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Gomez Velez, Monica Isabel

University of British Columbia

This research investigates the role of the educator, the digital humanities researcher, and the design of the creative learning experience as catalysts of the students’ meaning-making process. Employing an arts-based methodology and a multimodal mixed method research design, digital humanities research tools were used to analyze creative writing outputs from an undergraduate course, in order to generate visualizations and narratives of the students’ learning experience, and gain insight into how the learning affected their mental models, or worldviews. The texts used in this project are narrative inquiries included in creative portfolios and final creative essays from an undergraduate visual design program in Medellin, Colombia. The students’ creative texts were analyzed using the text analysis tools Voyant Tools and the Meaning Extraction Helper to secure validity through triangulation. The research design facilitated the emergence of meaning from the data, and revealed the complexity of the conceptual relationality inherent to meaning making during the learning experience by depicting changes in correlations and distributions of word occurrences related to the course concepts. The thesis concludes with a critical reflection on circumstances and tensions of pedagogical-research practice in the digital context, and proposes creative learning and digital research value-driven strategies for meaningful learning and ethical research.

Text

2023-04-14

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/84200

Interdisciplinary Studies

University of British Columbia

UBCO

http://creativecommons.org/licenses/by-nc-nd/4.0/