Digital Storytelling como Ferramenta de Aprendizagem Ativa na Disciplina de Introdução à Ciência da Computação
Resumo
A contação de histórias digitais (Digital Storytelling) é uma abordagem pedagógica inovadora, que possui o potencial de facilitar a aprendizagem ativa em sala de aula e pode oferecer múltiplos benefícios tanto para alunos quanto para professores. Nesse cenário, este estudo tem como objetivo apresentar um relato de experiência sobre o uso da DS como ferramenta de aprendizagem ativa, no contexto de uma disciplina de Introdução à Ciência da Computação para 24 alunos do curso técnico integrado de Desenvolvimento de Sistemas em uma instituição federal de ensino no Rio de Janeiro. Constatou-se, por meio dos relatos e observações, que a atividade pôde sensibilizar positivamente o processo de aprendizagem dos alunos.Referências
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Burmark, L. (2004). Visual presentations that prompt, flash & transform here are some great ways to have more visually interesting class sessions. Media and methods, 40:4–5.
Cajete, G. A. (2017). Children, myth and storytelling: An indigenous perspective. Global Studies of Childhood, 7(2):113–130.
Castro, R. e Classe, T. (2022). Usando aprendizagem ativa durante o ensino remoto - um estudo usando brainstorming e cocriação de conteúdo didático. In Anais do XXX Workshop sobre Educação em Computação, pages 251–262, Porto Alegre, RS, Brasil. SBC.
Castro, R. M., Siqueira, S. W., Bastos, C. A. R., e Fernandes, M. C. P. (2018). Active learning in practice: Techniques and experiences in information systems courses in brazil. In Active Learning Strategies in Higher Education. Emerald Publishing Limited.
Churchill, N. e Barratt-Pugh, C. (2020). The digital entanglement of humanities, literacy, and storytelling. Reconceptualizing the Digital Humanities in Asia: New Representations of Art, History and Culture, pages 141–154.
El Gamil, R. (2017). Storytelling as a tool for safeguarding and marketing the intangible cultural heritage (ich): The case of nubia city, egypt. Int. J. Tour. Res, 18:165–185.
Isidoro, A. R. (2014). Alunos com necessidades educativas especiais: o digital storylling como estratégia de aprendizagem da língua materna. PhD thesis.
Liu, Y. e Tse, A. W. C. (2022). The effects of learning with digital storytelling on classroom engagement in a grade 6 english class. In Proceedings of the 30th International Conference on Computers in Education. Asia-Pacific Society for Computers in Education, pages 571–580.
Malinowski, J. e Johnson, M. (2001). Navigating the acvtive learning swamp. Journal of College Science Teaching, 31(3).
Maraffi, S. e Sacerdoti, F. M. (2018). Innovative digital games to improve science education through storytelling, mystery and myth. British DiGRA.
Massey, A. P., Brown, S. A., e Johnston, J. D. (2005). Teaching tip: It’s all fun and games... until students learn. Journal of Information Systems Education, 16(1):9.
Miller, C. (2014). Digital storytelling: a creator’s guide to interactive entertainment (Vol. 3rd). Burlington, Mass: Focal Press.
Mitchell, A., Petter, S., e Harris, A. (2017). Learning by doing: Twenty successful active learning exercises for information systems courses. Journal of Information Technology Education. Innovations in Practice, 16:21.
Morra, S. (2024). 8 steps to great digital storytelling. Disponível em [link], Acesso em 15 nov. 2023.
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.
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.
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.
Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into practice, 47(3):220–228.
Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, (30):17–29.
Ryan, A. W. e Aasetre, J. (2021). Digital storytelling, student engagement and deep learning in geography. Journal of Geography in Higher Education, 45(3):380–396.
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.
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.
Tejasvee, S. e Kuri, M. (2021). Linking and digital story telling approach in teaching towards enhancing and engagement of smart study. In Advances in Information Communication Technology and Computing: Proceedings of AICTC 2019, pages 173–179. Springer.
Thongkoo, K. e Daungcharone, K. (2022). Using flipped classroom: Moocs and active learning approach to promoting undergraduate students’ learning achievement. In 2022 Joint International Conference on Digital Arts, Media and Technology, volume 1, pages 118–121.
Tzima, S., Styliaras, G., Bassounas, A., e Tzima, M. (2020). Harnessing the potential of storytelling and mobile technology in intangible cultural heritage: A case study in early childhood education in sustainability. Sustainability, 12(22):9416.
Wilson, K. e Desha, C. (2016). Engaging in design activism and communicating cultural significance through contemporary heritage storytelling: A case study in brisbane, australia. Journal of Cultural Heritage Management and Sustainable Development, 6(3):271–286.
