Effect of action learning on digital storytelling education for fashion students

References

• Aubusson, P., Ewing, R., & Hoban, G. (2009). Action learning in schools. New York: Routledge.
   Google Scholar
• Caputo, T. C. (2005). Visual storytelling: The Art and technique. New York: Watson-Guptill Publications.
   Google Scholar
• Chang, K. (2011). A model of action learning programme design in higher education. Journal of Educational Technology, 27(3), 475–505.
   Google Scholar
• Cho, Y. (2013). What is action learning? Components, types, process, issues, and research agendas. Learning and Performance Quarterly, 1(4), 1–11.
   Google Scholar
• Choi, B. (2010). A study of basic motion graphic design curriculum. Journal of Digital Design, 10(3), 23–32.
   Google Scholar
• Choi, J. (2013). A case study on designing a short-film making class for the basis of moving image design curriculum. Journal of Integrated Design Research, 12(4), 77–89.
   Google Scholar
• Choi, J. S. (2017). ‘Motion literacy’ as a basic curriculum of motion graphics. Journal of Basic Design & Art, 18(5), 617–628.
   Google Scholar
• Choi, S. W., & Park, M. J. (2016). A study on basic education contents of motion design through the adjacent fields of motion graphics. The Korean Journal of Animation, 12(3), 244–260.
   Google Scholar
• Fog, K., Budts, C., & Yakaboylu, B. (2005). Storytelling: Branding in practice. Berlin; New York: Springer.
   Google Scholar
• Garel, J. (2020). The importance of storytelling in presenting digital collections (online). Retrieved from https://fashionunited.uk/news/fashion/the-importance-of-storytelling-in-presenting-digital-collections/2020071349810
   Google Scholar
• Hong, Y. J., & Kim, Y. I. (2013). Study on the digital storytelling types and characteristics of fashion designer brands. Journal of the Korean Society of Costume, 63(8), 43–57. doi:10.7233/jksc.2013.63.8.043
   Google Scholar
• Inglis, S. (1994). Making the most of action learning. Aldershot, UK: Gower Publishing Ltd.
   Google Scholar
• Kim, H. K. (2015). The world of transmedia content. Seoul: Communication Books.
   Google Scholar
• Kim, H. J., & Eom, W. Y. (2014). A case study on action learning programme for faculty development. Journal of Educational Technology, 30(4), 839–878.
   Google Scholar
• Kim, J., & Suh, S. (2017). A study on characteristics of storytelling by fashion film categorization. Journal of Fashion Business, 21(4), 1–20. doi:10.12940/jfb.2017.21.4.1
   Google Scholar
• Kim, M., & Yim, E. (2020). Transmedia storytelling strategy of Gucci: Targeting generation Z. Journal of the Korean Society of Clothing and Textiles, 44(6), 1087–1106. doi:10.5850/JKSCT.2020.44.6.1087
   Google Scholar
• Kim, S. (2019). The types and expressions of new media fashion film. The Research Journal of the Costume Culture, 28(1), 96–113. doi:10.29049/rjcc.2020.28.1.96
   Google Scholar
• Lambert, J., & Brooke, H. (2018). Digital storytelling: Capturing lives, creating community. New York: Routledge, Taylor &Francis Group.
   Google Scholar
• Lee, I. H., Ko, W., Jeon, B. G., Gang, S. H., Jeon, G., Bae, J. Y., … Lee, J. Y. (2003). Digital storytelling. Seoul: Goldenbough.
   Google Scholar
• Marquardt, M. J. (1999). Action learning in action. Mountain View, California: Davies-Black Publishing.
   Google Scholar
• Marquardt, M. J. (2004). Optimizing the power of action learning: Solving problems and building leaders in real time. Mountain View, California: Davies-Black Publishing.
   Google Scholar
• Marsick, V. J., Cederholm, L., Turner, E., & Pearson, T. (1992). Action-reflection learning. Training and Development, 46(8), 63–67.
   Google Scholar
• McGill, I., & Beaty, L. (1992). Action learning: A practitioner’s guide. London: Kogan Page.
