Enhancing an Online Digital Storytelling Course for Older Adults

through the Implementation of Andragogical Principles

Robyn Schell, Diogo da Silva and David Kaufman

Simon Fraser University, 8888 University Dr. Burnaby, Canada

Keywords: Digital Storytelling, Older Adults, Andragogy, Online Course Design.

Abstract: In earlier research on face-to-face digital storytelling courses for older adults 65 years of age and over,

findings showed that this activity provided an opportunity to forge social connections with others through

story as well increase the technical proficiency of participants. A digital story is a type of movie that embeds

multimedia such as narration, photographs, music and text. In these courses, participants created legacy

digital stories that reflected significant events, people and places in their lives. To reach a wider audience,

our original face-to-face course was transformed to a fully online course. In this paper, we describe the

andragogical approach used for designing this course for older adults and the perceptions of their learning

experience within the context of these principles. Our findings show that participants prefer the facilitator

take a greater role in discussion forums and providing technical assistance.

1 INTRODUCTION

By 2050, it is estimated that 30% of the world’s

population will be over 60 years of age (WHO,

2014). This change in demographics has created an

interest in how the quality of life can be maintained

as we age. While supporting physical and cognitive

health is important, well-being can also be enhanced

by activities that involve creativity, social

engagement and lifelong learning (Hanna et al.,

2015).

Digital storytelling incorporates the elements of

the traditional story structure but moves it to a

digital medium that allows it to be easily shared with

others. Our research focusses on personal stories that

capture an important moment in an individual’s life.

Our online digital storytelling course is oriented to

older adults who wish to leave a story as a legacy for

their family and friends. For older adults, writing

their legacy story can be an opportunity for

reflecting on experiences and sharing how they

overcame life’s challenges.

Creating a digital story not only enables older

adults to create their own life stories but also offers

an opportunity to develop a greater level of technical

literacy (Behmer et al., 2006) which has been shown

to enhance the lives of older adults (Mitzner et al.,

2010) and help them overcome some of the

cognitive, physical, and social limitations that

accompany the ageing process.

Storytelling is thought to be pivotal to the way

humans make sense of their world (Polkinghorne,

1988). Stories help us to contextualize experience,

retrieve memories, and use them to cope with new

situations that occur throughout life (Schank and

Cleary, 1995). Story can be a medium for presenting

difficulties and how they can be overcome (Hunter,

1991). Legacy stories in particular can be venue for

embedding memories and exploring identity (Birren

and Deutchman, 1991). Because of these

characteristics, digital storytelling can be a valuable

method for exploring and sharing life experiences

while becoming more familiar and comfortable with

technology (Hausknecht et al., 2017)

A digital story is a kind of movie that combines

multimedia such as audio, photographs, video,

animation, music, text, with a voice-over

narration. To create a digital story, the author writes

and scripts the story, finds the resources to illustrate

the story, for example, using family photos and

found images, then publishes the story online. The

digital story format was established by the Center

for Digital Storytelling in the early 1980s (Rule,

2010) and later taken up by Cardiff University in the

UK, in partnership with the BBC. From there the

concept has spread to other countries and has been

deployed for a variety of purposes (Robin, 2008).

Schell, R., da Silva, D. and Kaufman, D.

Enhancing an Online Digital Storytelling Course for Older Adults through the Implementation of Andragogical Principles.

DOI: 10.5220/0007579603130320

In Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019), pages 313-320

ISBN: 978-989-758-367-4

313

Through digital storytelling, individuals become

raconteurs of local or personal history (Klaebe et al.,

2007). Though telling their personal stories, a bond

can be between generations while helping older

adults to be socially engaged (Hausknecht and

Kaufman, 2018). By digitalizing stories, authors

have the possibility to reach a wider audience

(Burgess, 2006) and because of this, have the

potential to raise the visibility of authors who may

be members of a marginalized group (Sawhney,

2009). According to Hausknecht et al (2016), digital

storytelling builds empathy with others and creates

meaning through self-reflection. As such, this

medium can enhance the lives of older adults who

have limited opportunities to be heard because of

issues associated with ageing such as isolation and

immobility. In addition, as authors develop story

elements such as character and plot, engagement and

involvement deepen, supporting comprehension and

memory (Laurillard, 1998) while helping them to

keep their legacy alive and increase their sense of

value (Cruikshank, 2013). For older adults,

producing digital stories presents the opportunity to

gain experience with new technologies (Czarnecki,

2009) that support greater social connectedness.