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.
Azuma, R. (2015). Location-based mixed and augmented reality storytelling, chapter 11 in 2 edition of fundamentals of wearable computers and augmented reality, woodrow barfield. woodrow barfield.
Bonwell, C. C. e Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ERIC.
Burmark, L. (2004). Visual presentations that prompt, flash & transform here are some great ways to have more visually interesting class sessions. Media and methods, 40:4–5.
Cajete, G. A. (2017). Children, myth and storytelling: An indigenous perspective. Global Studies of Childhood, 7(2):113–130.
Castro, R. e Classe, T. (2022). Usando aprendizagem ativa durante o ensino remoto - um estudo usando brainstorming e cocriação de conteúdo didático. In Anais do XXX Workshop sobre Educação em Computação, pages 251–262, Porto Alegre, RS, Brasil. SBC.
Castro, R. M., Siqueira, S. W., Bastos, C. A. R., e Fernandes, M. C. P. (2018). Active learning in practice: Techniques and experiences in information systems courses in brazil. In Active Learning Strategies in Higher Education. Emerald Publishing Limited.
Churchill, N. e Barratt-Pugh, C. (2020). The digital entanglement of humanities, literacy, and storytelling. Reconceptualizing the Digital Humanities in Asia: New Representations of Art, History and Culture, pages 141–154.
El Gamil, R. (2017). Storytelling as a tool for safeguarding and marketing the intangible cultural heritage (ich): The case of nubia city, egypt. Int. J. Tour. Res, 18:165–185.
Isidoro, A. R. (2014). Alunos com necessidades educativas especiais: o digital storylling como estratégia de aprendizagem da língua materna. PhD thesis.
Liu, Y. e Tse, A. W. C. (2022). The effects of learning with digital storytelling on classroom engagement in a grade 6 english class. In Proceedings of the 30th International Conference on Computers in Education. Asia-Pacific Society for Computers in Education, pages 571–580.
Malinowski, J. e Johnson, M. (2001). Navigating the acvtive learning swamp. Journal of College Science Teaching, 31(3).
Maraffi, S. e Sacerdoti, F. M. (2018). Innovative digital games to improve science education through storytelling, mystery and myth. British DiGRA.
Massey, A. P., Brown, S. A., e Johnston, J. D. (2005). Teaching tip: It’s all fun and games... until students learn. Journal of Information Systems Education, 16(1):9.
Miller, C. (2014). Digital storytelling: a creator’s guide to interactive entertainment (Vol. 3rd). Burlington, Mass: Focal Press.
Mitchell, A., Petter, S., e Harris, A. (2017). Learning by doing: Twenty successful active learning exercises for information systems courses. Journal of Information Technology Education. Innovations in Practice, 16:21.
Morra, S. (2024). 8 steps to great digital storytelling. Disponível em [link], Acesso em 15 nov. 2023.
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.
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.
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.
Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into practice, 47(3):220–228.
Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, (30):17–29.
Ryan, A. W. e Aasetre, J. (2021). Digital storytelling, student engagement and deep learning in geography. Journal of Geography in Higher Education, 45(3):380–396.
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.
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.
Tejasvee, S. e Kuri, M. (2021). Linking and digital story telling approach in teaching towards enhancing and engagement of smart study. In Advances in Information Communication Technology and Computing: Proceedings of AICTC 2019, pages 173–179. Springer.
Thongkoo, K. e Daungcharone, K. (2022). Using flipped classroom: Moocs and active learning approach to promoting undergraduate students’ learning achievement. In 2022 Joint International Conference on Digital Arts, Media and Technology, volume 1, pages 118–121.
Tzima, S., Styliaras, G., Bassounas, A., e Tzima, M. (2020). Harnessing the potential of storytelling and mobile technology in intangible cultural heritage: A case study in early childhood education in sustainability. Sustainability, 12(22):9416.
Wilson, K. e Desha, C. (2016). Engaging in design activism and communicating cultural significance through contemporary heritage storytelling: A case study in brisbane, australia. Journal of Cultural Heritage Management and Sustainable Development, 6(3):271–286.
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.
Publicado
21/07/2024
Como Citar
OLIVEIRA, Eduardo Gomes de; CLASSE, Tadeu Moreira de.
Digital Storytelling como Ferramenta de Aprendizagem Ativa na Disciplina de Introdução à Ciência da Computação. In: WORKSHOP SOBRE EDUCAÇÃO EM COMPUTAÇÃO (WEI), 32. , 2024, Brasília/DF.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 160-171.
ISSN 2595-6175.
DOI: https://doi.org/10.5753/wei.2024.2535.