   Google Scholar
• National Storytelling Association. (1997). What is Storytelling? (online). Retrieved from http://www.eldrbarry.net/roos/st_defn.htm
   Google Scholar
• O’Neil, J., & Marsick, V. (2007). Understanding action learning. New York: American Management Association.
   Google Scholar
• O'Neil, J., & Marsick, V. J. (2014). Action learning coaching. Advances in Developing Human Resources, 16(2), 202–221. doi:10.1177/1523422313520202
   Google Scholar
• Park, H., Bae, S., & Park, J. (2014). The Likert scale attention points applied to research on attitude and interests on science education. Journal of the Korean Association for Science Education, 34(4), 385–391. doi:10.14697/jkase.2014.34.4.0385
   Google Scholar
• Park, S. D. (2019). Education of media by production of image contents: Focusing on non-linear editing. Journal of the Korea Institute of Information and Communication Engineering, 23(9), 1096–1103. doi:10.6109/jkiice.2019.23.9.1096
   Google Scholar
• Parmentier, D. D., Van Acker, B. B., Saldien, J., & Detand, J. (2021). A framework to design for meaning: Insights on use, practicality and added value within a project-based learning context. International Journal of Technology and Design Education, 31, 815–838. doi:10.1007/s10798-020-09575-0
   Web of Science ®Google Scholar
• Pedler, M. (1997). Action learning in practice. Aldershot, UK: Gower.
   Google Scholar
• Pedler, M., & Abbott, C. (2013). Facilitating action learning. Berkshire, UK: Open University.
   Google Scholar
• Rees-Roberts, N. (2018). Fashion film: Art and advertising in the digital age. London: Bloomsbury Visual Arts.
   Google Scholar
• Reigeluth, C. (1989). Educational technology at the crossroads: New mindsets and new directions. Educational Technology Research & Development, 37(1), 67–80.
   Web of Science ®Google Scholar
• Reigeluth, C. M., & Frick, T. W. (1999). Formative research: A methodology for creating and improving design theories. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. II) (pp. 633–651). Mahwah, NJ: Laurence Erlbaum Associates.
   Google Scholar
• Revans, R. (1982). The origins and growth of action learning. London: Chartwell-Bratt.
   Google Scholar
• Rothwell, W. J. (1999). The action learning Guide book: A real-time strategy for problem solving training design, and employee development. San Francisco, California: Jossey-Base Pfeiffer.
   Google Scholar
• Shin, S. M. (2017). The competency-based instructional design and development for low performing managers of companies by the formative research methodology. Unpublished doctoral dissertation, Sookmyoung Women’s University, Seoul, Korea.
   Google Scholar
• Soloaga, P. D., & Guerrero, L. G. (2016). Fashion films as a new communication format to build fashion brands. Communication & Society, 29(2), 45–61. doi:10.15581/003.29.2.45-61
   Google Scholar
• Uhlirova, M. (2013). The fashion film effect. In F. Djurdja Bartlett, C. Shaun Cole, & R. Agnes (Eds.), Fashion media: Past and present (pp. 118–119). London: Bloomsbury Academic.
   Google Scholar
• Waddill, D., Banks, S., & Marsh, C. (2010). The future of action learning. Advances in Developing Human Resources, 12, 260–279.
   Google Scholar
• Wang, J., & Juhlin, O. (2020). Unpacking fashion film for digital design. The Journal of Design, Creative Process & the Fashion Industry, 12(1), 126–151. doi:10.1080/17569370.2019.1635345
   Web of Science ®Google Scholar
• Weinstein, K. (1999). Action learning: A practical guide. Aldershot, UK: Gower Publishing Ltd.
   Google Scholar
• Whang, C. I. (2008). Curriculum recommendations for the field of motion graphics. Journal of Digital Design, 8(4), 89–98.
   Google Scholar
• Wiana, W., Barliana, M. S., & Riyanto, A. A. (2018). The effectiveness of using interactive multimedia based on motion graphic in concept mastering enhancement and fashion designing skill in digital format. International Journal: Emerging Technologies in Learning, 13(2), 4–20. doi:10.3991/ijet.v13i02.7830
   Web of Science ®Google Scholar