Since digital storytelling is a multimedia

production, the combination of narrative and media

has the capacity to support learning in a rich learning

environment. Mayer points out that multimedia

presentations have a greater impact on retention and

transfer than using words or pictures by themselves

(Mayer, 2001). Paivio suggests that visualization can

support learning and recall because images and

words are processed in different parts of the brain

(Paivio, 1991). The addition of multimedia elements

can produce a more complex, authentic environment

for learners to interpret a variety of visual, auditory,

and nonverbal cues that can help prepare viewers for

a variety of real-life problems (Hoffman and Ritchie,

1997). For example, in medical education, rich

narrative text cases combined with multimedia have

shown potential to provide a context for developing

empathy and understanding of a patient’s

perspective among health professionals (Bizzocchi

and Schell, 2009).

With the assets of digital storytelling revealed in

the literature and our multi-year research

(Hausknecht et al., 2017), our next goal is to

develop an online version of the original face-to-face

course designed for older adults. The face-to-face

sessions included a story creation phase, followed by

media production phase. The entire course was

delivered over a 10-week period. Facilitators were

available to help participants develop storytelling

skills and use a free software called WeVideo to

digitalize their story. The in-person courses provided

a social learning environment and offered a

personalized experience. Over three iterations of the

course, there were 40 participants aged 55+ in seven

groups who completed evaluation forms.

Researchers noted the following results in relation to

course facilitation, process, and software.

 All were able to use the software with varying

degrees of assistance

 Two thirds of the participants found the

difficulty of the course at an acceptable level

 The level of facilitation was found adequate in

terms of communication (70%) and helpfulness

(82.5%)

 Close to 82.5% of the participants rated the

software used as “good” or “very good”

The researchers acknowledge that although online

learning has proven to be a credible and valued

component of higher education (Merriam, Caffarella

and Baumgartner, 2007), it can be a new

environment for older adults who may have limited

technical literacy. Furthermore, a search of the

literature reveals that online course design for older

adults is a subject that has not been deeply explored

despite the growth of this demographic. In this

paper, we examine andragogical approach to

developing an online course for those 65+: and

outline how we applied these principles. We then

review some of the feedback gathered through

interviews with the online course participants to

better understand their perceptions and assessment

of their learning experience in light of andragogical

framework used when designing the course.

2 APPLYING ANDRAGOGICAL

PRINCIPLES AS A

FRAMEWORK FOR ONLINE

COURSE DESIGN

Malcolm Knowles pioneered the theory of

andragogy which describes the assumptions behind

how adults learn. Merriam et al. (2007) summarizes

these assumptions as:

 Adults bring deep, valuable life experience and

draw upon these experiences when learning

 Adult learners are more motivated by their own

internal goals and are less motivated by external

goals

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 Adult learners are interested in understanding the

value of what they’re learning

 Adult learners are self-directed and independent

 Adult learners are ready to learn

The theme of legacy stories is expected to be of

interest to an older audience because they may be

motivated by a desire to share stories that reflect

their deep life experience with their family and

friends. In the face-to-face digital storytelling course

the older participants reported they found creating a

digital story a positive socio-emotional experience,

and welcomed the opportunity to share their legacy

digital story with others.

The online course consists of 10 course modules,

and a final 11

module used to share participants’

digital stories with each other. Each course module

begins with an overview of the content and lists the

activities the learner will carry out in that module.

As older adults are expected to be self-directed and

independent learners, it is possible for participants to

take a self-paced approach, using less or more time

as needed.

The first five modules in the online version were

designed to help participants acquire the skills

necessary to craft a compelling story. In the second

half of the course, a series of step-by-step

instructional videos demonstrate how to digitalize

their story. The online course modules included:

1. Course Outline

2. Your Legacy Story

3. Writing Your Story

4. Bringing in Digital Story

5. Sharing Your Story

6. Preparing Your Script, Images, and Storyboard

7. Starting with WeVideo

8. Recording Your Voice

9. Adding Your Photos to Your Narration

10. Adding Music and Publishing Your Story

11. Sharing Your Movie with Others

A diversity of activities is needed to provide learners

with the opportunity to apply new knowledge and

skills across a range of abilities and life experience

(Rose and Meyer, 2008). Adult learners are

interested in examples that model and develop their

metacognitive skills (Stacey, 2005). To support this

process in the online course, there is a variety of

examples, resources, and assignments that help

participants from generating story ideas to

publishing the final version of their digital story. For

example, since imagining potential story ideas was

found to be quite challenging for some in the face-

to-face course, we designed activities to assist online

participants to find a topic for their digital story. In

one activity, learners are asked to think of a story of

how they dealt with a difficult situation in their

lives. To encourage participants to begin to think

how pictures and text can propel a story forward,

learners are asked to write a short paragraph inspired

by one of a series of photographs displayed in the

course.

