Συζητώντας για το παρελθόν: διαλογικές ψηφιακές εμπειρίες στην εκπαίδευση της ιστορίας

PDF
Δημοσιευμένα: Jan 5, 2023
DOI: https://doi.org/10.12681/hjre.30406
Λέξεις-κλειδιά:
συνεργατική μάθηση διαλογικές εμπειρίες ψηφιακές εφαρμογές διαδραστική ψηφιακή αφήγηση μουσειακή εκπαίδευση
Κατερίνα Σέρβη
Ερευνητικό Κέντρο "Αθηνά"
https://orcid.org/0000-0003-1866-5871
Ακριβή Κατηφόρη
Ερευνητικό Κέντρο "Αθηνά"
Μαρία Ρούσσου
Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
https://orcid.org/0000-0002-2826-162X
Δήμητρα Πετούση
Ερευνητικό Κέντρο "Αθηνά"
https://orcid.org/0000-0001-7539-4014
Περίληψη

Η κοινωνική αλληλεπίδραση είναι παρούσα σε πολλές πτυχές της καθημερινότητας μας, ιδιαίτερα δε στον τομέα της εκπαίδευσης. Όπως δείχνουν οι έρευνες επηρεάζει θετικά τη μάθηση σε μουσειακό περιβάλλον, ενώ ο διάλογος, ως μια συνηθισμένη μορφή κοινωνικής αλληλεπίδρασης, αποτελεί αναπόσπαστο μέρος της συνεργατικής μάθησης, ειδικότερα στο πλαίσιο της εκπαίδευσης της Ιστορίας. Στο άρθρο αυτό εξετάζουμε τη χρήση συνεργατικών και διαλογικών εμπειριών σε χώρους πολιτισμού, παρουσιάζοντας δύο εμπειρίες που δημιουργήθηκαν για τον αρχαιολογικό χώρο της Αρχαίας Αγοράς της Αθήνας. Η πρώτη είναι μια δραστηριότητα συνεργατικής διαδραστικής ψηφιακής αφήγησης (storytelling) που αφορά τον χώρο της Αγοράς, στο πλαίσιο της οποίας οι χρήστες συζητούν στα σημεία επιλογών και παίρνουν αποφάσεις από κοινού. Η δεύτερη είναι μια συζήτηση με chatbot, το οποίο λειτουργεί ως διαμεσολαβητής, οδηγώντας τους συμμετέχοντες σε διάλογο γύρω από θέματα που σχετίζονται με την προαναφερόμενη ψηφιακή αφήγηση και την αρχαία Αθήνα, ενώ παράλληλα είναι σύμφυτα με σύγχρονους προβληματισμούς του ανθρώπου, όπως η ελευθερία, η θρησκεία, η κοινωνική δομή κ.α. Οι μαθητές εμπλέκονται σε εποικοδομητικό διάλογο μεταξύ τους, μέσα από τη λήψη προοπτικής, τη συλλογική δημιουργία νοήματος και τις συνδέσεις με το παρόν, με διαφορετικό τρόπο στην κάθε εμπειρία. Η συγκριτική παρουσίαση των δύο εμπειριών έχει ως στόχο να συμβάλει στην κατανόηση του τρόπου με τον οποίο τα χαρακτηριστικά κάθε εμπειρίας συνδέονται με την ανάπτυξη ιστορικού αναστοχασμού, ενώ παράλληλα υπογραμμίζει την αξία των διαλογικών και συνεργατικών προσεγγίσεων για την επαφή των μαθητών με τα πολιτιστικά αγαθά.

Λεπτομέρειες άρθρου
  • Ενότητα
  • Άρθρα
Creative Commons License

Αυτή η εργασία είναι αδειοδοτημένη υπό το CC Αναφορά Δημιουργού – Μη Εμπορική Χρήση – Παρόμοια Διανομή 4.0.

Τα πνευματικά δικαιώματα των άρθρων του περιοδικού ανήκουν στους συγγραφείς. Τα άρθρα διατίθενται με άδειες Creative Commons CC-BC-SA 4.0

 
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
Abrahamson, C.E., 1998. Storytelling as a pedagogical tool in higher education. Education, 118(3), 440-452.
Aoki, P.M., Grinter, R.E., Hurst, A., Szymanski, M.H., Thornton, J.D. and Woodruff, A., 2002, April. Sotto voce: exploring the interplay of conversation and mobile audio spaces. In Proceedings of the SIGCHI conference on Human factors in computing systems (pp. 431-438). DOI:https://doi.org/10.1145/503376.503454
Barton, K.C. and Levstik, L.S., 2004. Teaching history for the common good. Routledge.
