http://hdl.handle.net/11189/5651 2026-09-03T06:35:36Z http://hdl.handle.net/11189/5327 Title: Digital storytelling and authentic learning: A case study in Industrial Design Authors: Barnes, Veronica; Gachago, Daniela; Ivala, Eunice Abstract: Plagiarism is one of the major challenges in undergraduate students’ written assignments. Against a background of general under preparedness of students entering higher education, poor academic literacy levels, limited knowledge about plagiarism and an increasing affinity among students towards visual learning resources, this paper reports on a research study that investigated the potential of digital storytelling as an alternative assessment method in a first year Industrial Design course, at a University of Technology, South Africa. In this course, Technology 1, digital storytelling was used for student assessment instead of a paper-based essay. Digital stories are usually short movie clips, created with off-the-shelf equipment and techniques, combining text, images, videos, music and narration. Drawing from the principles of authentic learning, the researchers investigated benefits and challenges of using digital stories as alternative assessment method. Qualitative methods of collecting data were used, which included focus group interviews with the students and in-depth interviews with lecturers. Findings of the study showed that digital storytelling promoted authentic learning, which led to high levels of student engagement with their studies and hence meaningful understanding of the subject matter. However, findings also revealed the importance of providing support to students in developing a high-quality, polished end product. More research is needed to explore the potential of transferring this highly independent, student-led project into other disciplines. 2012-01-01T00:00:00Z http://hdl.handle.net/11189/5311 Title: Telling digital stories: final-year pre-service student teachers’ perceptions of diversity in the classroom in south africa Authors: Condy, Janet; Chigona, Agnes; Gachago, Daniela; Ivala, Eunice Abstract: Addressing the historical educational inequalities in Higher Education amongst different races is a central policy goal since the political transition in 1994 in South Africa. Managing diversity in South African classrooms is one of the main challenges for all South African teachers. One strategy is digital storytelling which is a short, first person video-narrative created by combining recorded voice, still and moving images, and music or other sound. Digital storytelling facilitates the convergence of four student-centered learning strategies: student engagement, reflection for deep learning, project-based learning, and the effective integration of technology into teaching. A qualitative research design was used with thirty final-year pre-service teachers. Data consisted of the thirty written stories and a recording of a focus-group interview with ten purposely selected participants from the group. From the analysis of the data collected, the following themes became evident: personal and professional development, an eagerness to challenge the issue of diversity in their classrooms next year and how this shared experience has created a strong class bond. 2011-01-01T00:00:00Z http://hdl.handle.net/11189/5295 Title: ‘Family comes in all forms, blood or not’: disrupting dominant narratives around the patriarchal nuclear family Authors: Gachago, Daniela; Clowes, Lindsay; Condy, Janet Abstract: After nearly 25 years of democracy lives of young South African’s are still profoundly shaped by the legacies of apartheid. This paper considers how these differences are produced, maintained and disrupted through an exploration of changing narratives developed by a small group of South African pre-service teachers, with a particular focus on the narratives developed around discourses of fatherhood generally and absent fathers in particular. We draw on interviews conducted with three students in which we discussed their digital stories and literature reviews. In this paper we draw attention to the limitations of digital storytelling and the risks such autobiographical storytelling presents of perpetuating dominant narratives that maintain and reproduce historical inequalities. At the same time, in highlighting ways in which this risk might be confronted, the paper also aims to show the possibilities in which these dominant narratives may be challenged. 2016-01-01T00:00:00Z http://hdl.handle.net/11189/5263 Title: Engagement levels in a graphic design clicker class: Students’ perceptions around attention, participation and peer learning Authors: Gachago, Daniela; Morris, Amanda; Simon, Edwine Abstract: Research into the uses of personal response systems or ‘clickers’ shows that their use increases students’ engagement levels in the classroom. In South Africa, clicker usage is still in its infancy, with little research published in the field. This study reports on 37 Graphic Design students’ perceptions of the use of clickers and their engagement levels (attention, participation, and active class discussion) in small clicker classes. Clickers were introduced in three interventions in the third term of the 2010 academic year in an attempt to improve students’ participation in class discussions. The devices were used for individual and peer voting. Peer and class discussion either preceded or followed the voting process. The study employed a mixed method research design. Data was collected through open-ended student questionnaires, clicker questions during classes, and one focus group discussion. Drawing on cooperative learning theory, this paper discusses student engagement on three levels. Firstly, clickers seize students’ attention through the simplicity, novelty factor, and fun element they bring to class. Secondly, they encourage student participation through the anonymity they offer, which is especially important when the language of learning and teaching is not the students’ first language. Thirdly and most importantly, clickers encourage peer discussion. Students reported that by being confronted with opposing points of views, which lead to uncertainty or conceptual conflicts, they were propelled to re-conceptualise their own arguments, which then in turn led to more refined and thoughtful conclusions. This resonates with the central tenet of Johnson, Johnson, and Smith’s Controversy Theory (1998), which advocates the benefits of cooperative student learning. Students reported that peer discussions improved their confidence to participate in the class discussions. 2011-01-01T00:00:00Z