Defining learning objectives and the activities

and resources necessary to achieve them helps to

illuminate the value of the course to the adult

learners. Mapping the goals to course content and

assessments must be transparent to learners in order

to create a coherent message over the arc of the

course. In the digital storytelling course, the

outcomes were made clear on the opening page and

described what the learner will know how to do by

the end of the course. The learning objectives were:

• Identify story ideas for your digital story.

• Write a compelling short story about two to three

pages long.

• Develop a script from the story you've written.

• Use the script to record and tell your story.

• Select and digitalize photos to illustrate your

story.

• Add your images to your audio track that

visually describe your story.

• Add music to add to the feel of your story.

• Add titles and credits.

• Publish your digital story

Discussion forums offer a venue for participants to

validate new concepts with peers and learn from

fellow participants. In discussion forums participants

can meet fellow learners, practice writing, develop

ideas for stories, share stories, and contribute and

receive feedback from one another if they wish.

Anticipating some older adults could be new to

online discussion forums, instructions describe how

to post in a discussion forum and provide

constructive feedback to others.

Although andragogy cannot explain every aspect

of adult learning, it offers a framework for the

design of online courses that respond to their desires

and needs. The following table briefly describes

andragogical principles and how they were applied

on the online digital storytelling course.

Enhancing an Online Digital Storytelling Course for Older Adults through the Implementation of Andragogical Principles

315

Table 1: Summary of Andragogical Principles and Design

Applications.

Andragogical Principle

Example of Application in

Online Course Design

Adults bring deep,

valuable life experience

and draw upon these

experiences when

learning

Developing legacy

stories are built on the life

experience of the

participants. Personal

resources of each learner

are considered the

essential ingredient of the

online experience.

Adult learners are

more motivated by their

own internal goals and

less motivated by

external goals

The subject of this

online course is oriented to

older adults.

Adult learners are

interested in

understanding the value

of what they’re learning

The course theme of

digital story telling has

been shown to be of value

to older adults.

Examples throughout

the course model what is

expected at each step in

the production process.

Learners are provided

clearly defined learning

objectives and activities

make the value of the

course transparent.

The modular

organization supports a

consistent theme

throughout the course.

Adult learners are

self-directed and

independent

Learners are free to go

through the course at their

own pace.

Resources are

provided for learners to

use as they wish to help

them to develop their own

stories.

Adult learners are

ready to learn

The learners are

offered the resources they

need to develop their own

story.

Learner’s diverse

learning preferences are

considered and

implemented through a

variety of resources and

activities.

Learners can apply

new skills and knowledge

immediately.

Our online digital storytelling course has been

developed on Canvas, the institutional Learning

Management System (LMS). An institutional LMS

provides a standardized look and feel that offers a

consistent design and approach throughout the

course such as frequent entry and exit points,

persistent metaphor, and visual organizers. Boll and

Brune advocate simple user guidance, along with

clear, consistent, and abbreviated menu structure

(Boll and Brune, 2015) and in Canvas, the menu

items can be reduced to only those that are needed.

While in the face-to-face course, facilitators were

available to help participants to use WeVideo to

produce their digital story, in the online course

instructional videos provided step-by-step assistance

at each stage of the production cycle. These videos

describe how to accomplish digital storytelling

procedures and techniques such as how to digitalize

photos, find images on the Internet, and how to

select appropriate photos to illustrate their stories.

3 PARTICIPANTS

The online digital storytelling course designed by

our research team was offered to participants who

lived at two retirement residences where the face-to-

face digital storytelling course had been offered in

the past. In addition, an invitation was sent out

through our university’s 55+ Program classes. Both

versions of the course were offered free to the

participants.

The choice was made to recruit a small number

of participants for the pilot phase in order to collect

data that could be used to improve the course design

before working with larger groups of participants.

Nine participants were enrolled in the initial

offering. All were female. While one was less than

60 years of age, four participants were between 65

and 69, and four participants were between 70 and

74. Eight of the participants used a computer on a

daily basis while one participant used a computer a

few times a week. Three participants rated their

computer skills between fair or good while six

others rated their computer skills as very good. Six

of the nine participants had not taken an online

course before.

The course may have attracted participants

depending on their interest in creating a legacy life

story, and perhaps, their confidence with technology.