Bedford, L., 2001. Storytelling: the real work of museums. Curator: Museum J. 44 (1), 27–34. DOI:https://doi.org/10.1111/j.2151-6952.2001.tb00027.x
Birchall, D. and Faherty, A., 2016. Big and slow: Adventures in digital storytelling. MW2016: Museums and the Web 2016. Retrieved from https://mw2016.museumsandtheweb.com/paper/big-and-slow-adventures-in-digital-storytelling/
Black, G., 2009. Το ελκυστικό μουσείο: μουσεία και επισκέπτες. Αθήνα: Πολιτιστικό Ίδρυμα Ομίλου Πειραιώς
Bruner, J., 1990. Acts of meaning. Harvard university press.
Burbules, N.C., 1993. Dialogue in teaching: Theory and practice. Teachers College Press. DOI:https://doi.org/10.1080/00220270050167233
Callaway, C., Stock, O. and Dekoven, E., 2014. Experiments with mobile drama in an instrumented museum for inducing conversation in small groups. ACM Transactions on Interactive Intelligent Systems (TiiS), 4(1), 1-39. DOI:https://doi.org/10.1145/2584250
Carter, J., 1997. A sense of place: an interpretive planning handbook. Inverness: Tourism and Environment Initiative
Chrysanthi, A., Katifori, A., Vayanou, M. and Antoniou, A., 2021, June. Place-Based Digital Storytelling. The Interplay Between Narrative Forms and the Cultural Heritage Space. In International Conference on Emerging Technologies and the Digital Transformation of Museums and Heritage Sites (pp. 127-138). Springer, Cham.
Cobb, P. and Yackel, E., 1996. Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educational psychologist, 31(3-4), 175-190. DOI:https://doi.org/10.1080/00461520.1996.9653265
Coerver, C., 2016. On (Digital) Content Strategy. SFMOMA. Retrieved from https://www.sfmoma.org/read/on-digital-content-strategy/
Crawford, C., 2013. Interactive storytelling. In The video game theory reader (pp. 281-296). Routledge. DOI:https://doi.org/10.4324/9780203700457-19
EducationEndowmentFoundation, 2021. Collaborative learning approaches: High impact for very low cost based on limited evidence. Education Endowment Foundation. Retrieved from https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/collaborative-learning-approaches
Endacott, J. and Brooks, S., 2013. An updated theoretical and practical model for promoting historical empathy. Social Studies Research and Practice, 8(1), 41-58. Retrieved from https://www.researchgate.net/publication/270285762_An_Updated_Theoretical_and_Practical_Model_for_Promoting_Historical_ Empathy
Gallagher, K.M., 2011. In search of a theoretical basis for storytelling in education research: Story as method. International Journal of Research & Method in Education, 34(1), pp.49-61. DOI:https://doi.org/10.1080/1743727X.2011.552308
Gargett, K., 2018. Re-thinking the guided tour: co-creation, dialogue and practices of facilitation at York Minster. University of York.
Hein, G. E., 2005. The role of museums in society: education and social action. [pdf] Retrieved from http:// http://george-hein.com/downloads/roleMuseumsSocietyForum.pdf
Huws, S., John, A. and Kidd, J., 2018, October. Evaluating the affective dimensions of Traces-Olion: a subtle mob at St Fagans National Museum of History, Wales. In 2018 3rd Digital Heritage International Congress (DigitalHERITAGE) held jointly with 2018 24th International Conference on Virtual Systems & Multimedia (VSMM 2018) (pp. 1-8). IEEE.
Johnson, D.W. and Johnson, R.T., 2008. Social interdependence theory and cooperative learning: The teacher's role. In The teacher’s role in implementing cooperative learning in the classroom (pp. 9-37). Springer, Boston, MA. DOI:https://doi.org/10.1007/978-0-387-70892-8_1
Katifori, A., Karvounis, M., Kourtis, V., Perry, S., Roussou, M. and Ioanidis, Y., 2018, December. Applying interactive storytelling in cultural heritage: opportunities, challenges and lessons learned. In International Conference on Interactive Digital Storytelling (pp. 603-612). Springer, Cham. DOI:https://doi.org/10.1007/978-3-030-04028-4_70
Katifori, A., Roussou, M., Kaklopoulou, I., and Servi, K., 2019. “Mobile interactive storytelling in the Athens Ancient Agora: exploring the right balance between the Site and the App,” in XVII. Culture and Computer Science (Berlin), 47–60.
