Does Technology flatten authenticity? Exploring the use of digital storytelling as a learning tool in mental health nurse education

Citation

Conlon M, Smart F & McIntosh G (2020) Does Technology flatten authenticity? Exploring the use of digital storytelling as a learning tool in mental health nurse education. Technology, Pedagogy and Education, 29 (3), pp. 269-278. https://doi.org/10.1080/1475939X.2020.1760127

Abstract
The paper reflects on digital story-telling as an approach designed to maximise authentic learning in a co-productive context. It explores the suitability of digital stories as pedagogical tools and examines the connection made between the individual and group interpretation of these stories. Design: A participant group (n=7) comprising family carers, people with lived experience and mental health nursing students participated in two workshops. The group reviewed four digital stories with the aim of eliciting and sharing their perspectives. Findings: Digital audio compared less well to visual media in authenticity scales and still photobook images were perceived to be less authentic than drama. The essence of authenticity became richer as the process and activities of co-productive engagement developed. Conclusion: Digital media must be selected carefully to reflect social and cultural norms of the student group. It is proposed that creating digital scenarios co-productively, provides a relational environment in which the essence of authenticity can be felt and expressed. The paper reflects on the process of employing co-production and digital story-telling as an approach to maximise authentic learning. It will explore the suitability of digital stories as pedagogical tools and examines the process of co-production as an approach which accentuates realism.

Keywords
Digital stories; authenticity; education; co-production; narrative

Journal
Technology, Pedagogy and Education: Volume 29, Issue 3

• Accepted manuscript