To encourage a more diverse audience, we

recommended participants work with family or

friends to produce their digital story and it was not

necessary to work alone.

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4 SUMMARY OF PARTICIPANT

PERCEPTIONS OF THE

LEARNING DESIGN

This section of the paper discusses the participant’s

perspective on their online course experience within

the context of the andragogical framework shown

earlier in Table 1.

Data on the participant’s perspectives were

gathered through personal interviews with all nine

participants carried out in real time on Skype. The

interviewer asked participants: 1) about their

experience in the course, 2) what they liked best

about the course 3) what they liked least about the

course, 4) did the written instructions and

instructional videos clearly explain what to do in the

modules 5) their perceptions of the role of the

facilitator 6) how the course could be improved, 7) if

they wished to add anything else.

Their responses were analysed in relation to the

guiding andragogical principle, how it was applied

in the design, and the participant’s experience of the

design implementation.

Principle: Adults bring deep, valuable life

experience and draw upon these experiences when

learning.

Applied: Developing legacy stories are built on

the life experience of the participants. Personal

resources of each learner are considered the essential

ingredient of the online experience.

Participant Experience: All participants

created stories that were a reflection of an important

specific time in their lives. There were numerous

comments on how valuable they found the process

of telling their story and how much they appreciated

the positive response they received from their

family. They also were impressed with stories told

by others in their course. As Erin said, “..other

people’s stories, that was interesting once I began to

read them…it really was inspiring.”. Pat found that:

“…other people’s stories were very interesting.

Showing women are capable…. We can actually

handle a crisis.”

Principle: Adult learners are more motivated by

their own internal goals and less motivated by

external goals.

Applied: The subject of this online course of

sharing a legacy story with family and friends is

important to older adults.

Participant Experience: Participants found the

process of telling their own story resulted in a

meaningful experience for them. Sue describes how,

“Immersing into memory, retrieving meaningful

events, reflecting on them, choosing one and bring it

to life through images and reports brought to me an

importance that I had not noticed before. But the fact

of reorganizing memories and trying to understand

them from the point of view of life’s lessons,

…brought a re-significance of these lessons of life.”

On the other hand, some of the external goals of

the developers were not as compelling to our

participants and considered an unnecessary

limitation. For example, several remarked on our 10-

week course timeline as a constraint that called for

too much of time commitment from them. As Liz

mentioned, “the course was longer that I expected.”

However, Liz’s suggestion is one we could easily

implement in the next iteration of the course. She

suggested clearly showing the range of time needed

for each module or each activity.

Principle: Adult learners are interested in

understanding the value of what they’re learning.

Applied: The course theme of digital

storytelling has been shown to be of value to older

adults. Examples throughout the course model what

is expected at each step in the production process.

Learners are provided with clearly defined learning

objectives and activities to make the value of the

course transparent. The modular organization

supports a consistent theme throughout the course.

Participant Experience: Legacy stories were

important to our participants and they appreciated

the positive response to their stories from their

families. Pat describes her feelings about the

feedback from her brother saying how impressed he

was and how her story revealed something about her

they didn’t know about her.

Only one person referred to the examples shown

throughout the course to model various activities.

This may be because the question posed in the

interview asked whether the written instructions

clearly explain what course participants needed to do

to complete each module, so the answer was often a

simple affirmative.

All achieved learning objectives, so from that

point of view, the objectives could be described as

clear and attainable. However, in terms of the

activities in the course, the value and goal of

discussion forums were not perceived as clearly

explained or supported in the course. As Lynn

suggested” …maybe, that’s an indication that they

didn’t understand. What the purpose of that [a

discussion forum] and how to share things. There’s a

bit of a knack to commenting on other people’s

work.”

Structurally, participants seemed to find the

course easy to follow and the instructions were clear.

Enhancing an Online Digital Storytelling Course for Older Adults through the Implementation of Andragogical Principles

317

Anne agreed, “Yeah, it was very clear. You

could focus …the modules were broken out and they

would lead you to the process step-by-step.”

Principle: Adult learners are self-directed and

independent.

Applied: Learners are free to go through the

course at their own pace. Resources are provided for

learners to use as they wish to help them to develop

their own stories.

Participant Experience: Some participants had

explicit goals in mind when considering taking part

in the online digital storytelling and often this goal

related to their wish to share their story with their

loved ones but in some cases, participants wanted to

develop new skills with technology as well. For

example, Jane stated her intended goal: “My initial

goal was to do a project that allowed me to share

some of my information about my life with my

children. The second part was to learn some other

technology.”

