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Activity Theory and 2-POMME for Digital Storytelling
PROCEEDINGS

, Mie University, Japan ; , , , Kumamoto University, Japan

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Vygotskian activity theory can be applied to digital storytelling, since digital storytelling (DST) is based on constructivism. In the activity theory triangle, “subject” is a learner, and “object” is the leaner’s experience or what he/she has learned. Learners can use various digital “tools” (artifacts) such as a digital camera, a computer, and movie-editing software besides words and voice. Expansive activity system by Engeström gives us a helpful hint for understanding the processes used by DST learners in classes. We hereby propose ‘2-POMME’ (2-Phase Output Model for “MAKE” and “ENJOY”) for Digital Storytelling by using two Engeström’s triangles.

Citation

Susono, H., Suzuki, K., Tsuzuku, S. & Goda, Y. (2015). Activity Theory and 2-POMME for Digital Storytelling. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 651-655). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 5, 2020 from .

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Cited By

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    Shotaro Hoda, Hitoshi Susono & Tsutomu Shimomura, Mie University, Japan

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 167–171

  • “3s Card” for Short Presentation and Active Learning

    Hitoshi Susono, Mie University, Japan; Katsuhito Yamamura, Yushu Elementary School, Japan; Shotaro Hoda & Tsutomu Shimomura, Mie University, Japan

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 793–796

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