosophy of Artificial Intelligence and Its Place in Society, pages 78–97. IGI Global.
Ferraz, A. P. d. C. M. e Belhot, R. V. (2010). Taxonomia de bloom: revisão teórica e apresentação das adequações do instrumento para definição de objetivos instrucionais. Gestão & produção, 17:421–431.
Gancho, C. V. (2004). Como analisar narrativas. Editora Ática.
Goldstein, L. S. (2005). Becoming a teacher as a hero’s journey: Using metaphor in preservice teacher education. Teacher Education Quarterly, 32(1):7–24.
Gurrieri, L. e Drenten, J. (2019). Visual storytelling and vulnerable health care consumers: normalising practices and social support through instagram. Journal of Services Marketing, 33(6):702–720.
Hattie, J. (2003). Teachers make a difference, what is the research evidence?
Herbold, S., Hautli-Janisz, A., Heuer, U., Kikteva, Z., e Trautsch, A. (2023). Ai, write an essay for me: A large-scale comparison of human-written versus chatgpt-generated essays. arXiv preprint arXiv:2304.14276.
Kogila, M., Ibrahim, A. B., e Zulkifli, C. Z. (2020). A powerful of digital storytelling to support education and key elements from various experts. International Journal of Academic Research in Progressive Education and Development, 9(2):408–420.
Konig, J. C. (2020). The never-ending story teller–a narratological genealogy of storytelling in marketing and management. International Review of Management and Marketing, 10(5):127.
Lahmidi, M. (2021). Field trips and education for sustainable development. A proposal for youth participation using digital storytelling. Edmetic, 10:184–201.
Lansiquot, R. D. e Cabo, C. (2011). Alice’s adventures in programming narratives. In Transforming Virtual World Learning, volume 4, pages 305–325. Emerald Group Publishing Limited.
Moura, W. S., da Silva Dias, A. F., dos Santos França, J. B., da Silva Borges, M. R., e Oliveira, J. d. O. S. (2020). Colabsaber: Um framework de suporte pedagógico na construção colaborativa de saberes. In Anais do XXVI Workshop de Informática na Escola, pages 61–70. SBC.
Nagro, S. A., Fraser, D. W., e Hooks, S. D. (2019). Lesson planning with engagement in mind: Proactive classroom management strategies for curriculum instruction. Intervention in School and Clinic, 54(3):131–140.
Nair, V. e Md Yunus, M. (2022). Using digital storytelling to improve pupils’ speaking skills in the age of covid 19. Sustainability, 14(15):9215.
Nair, V. e Yunus, M. M. (2021). A systematic review of digital storytelling in improving speaking skills. Sustainability, 13(17).
Nicoli, N., Henriksen, K., Komodromos, M., e Tsagalas, D. (2022). Investigating digital storytelling for the creation of positively engaging digital content. EuroMed Journal of Business, 17(2):157–173.
Niemi, H., Harju, V., Vivitsou, M., Viitanen, K., Multisilta, J., e Kuokkanen, A. (2014). Digital storytelling for 21st-century skills in virtual learning environments. Creative Education, 5(9):657–671.
NSN (2024). What is storytelling? National Storytelling Network.
Palomino, P. T., Nacke, L., e Isotani, S. (2023). Gamificação narrativa para engajamento e personalização: Redefinindo a experiência do aprendizado digital. In Anais Estendidos do XXIX Simpósio Brasileiro de Sistemas Multimídia e Web, pages 27–30. SBC.
Peng, K., Ding, L., Zhong, Q., Shen, L., Liu, X., Zhang, M., Ouyang, Y., e Tao, D. (2023). Towards making the most of chatgpt for machine translation. arXiv preprint arXiv:2303.13780.
Psomos, P. e Kordaki, M. (2012). Pedagogical guidelines for the development of educational digital storytelling environments based on a pedagogical evaluation star. In EDULEARN12 Proceedings, pages 4697–4703. IATED.
Queiros, L. M., Silva, C. J., Gomes, A. S., e Moreira, F. (2019). Context analysis of teachers’ learning design practice through activity theory, distributed cognition, and situated cognition. In Learning Technology for Education Challenges: 8th International Workshop, LTEC 2019, Zamora, Spain, July 15–18, 2019, Proceedings 8, pages 247–259. Springer.
