Navigating Ethical Boundaries When Adopting Digital Storytelling in Higher Education
Navigating Ethical Boundaries When Adopting Digital Storytelling in Higher Education
复制标题
在高等教育中采用数字讲故事时跨越道德界限
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
P. Sykes
中科院分区：
文献类型：
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作者：
D. Gachago;P. Sykes
Gachago和Sykes强调了将数字讲故事引入高等教育课堂所提出的重要而有趣的伦理问题。在南非一所大学的职前教师教育背景下，Gachago和Sykes反思了一系列“快照”或轶事，这些快照或轶事突出了高等教育中面临数字讲故事的教学和治疗项目之间的紧张关系。Gachago和Sykes借鉴了关于影响和创伤在教育中的作用的教育和心理学文献，在将个人数字故事引入课程时，挑战了对学生，促进者和政治项目的假设。本章提出的问题显然需要进一步讨论。
Gachago and Sykes highlight important and interesting ethical questions raised by the introduction of digital storytelling into the higher education classroom. Against the background of pre-service teacher education at a South African university, Gachago and Sykes reflect on a series of “snapshots” or anecdotes that highlight the tension between pedagogical and therapeutic project that confronts digital storytelling in higher education. Gachago and Sykes draw on both educational and psychological literature concerning the role of affect and trauma in education to challenge assumptions about students, facilitators and political projects when introducing personal digital storytelling into the curriculum. The questions raised in the chapter explicitly invite further conversation.