DIGITAL STORY TELLING 

 Introduction The technique of digital storytelling has been piloted at the Centre for Active Learning in a   number of different learning contexts , particularly to encourage student reflection . Digital stories are   media artefacts combining still images and sound , created and edited by individuals or groups using   cameras and computers . This technique combines the use of technology with the benefits and skills of   storytelling , e.g. ‘ selecting , comparing , inferring , arranging and revising ’ ( Robinson & Hawpe , 1986 ) , and   provides the potential for an engaging student - centred approach . Digital storytelling within the University   of Gloucestershire The different learning contexts at the University of Gloucestershire in which digital   storytelling have been piloted include : • 

 Student induction ( transitions into higher education ) activity ( Jenkins & Lynch , 2006 ) . • Landscape   Design , where the tutor was interested in encouraging reflection on developing design ideas and the use   of models . • Accountancy , as a means of presentation for a first year skills module . • Second year Sports   Development students reflecting on how their chosen sport has influenced their own personal   development . The student induction and use by Landscape Design students examples provide the main   focus for this analysis . Central to the use of digital storytelling in both cases was the desire to encourage   and capture student reflection . 

 The digital stories could be seen as a discipline resource to enable further reflection and storytelling to   encourage deep learning . The individual stories showed much deeper reflection but were part of a   learning process that traditionally uses a studio model , where learning is both social and public . The   showing of the digital stories in this peer - learning forum might give students a chance to connect with the   thought processes of others , and may allow for ‘ scaffolding ’ to occur . Where formal critiquing of these   stories takes place , the possibility of enhanced reflective learning could occur , and may allow the voicing   of tacit understandings . This point was reinforced in one of the other cases of digital storytelling use in   the University , where they were used by accountancy students for presentation purposes . 

 The use of digital storytelling in higher education is still in its infancy but does offer new ways for   students to present their work and to reflect upon it . The straightforward technology used does not seem   to hamper even the ‘ digital immigrants ’ ( Prensky , 2001 ) and students appear to like the product as   something that is engaging and something to be proud of . As McDrury & Alterio ( 2003 : 47 ) note   “ students find stories appealing if they connect with their own experience ” and this technique does offer   an opportunity to enable this . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: DIGITAL STORY TELLING 

 Introduction The technique of digital storytelling has been piloted at the Centre for Active Learning in a   number of different learning contexts , particularly to encourage student reflection . Digital stories are   media artefacts combining still images and sound , created and edited by individuals or groups using   cameras and computers . This technique combines the use of technology with the benefits and skills of   storytelling , e.g. ‘ selecting , comparing , inferring , arranging and revising ’ ( Robinson & Hawpe , 1986 ) , and   provides the potential for an engaging student - centred approach . Digital storytelling within the University   of Gloucestershire The different learning contexts at the University of Gloucestershire in which digital   storytelling have been piloted include : • 

 Student induction ( transitions into higher education ) activity ( Jenkins & Lynch , 2006 ) . • Landscape   Design , where the tutor was interested in encouraging reflection on developing design ideas and the use   of models . • Accountancy , as a means of presentation for a first year skills module . • Second year Sports   Development students reflecting on how their chosen sport has influenced their own personal   development . The student induction and use by Landscape Design students examples provide the main   focus for this analysis . Central to the use of digital storytelling in both cases was the desire to encourage   and capture student reflection . 

 The digital stories could be seen as a discipline resource to enable further reflection and storytelling to   encourage deep learning . The individual stories showed much deeper reflection but were part of a   learning process that traditionally uses a studio model , where learning is both social and public . The   showing of the digital stories in this peer - learning forum might give students a chance to connect with the   thought processes of others , and may allow for ‘ scaffolding ’ to occur . Where formal critiquing of these   stories takes place , the possibility of enhanced reflective learning could occur , and may allow the voicing   of tacit understandings . This point was reinforced in one of the other cases of digital storytelling use in   the University , where they were used by accountancy students for presentation purposes . 

 The use of digital storytelling in higher education is still in its infancy but does offer new ways for   students to present their work and to reflect upon it . The straightforward technology used does not seem   to hamper even the ‘ digital immigrants ’ ( Prensky , 2001 ) and students appear to like the product as   something that is engaging and something to be proud of . As McDrury & Alterio ( 2003 : 47 ) note   “ students find stories appealing if they connect with their own experience ” and this technique does offer   an opportunity to enable this .
### Output: 