Rahman, M. M., Terano, H. J., Rahman, M. N., Salamzadeh, A., e Rahaman, M. S. (2023). Chatgpt and academic research: A review and recommendations based on practical examples. Rahman, M., Terano, HJR, Rahman, N., Salamzadeh, A., Rahaman, S.(2023). ChatGPT and Academic Research: A Review and Recommendations Based on Practical Examples. Journal of Education, Management and Development Studies, 3(1):1–12.
Rizvic, S., Djapo, N., Alispahic, F., Hadzihalilovic, B., Cengic, F. F., Imamovic, A., Okanovic, V., e Boskovic, D. (2017). Guidelines for interactive digital storytelling presentations of cultural heritage. In 2017 9th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games), pages 253–259. IEEE.
Shahid, M. e Khan, M. R. (2022). Use of digital storytelling in classrooms and beyond. Journal of Educational Technology Systems, 51(1):63–77.
Shelton, C. C., Archambault, L. M., e Hale, A. E. (2017). Bringing digital storytelling to the elementary classroom: Video production for preservice teachers. Journal of Digital Learning in Teacher Education, 33(2):58–68.
Silva, C. J. P. d. (2020). Design de um sistema de informação para apoiar a atividade de planejamento de aulas: uma abordagem situada. Master’s thesis, Universidade Federal de Pernambuco.
Sylaiou, S. e Dafiotis, P. (2020). Storytelling in virtual museums: engaging a multitude of voices. In Visual computing for cultural heritage, pages 369–388. Springer.
Tarigan, F. N., Hasibuan, S. A., et al. (2024). Application and challenges of digital storytelling based artificial intelligence for language skills: A narrative review. SALTeL Journal (Southeast Asia Language Teaching and Learning), 7(1):1–8.
Van Gils, F. (2005). Potential applications of digital storytelling in education. In 3rd twente student conference on IT, volume 7.
Vidrih, M. e Mayahi, S. (2023). Generative ai-driven storytelling: A new era for marketing. arXiv preprint arXiv:2309.09048.
Vogler, C. (2015). A jornada do escritor: estrutura mítica para escritores. Aleph.
Wang, C.-C. e Ku, H.-Y. (2010). A case study of an affective education course in taiwan. Educational Technology Research and Development, 58:613–628.
Yin, R. K. (2018). Case study research and applications, volume 6. Sage Thousand Oaks, CA.
Yuksel-Arslan, P., Yildirim, S., e Robin, B. R. (2016). A phenomenological study: teachers’ experiences of using digital storytelling in early childhood education. Educational Studies, 42(5):427–445.
Yunus, M. M., Hashim, H., Embi, M. A., e Lubis, M. A. (2010). The utilization of ict in the teaching and learning of english:‘tell me more’. Procedia-Social and Behavioral Sciences, 9:685–691.
Zarei, A. A. e Ramezankhani, Z. (2018). The comparative effects of mnemonic keyword method, storytelling, and semantic publisher on l2 idiom learning. Teaching English Language, 12(1):31–60.
Alhussain, A. I. e Azmi, A. M. (2021). Automatic story generation: a survey of approaches. ACM Computing Surveys (CSUR), 54(5):1–38.
Almelhes, S. A. (2023). A review of artificial intelligence adoption in second-language learning. Theory and Practice in Language Studies, 13(5):1259–1269.
Arif, F. K. M., Zubir, N. Z., Mohamad, M., e Yunus, M. M. (2019). Benefits and challenges of using game-based formative assessment among undergraduate students. Humanities & Social Sciences Reviews, 7(4):203–213.
Barrett, A. e Pack, A. (2023). Not quite eye to ai: student and teacher perspectives on the use of generative artificial intelligence in the writing process. International Journal of Educational Technology in Higher Education, 20(1):59.
Belda-Medina, J., Goddard, M. B., et al. (2024). Ai-driven digital storytelling: A strategy for creating english as a foreign language (efl) materials. International Journal of Linguistics Studies, 4(1):40–49.
Boscolo, A., Lippiello, S., e Pierri, A. (2024). Storytelling as a skeleton to design a learning unit: A model for teaching and learning optics. Education Sciences, 14(3):218.
Bruner, J. S. (2009). Actual minds, possible worlds. Harvard university press.
Campbell, J. (2008). The hero with a thousand faces, volume 17. New World Library.
Castro, P., Tucunduva, C. C., e Arns, E. M. (2008). A importância do planejamento das aulas para organização do trabalho do professor em sua prática docente. ATHENA Revista Científica de Educação, 10(10):49–62.