Katifori, A., Tsitou, F., Pichou, M., Kourtis, V., Papoulias, E., Ioannidis, Y. and Roussou, M., 2020. Exploring the potential of visually-rich animated digital storytelling for cultural heritage. In Visual Computing for Cultural Heritage (pp. 325-345). Springer, Cham. DOI:https://doi.org/10.1007/978-3-030-37191-3_17
Katifori, A., Perry, S., Vayanou, M., Antoniou, A., Ioannidis, I.P., McKinney, S., Chrysanthi, A. and Ioannidis, Y., 2020. “Let them talk!” exploring guided group interaction in digital storytelling experiences. Journal on Computing and Cultural Heritage (JOCCH), 13(3), 1-30. DOI:https://doi.org/10.1145/3382773
King, A., 2008. Collaborative learning in the music studio. Music Education Research, 10(3), 423-438. DOI:https://doi.org/10.1080/14613800802280167
Koenitz, H., 2015. Towards a specific theory of interactive digital narrative. In Interactive digital narrative (pp. 91-105). Routledge. DOI:https://doi.org/10.4324/9781315769189
Kuflik, T., Sheidin, J., Jbara, S., Goren-Bar, D., Soffer, P., Stock, O. and Zancanaro, M., 2007, January. Supporting small groups in the museum by context-aware communication services. In Proceedings of the 12th international conference on Intelligent user interfaces (pp. 305-308). DOI:https://doi.org/10.1145/1216295.1216353
Kuflik, T., Stock, O., Zancanaro, M., Gorfinkel, A., Jbara, S., Kats, S., Sheidin, J. and Kashtan, N., 2011. A visitor's guide in an active museum: Presentations, communications, and reflection. Journal on Computing and Cultural Heritage (JOCCH), 3(3), 1-25. DOI:https://doi.org/10.1145/1921614.1921618
Leinhardt, G., Stainton, C., Virji, S.M. and Odoroff, E., 1994. Learning to reason in history: Mindlessness to mindfulness. Cognitive and instructional processes in history and the social sciences, 131-158.
Lombardo, V. and Damiano, R., 2012. Storytelling on mobile devices for cultural heritage. New Review of Hypermedia and Multimedia, 18(1-2), 11-35. DOI:https://doi.org/10.1080/13614568.2012.617846
McKinney, S., Perry, S., Katifori, A. and Kourtis, V., 2020. Developing digital archaeology for young people: A model for fostering empathy and dialogue in formal and informal learning environments. COMMUNICATING THE PAST, 12, p.179.
Mello, R., 2001. The Power of Storytelling: How Oral Narrative Influences Children's Relationships in Classrooms. Int. J. Educ. Arts, 2(1). Retrieved from http://www.ijea.org/v2n1/
Michaelis, J.E. and Mutlu, B., 2019, June. Supporting interest in science learning with a social robot. In Proceedings of the 18th ACM International Conference on Interaction Design and Children (pp. 71-82). DOI:https://doi.org/10.1145/3311927.3323154
National Center for History in the Schools UCLA. 1996. National Standards for History. Los Angeles, CA, USA. Retrieved from https://phi.history.ucla.edu/nchs/history-standards/
Pau, S., 2017. Audio that moves you: experiments with location-aware storytelling in the SFMOMA app. MW2017: Museums and the Web 2017. Retrieved from https://mw17.mwconf.org/paper/audio-that-moves-you-experiments-with-location-aware-storytelling-in-the-sfmoma-app/
Petousi, D., Katifori, A., Servi, K., Roussou, M. and Ioannidis, Y., 2022. History education done different: A collaborative interactive digital storytelling approach for remote learners. Frontiers in Education (Vol. 7, p. 942834). Frontiers Media SA. https://doi.org/10.3389/feduc.2022.942834
Poole, S., 2018. Ghosts in the Garden: locative gameplay and historical interpretation from below. International Journal of Heritage Studies, 24(3), pp.300-314. DOI:https://doi.org/10.1080/13527258.2017.1347887
Pujol, L., Roussou, M., Poulou, S., Balet, O., Vayanou, M. and Ioannidis, Y., 2012, March. Personalizing interactive digital storytelling in archaeological museums: the CHESS project. In 40th annual conference of computer applications and quantitative methods in archaeology (pp. 93-100). Amsterdam University Press. Retrieved from dare.uva.nl/cgi/arno/show.cgi?fid=545855
Robin, B.R., 2008. Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into practice, 47(3), 220-228. DOI:https://doi.org/10.1080/00405840802153916
Roussou, M. and Katifori, A., 2018. Flow, staging, wayfinding, personalization: Evaluating user experience with mobile museum narratives. Multimodal Technologies and Interaction, 2(2), p.32. DOI:https://doi.org/10.3390/MTI2020032
Roussou, M., Perry, S., Katifori, A., Vassos, S., Tzouganatou, A. and McKinney, S., 2019, May. Transformation through provocation? Designing a ‘bot of conviction’to challenge conceptions and evoke critical reflection. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems. DOI:https://doi.org/10.1145/3290605.3300857
Scardamalia, M. and Bereiter, C., 1991. Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. The Journal of the learning sciences, 1(1), 37-68.