Others asked for more help from the facilitator to

achieve their goals. Jane found the technology

challenging, “Once I got to the technology part of it,

I found it was so confusing….I need someone to

help me with that.”

Discussion forums were provided as a resource

to learners as a venue for sharing and receiving

feedback on their stories. However, since

participants moved through the course at their own

pace, the discussion forums did not function as

intended because the participants were at different

points in the course and their conversations did not

overlap in real time. Lynn described this problem:

“At least not at the time when I made my comments

and I was behind most of the people. I mean, it

seemed to me as I went through the course that most

people were further ahead than me…So when I got

the end, I was kind of surprised that not more people

had put comments at the very last module.”

Principle: Adult learners are ready to learn.

Applied: The learners are offered the resources

they need to develop their own story.

Learner’s diverse learning preferences are

considered and implemented through a variety of

resources and activities. Learners can apply new

skills and knowledge immediately.

Participant Experience: Participants found that

they had the resources and activities they needed to

build their digital story if one considers that all

participants achieved the learning objectives and

completed a digital story with images, audio, music

and credits. Nevertheless, it’s important to note that

there is a huge range of experience and ability

among those over 65 years of age. As Lynn

described, “…when you talk to seniors and you’re

talking about people from 65 to 95, that’s covering a

whole range of abilities and levels of experience

with computers and stuff like that.” Lynn pointed

out the technical instructions could be repetitive but

conceded this approach might have been needed, “to

cover all the bases every time in case somebody has

forgotten or can’t remember [the steps].”

Summary of Results

Overall, it may be necessary to develop a greater

variety of resources and activities in the online

course to address the enormous diversity among

older learners. The abilities and experience of a 65-

year-old could be vastly different from someone

who is 95. The oldest participant in our study was 74

and all had some technical expertise.

As learning designers, it seems we need to be

more cognizant of technical terms and online

activities that may not be familiar to older adults

such as those mentioned by the participants: file

management, setting up a file, and most

significantly, discussion forum activities. More

information and modelling is needed to define the

proper etiquette and purpose of a discussion forum

in the course. A greater degree of facilitation would

be a welcome addition to the written instructions and

instructional media available to guide and build

storytelling and technical skills. A greater level of

facilitation may have also enhanced the online

discussions.

The analysis of the data collected in the personal

interviews is only one aspect of the overall data

collected during the entire ten weeks of the course.

An andragogical framework offers a perspective that

focuses on the adult learner specifically.

5 LIMITATIONS & FUTURE

WORK

Although andragogical theory considers adult

learners to be self- directed and independent, it was

discovered that the role of the facilitator was more

important to the success of the participants than

originally expected. Although many of the

participants did not need personal time with the

facilitator to successfully use the WeVideo editing

software, four participants accepted the facilitator’s

offer of assistance through one-on-one Skpye

sessions.

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In the future, it may be possible to identify new,

easier to use, free video editing software. We could

also integrate personal help through Skype sessions

with the facilitator into the design of the course from

the beginning rather than offering this service on an

ad hoc basis. Overall, it might be useful to include

more facilitator time throughout the course

particularly in the discussions forums and when the

participants start using the WeVideo technology.

Taking part in discussion forums was a new

experience for nearly all our older adults in the

course, and because the potential benefits associated

with online forums to support peer learning and

social connectedness, an expanded role of a

facilitator could create a more effective social and

learning environment in future iterations.

6 CONCLUSIONS

Our goal was to create an online course that

enhances the online learning experience for an age

group that is a rapidly growing worldwide. Online

learning design for this demographic is an area that

has not been widely studied.

In our previous research, Hausknecht et al (2016,

2017, 2018) discovered that participants found

digital storytelling in the face-to-face environment a

positive learning and social experience. The online

participants also found that sharing their story in a

multimedia format fostered social connections both

within the course and outside of it.

In general, the facilitator played a significant

role assisting some participants to complete their

digital story and this is a role they would like to see

expanded. Also, the facilitator could take a greater

role in guiding discussions and encouraging

constructive feedback on the participant’s stories. In

general, our participants responses seem to indicate

that an andragogical perspective on learning design

can provide a framework for developing materials

and activities for older adults through the process of

digital storytelling as well as help identify where

online course design could be improved.

ACKNOWLEDGEMENTS

This work was supported by AGE-WELL National

Centre of Excellence Network, a member of a

Government of Canada program advancing research,

commercialization, knowledge mobilization and

capacity building activities focusing on creating

innovative solutions to support healthy aging.

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