Page 350 - International Perspectives on Effective Teaching and Learning in Digital Education

Juan M. Leyva

Figure 5 Book Cover ‘Reflections on Gender–Based
Violence from Creativity and Narrative Photography’.
More info here https://www.bellaterra.coop
/es/libros/reflexiones-sobre-las-violencias-de
-genero-desde-la-creatividad-reflexiones-sobre
-las-violencias-de

engagement and advocacy for meaningful change. Finally, a digital book in-
cluding academic content related to gender-based violence was written and
illustrated with the pictures created by students (Figure 5).
Digital blackboards such as Miro® or Padlet® are an effective and inspiring
space for students to share and disseminate information. International stu-
dents attending the UAB Summer School course called ‘Culture, Society and
Health’ are a case in point. Students shared their creations using one of these
sources, following clear indications from faculty. These digital blackboards
were invaluable for the group presentations, as images and texts were eas-
ily accessible and could be shown with ease. They also provided inspiration
for students by allowing them to view their peers’ creations. This encouraged
healthy competition within the class, as the system allows participants to
vote on others’ creations, give likes, and engage in other social media-like
actions (see example at Figure 6).

Teachers’ Experience with Narrative Photography
The implementation of narrative photography in a hybrid format or with the
utilisation of technology as an instructional method has elicited a diverse
range of responses from educators, with the majority expressing positive and
enthusiastic attitudes. Upon initial introduction to the concept, many teach-
ers reported a combination of curiosity and apprehension. The novelty of the
approach prompted interest, albeit accompanied by some initial trepidation
regarding the ability to comprehend and utilise it effectively. As one educator
noted, ‘I was very curious, although the fact that it was a new methodology

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