Seixas, P., 2017. A model of historical thinking. Educational Philosophy and Theory, 49(6), 593-605. DOI:https://doi.org/10.1080/00131857.2015.1101363
Sitzia, E., 2016. Narrative theories and learning in contemporary art museums: A theoretical exploration. Stedelijk Studies, 4, 1-15. Retrieved from https://www.jstor.org/stable/1466656
Smutny, P. and Schreiberova, P., 2020. Chatbots for learning: A review of educational chatbots for the Facebook Messenger. Computers & Education, 151, p.103862. DOI:https://doi.org/10.1016/j.compedu.2020.103862
Steffens, H., 1989. Collaborative learning in a history seminar. The History Teacher, 22(2), 125-138. DOI:https://doi.org/10.2307/493967
Trentin, G., 2004. Networked collaborative learning in the study of modern history and literature. Computers and the Humanities, 38(3), 299-315. DOI:https://doi.org/10.1007/s10579-004-1110-8
University of Houston, 2022. Educational uses of Digital Storytelling. Retrieved from https://digitalstorytelling.coe.uh.edu/
Drie, J.V., Boxtel, C.V., Erkens, G. and Kanselaar, G., 2005. Using representational tools to support historical reasoning in computer-supported collaborative learning. Technology, Pedagogy and Education, 14(1), 25-41. DOI:https://doi.org/10.1080/14759390500200191
Van Drie, J. and Van Boxtel, C., 2008. Historical reasoning: Towards a framework for analyzing students’ reasoning about the past. Educational Psychology Review, 20(2), 87-110. DOI:https://doi.org/10.1007/s10648-007-9056-1
Linden, J.V.D., Erkens, G., Schmidt, H. and Renshaw, P., 2000. Collaborative learning. In New learning (pp. 37-54). Springer, Dordrecht. DOI:https://doi.org/10.1007/0-306-47614-2_3
Vayanou, M., Katifori, A. and Ioannidis, Y., 2021. Perspective Sharing in Culture Group Games: Passing Around the Social Mediator Role. In Proceedings of the ACM on Human-Computer Interaction, 5(CHI PLAY), pp.1-24. DOI:https://doi.org/10.1145/3474676
Vrettakis, E., Kourtis, V., Katifori, A., Karvounis, M., Lougiakis, C. and Ioannidis, Y., 2019. Narralive – Creating and experiencing mobile digital storytelling in cultural heritage. Digital Applications in Archaeology and Cultural Heritage, 15, p.e00114.
Vrettakis, E., Lougiakis, C., Katifori, A., Kourtis, V., Christoforidis, S., Karvounis, M. and Ioanidis, Y., 2020, November. The story maker - an authoring tool for multimedia-rich interactive narratives. In International Conference on Interactive Digital Storytelling (pp. 349-352). Springer, Cham.
Vrettakis, E., Katifori, A. and Ioannidis, Y., 2021, December. Digital Storytelling and Social Interaction in Cultural Heritage-An Approach for Sites with Reduced Connectivity. In International Conference on Interactive Digital Storytelling (pp. 157-171). Springer, Cham. DOI:https://doi.org/10.1007/978-3-030-92300-6_14
Vygotsky, L. S., 1987. Thinking and Speech. In The Collected Works of L. S. Vygotsky, Volume 1. Plenum Press, New York, NY, USA
Webb, N.M. and Palincsar, A.S., 1996. Group processes in the classroom. In D. C. Berliner and R. Calfee, C (eds.) Handbook of educational psychology (pp. 841–873). Macmillan Library Reference Usa; Prentice Hall International.
Wells, G., 1995. Language and the inquiry-oriented curriculum. Curriculum inquiry, 25(3), pp.233-269.
Werstsch, J.V. and Penuel, R.P., 1998. Historical representations as mediated action: official history as a tool. In J. Voss and M. Carretero (eds): Learning and reasoning in history: international review of history education volume 2. London: Woburn Press