Delphi survey questionnaire of the second round

Demographic Information Form

Thank you for taking part in this survey. In order to better understand the perspectives and experiences of the respondents, please provide some basic demographic information.

Specifically, please let us know your current job title, how long you've been in that role, and your primary academic or professional discipline. Your answers will help to identify any patterns or trends in the data and improve the accuracy of the analysis. Thank you for your valuable contribution.

Results of the first round of digital storytelling competency rankings

In the first round of our Delphi survey, participants ranked key digital storytelling competencies. The collective insights have resulted in the following rankings, reflecting the perceived impact of each competency:

1. Creativity (25 points)
2. Storytelling skills (24 points)

3. Digital literacy (23 points)
4. Reflective practice (20 points)

5. Critical thinking (17 points)
5. Collaboration (17 points)

Presentation of first round survey coding results

As part of our current Delphi survey, feedback from the first round has been closely analysed. The following is a summary of the key themes and patterns that emerged from this analysis, structured as a code system. It is expected that these insights will be instrumental in understanding the wide range of perspectives on digital storytelling competencies.

Code System Overview

Contextual nature of creativity:

An issue on analysing 'creativity'
Conflict of 'creativity' with other competencies
Creativity in learning by playing
The need for creativity before critical thinking
Creativity as a catalyst for other skills
Providing a supportive environment for expressing creativity
The multifaceted nature of creativity in storytelling

Importance of storytelling to the success of the project:

Avoiding stifling effects on 'storytelling skills'
Importance of storytelling in the digital age
Storytelling skills as basic tools for students
Role of narrative coherence and logic in 'storytelling skills'
Value of Arc and characterisation in 'storytelling'
Consider the 'storytelling skills' focus and scope of the tool

Adaptive approach on 'critical thinking':

Student autonomy and creativity in 'critical thinking'
The role of critical thinking in shaping citizenship
Balancing support and independence in 'critical thinking'
The role of critical thinking in strategically crafted story

Educational importance of digital competencies:

Meta-cognition as a secondary element
A challenge to broaden the potential audience
A discussion on the complexity of competences

Difficulty in hierarchical ranking:

Influence of Personal Experience (IPE)
Need for enhanced discussion and negotiation
Agony in the low ranked 'Collaboration'

Reflective thinking for youth development:

A suggestion for the documentation of reflective practice
Critical thinking & digital literacy in relation to 'reflective practices'
Challenge in skill identification in 'reflective practices'
'Reflective Practices' for introspection and self-examination
'Reflection' as motivation for improvement
The need for reflection after creativity
Avoiding excessive introspection through balance

The need for strong focus on digital literacy:

Digital literacy in the context of lifelong learning
Support of text through images
Balancing textual and visual elements in 'digital literacy'
Expected KS3 level in digital literacy
Digital Literacy for using AI & modern Tech
Digital literacy as part of this broader set of skills
Individual differences in digital literacy

Importance of multiple perspectives on 'collaboration':

Collaboration is key to employability
Ambiguity of active collaboration in digital storytelling
Concerns of bullying in collaboration context
Empathy and perspective taking in digital storytelling
Avoid hyper-individualism in 'collaboration'.
Pros and cons of diverse perspectives in ‘collaboration’

Featured participant opinions from the first round of the survey

As this study moves into the second round of the Delphi survey, a selection of insightful opinions from the first round participants are presented. These reflections may provide diverse perspectives on each competency element, providing insight into the complexities and multiple viewpoints within the area of digital storytelling in education.

Digital literacy

Concerns and assumptions: A reminder of the importance of digital literacy, coupled with a caution against assuming that all young learners are equally confident with digital tools.
Basic skills: Suggests that KS3 students are likely to have the basic skills required for educational digital storytelling.

Critical thinking.

Framework evolution: The importance of critical thinking is emphasised, with a focus on recognising its evolving nature.
Societal Impact: Concerns about the political prioritisation of STEM over the arts and humanities, potentially limiting public critical thinking and informed citizenship.

Collaboration.

Collaboration challenges: Issues of bullying and abuse within collaborative contexts and the need for monitoring and safeguarding within the tool.
Diverse perspectives: Recognising that diverse perspectives in collaboration can be both productive and potentially destructive.
Transformative nature: The transformative and fundamental role of collaboration in fostering diverse perspectives and countering hyper-individualism.

Creativity

Alignment with competencies: Creativity is valued, but its alignment with other competencies is not guaranteed.
Encouraging risk-taking: The need to encourage risk-taking to help overcome fear of failure and limitations in self-expression, particularly in KS3 children.

Reflective practice

Importance and balance: Recognising the importance of reflective practice while advocating a balance to avoid excessive introspection.

This study encourages you to reflect on these views and contribute your perspectives. Your contribution will be invaluable in further informing the understanding of the competencies involved in Educational Digital Storytelling and its implementation in the KS3 curriculum.

Dear Researchers

Thank you for participating in the ongoing survey. Please take a moment to explore the prototype and provide your feedback, which will be instrumental in refining the tool to better serve the educational community.

Refer to a link a pilot prototype of the Interactive Storybook deployed on a Learning Content Management System (LCMS)

Pilot Prototype

Note:

At the end of the survey, please click the 'Vote' button to submit your answers. Although the button says 'Vote', please be assured that your responses are being submitted for research purposes and will be kept confidential and anonymous. Thank you for your valuable contribution!