Çetin, E. (2021). Digital storytelling in teacher education and its effect on the digital literacy of pre-service teachers. Thinking Skills and Creativity, 39:100760.
Chu, H. e Liu, S. (2023). Can ai tell good stories? narrative transportation and persuasion with chatgpt. PsyArXiv.
De Jager, A., Fogarty, A., Tewson, A., Lenette, C., e Boydell, K. M. (2017). Digital storytelling in research: A systematic review. The Qualitative Report, 22(10):2548–2582.
de Oliveira, E. G. e de Classe, T. M. (2024). Proposta de um framework de storytelling para apoiar o ensino e aprendizado em sistemas de informação. In Simpósio Brasileiro de Sistemas de Informação (SBSI), pages 281–284. SBC.
Duarte, R. M. (2010). A jornada do herói: O monomito na ficção seriada Lost.
Dungca, P. A. P. (2023). The incorporation of large language models (llms) in the field of education: Ethical possibilities, threats, and opportunities. In Philosophy of Artificial Intelligence and Its Place in Society, pages 78–97. IGI Global.
Ferraz, A. P. d. C. M. e Belhot, R. V. (2010). Taxonomia de bloom: revisão teórica e apresentação das adequações do instrumento para definição de objetivos instrucionais. Gestão & produção, 17:421–431.
Gancho, C. V. (2004). Como analisar narrativas. Editora Ática.
Goldstein, L. S. (2005). Becoming a teacher as a hero’s journey: Using metaphor in preservice teacher education. Teacher Education Quarterly, 32(1):7–24.
Gurrieri, L. e Drenten, J. (2019). Visual storytelling and vulnerable health care consumers: normalising practices and social support through instagram. Journal of Services Marketing, 33(6):702–720.
Hattie, J. (2003). Teachers make a difference, what is the research evidence?
Herbold, S., Hautli-Janisz, A., Heuer, U., Kikteva, Z., e Trautsch, A. (2023). Ai, write an essay for me: A large-scale comparison of human-written versus chatgpt-generated essays. arXiv preprint arXiv:2304.14276.
Kogila, M., Ibrahim, A. B., e Zulkifli, C. Z. (2020). A powerful of digital storytelling to support education and key elements from various experts. International Journal of Academic Research in Progressive Education and Development, 9(2):408–420.
Konig, J. C. (2020). The never-ending story teller–a narratological genealogy of storytelling in marketing and management. International Review of Management and Marketing, 10(5):127.
Lahmidi, M. (2021). Field trips and education for sustainable development. A proposal for youth participation using digital storytelling. Edmetic, 10:184–201.
Lansiquot, R. D. e Cabo, C. (2011). Alice’s adventures in programming narratives. In Transforming Virtual World Learning, volume 4, pages 305–325. Emerald Group Publishing Limited.
Moura, W. S., da Silva Dias, A. F., dos Santos França, J. B., da Silva Borges, M. R., e Oliveira, J. d. O. S. (2020). Colabsaber: Um framework de suporte pedagógico na construção colaborativa de saberes. In Anais do XXVI Workshop de Informática na Escola, pages 61–70. SBC.
Nagro, S. A., Fraser, D. W., e Hooks, S. D. (2019). Lesson planning with engagement in mind: Proactive classroom management strategies for curriculum instruction. Intervention in School and Clinic, 54(3):131–140.
Nair, V. e Md Yunus, M. (2022). Using digital storytelling to improve pupils’ speaking skills in the age of covid 19. Sustainability, 14(15):9215.
Nair, V. e Yunus, M. M. (2021). A systematic review of digital storytelling in improving speaking skills. Sustainability, 13(17).
Nicoli, N., Henriksen, K., Komodromos, M., e Tsagalas, D. (2022). Investigating digital storytelling for the creation of positively engaging digital content. EuroMed Journal of Business, 17(2):157–173.
Niemi, H., Harju, V., Vivitsou, M., Viitanen, K., Multisilta, J., e Kuokkanen, A. (2014). Digital storytelling for 21st-century skills in virtual learning environments. Creative Education, 5(9):657–671.
NSN (2024). What is storytelling? National Storytelling Network.
Palomino, P. T., Nacke, L., e Isotani, S. (2023). Gamificação narrativa para engajamento e personalização: Redefinindo a experiência do aprendizado digital. In Anais Estendidos do XXIX Simpósio Brasileiro de Sistemas Multimídia e Web, pages 27–30. SBC.
Peng, K., Ding, L., Zhong, Q., Shen, L., Liu, X., Zhang, M., Ouyang, Y., e Tao, D. (2023). Towards making the most of chatgpt for machine translation. arXiv preprint arXiv:2303.13780.
Psomos, P. e Kordaki, M. (2012). Pedagogical guidelines for the development of educational digital storytelling environments based on a pedagogical evaluation star. In EDULEARN12 Proceedings, pages 4697–4703. IATED.
Queiros, L. M., Silva, C. J., Gomes, A. S., e Moreira, F. (2019). Context analysis of teachers’ learning design practice through activity theory, distributed cognition, and situated cognition. In Learning Technology for Education Challenges: 8th International Workshop, LTEC 2019, Zamora, Spain, July 15–18, 2019, Proceedings 8, pages 247–259. Springer.
Rahman, M. M., Terano, H. J., Rahman, M. N., Salamzadeh, A., e Rahaman, M. S. (2023). Chatgpt and academic research: A review and recommendations based on practical examples. Rahman, M., Terano, HJR, Rahman, N., Salamzadeh, A., Rahaman, S.(2023). ChatGPT and Academic Research: A Review and Recommendations Based on Practical Examples. Journal of Education, Management and Development Studies, 3(1):1–12.
Rizvic, S., Djapo, N., Alispahic, F., Hadzihalilovic, B., Cengic, F. F., Imamovic, A., Okanovic, V., e Boskovic, D. (2017). Guidelines for interactive digital storytelling presentations of cultural heritage. In 2017 9th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games), pages 253–259. IEEE.
Shahid, M. e Khan, M. R. (2022). Use of digital storytelling in classrooms and beyond. Journal of Educational Technology Systems, 51(1):63–77.
Shelton, C. C., Archambault, L. M., e Hale, A. E. (2017). Bringing digital storytelling to the elementary classroom: Video production for preservice teachers. Journal of Digital Learning in Teacher Education, 33(2):58–68.
Silva, C. J. P. d. (2020). Design de um sistema de informação para apoiar a atividade de planejamento de aulas: uma abordagem situada. Master’s thesis, Universidade Federal de Pernambuco.
Sylaiou, S. e Dafiotis, P. (2020). Storytelling in virtual museums: engaging a multitude of voices. In Visual computing for cultural heritage, pages 369–388. Springer.
Tarigan, F. N., Hasibuan, S. A., et al. (2024). Application and challenges of digital storytelling based artificial intelligence for language skills: A narrative review. SALTeL Journal (Southeast Asia Language Teaching and Learning), 7(1):1–8.
Van Gils, F. (2005). Potential applications of digital storytelling in education. In 3rd twente student conference on IT, volume 7.
Vidrih, M. e Mayahi, S. (2023). Generative ai-driven storytelling: A new era for marketing. arXiv preprint arXiv:2309.09048.
Vogler, C. (2015). A jornada do escritor: estrutura mítica para escritores. Aleph.
Wang, C.-C. e Ku, H.-Y. (2010). A case study of an affective education course in taiwan. Educational Technology Research and Development, 58:613–628.
Yin, R. K. (2018). Case study research and applications, volume 6. Sage Thousand Oaks, CA.
Yuksel-Arslan, P., Yildirim, S., e Robin, B. R. (2016). A phenomenological study: teachers’ experiences of using digital storytelling in early childhood education. Educational Studies, 42(5):427–445.
Yunus, M. M., Hashim, H., Embi, M. A., e Lubis, M. A. (2010). The utilization of ict in the teaching and learning of english:‘tell me more’. Procedia-Social and Behavioral Sciences, 9:685–691.
Zarei, A. A. e Ramezankhani, Z. (2018). The comparative effects of mnemonic keyword method, storytelling, and semantic publisher on l2 idiom learning. Teaching English Language, 12(1):31–60.
Publicado
04/11/2024
Como Citar
OLIVEIRA, Eduardo Gomes de; CLASSE, Tadeu Moreira de.
Framework Journey of Learner (JoL): Facilitando a Construção de Storytellings Digitais Educacionais para Professores. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 35. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 142-157.
DOI: https://doi.org/10.5753/sbie.2024.242250.
