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Designing a community of practice for career development of college students by utilizing digital
job-storytelling
池田, 梨花(Ikeda, Rika)
大川, 恵子(Ōkawa, Keiko)
慶應義塾大学大学院メディアデザイン研究科
2019

修士学位論文. 2019年度メディアデザイン学 第747号
Thesis or Dissertation
https://koara.lib.keio.ac.jp/xoonips/modules/xoonips/detail.php?koara_id=KO40001001-000020190747

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Master’s Thesis
Academic Year 2019

Designing a Community of Practice for Career
Development of College Students by Utilizing
Digital Job-Storytelling

Keio University
Graduate School of Media Design

Rika Ikeda

A Master’s Thesis
submitted to Keio University Graduate School of Media Designin partial fulfillment of the requirements for the degree ofMaster of Media Design
Rika Ikeda

Master’s Thesis Advisory Committee:
Professor Keiko Okawa(Main Research Supervisor)
Project Senior Assistant Professor
Chihiro Sato
(Co-Advisor)
Master’s Thesis Review Committee:
Professor Keiko Okawa(Chair)Professor Hideki Sunahara(Co-Reviewer)
Project Senior Assistant Professor
Chihiro Sato
(Co-Reviewer)Abstract of Master’s Thesis of Academic Year 2019

Designing a Community of Practice for Career Developmentof College Students by Utilizing Digital Job-Storytelling
Category: Action Research
Summary
In recent years, mismatches between people and careers have become morecommon in many countries, so solving the mismatches with career education isnecessary. This research focuses on designing a new way of career development
program for young people to solve the mismatches. The solution is creating acommunity of practice for career development by utilizing a digital job-storytelling
process. It aims to connect three different generations, role models, young people,
and children. There are three steps to create the community, (1) Role models
tell their career stories to young people, (2) Young people deliver the role model’sstory to children (3) Children and young people give feedback to role models. Thisapproach is implemented by applying a form of Digital Job-Storytelling Program,
Career Learning Activity, and Social Impact Reporting for each action. In thisresearch, young people are the main target group. This action was validatedby collaborating with three organizations in Vietnam, Mitani Sangyo Co., Ltd.,
Department of Vietnam-Institute of Technology in Hutech University and Thiên
Bı̀nh Orphanage. The experimental result shows this action helps changes incollege students’ career management competencies and digital Storytelling skills,
the community engagement of young people and role models to contribute to thecommunity in the future.

Keywords:
Career Education, Communities of Practice, Digital Storytelling, 360-degree Video

Keio University Graduate School of Media Design
Rika Ikeda
iContents
Acknowledgements

vii

1 Introduction
1.1. Background: Personal Story . . . . . . . . . . . . . . . . . . . . .
1.2. Career Development Issue . . . . . . . . . . . . . . . . . . . . . .
1.3. Research Scope . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.3.1 IN360 Project . . . . . . . . . . . . . . . . . . . . . . . . .
1.3.2 Vietnam Project . . . . . . . . . . . . . . . . . . . . . . .
1.4. Contributions . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.5. Thesis Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1
1
2
3
3
5
6
6

2 Literature Review
2.1. Career Education and Career Management Competencies . . . . .
2.2. Communities of Practice (CoP) . . . . . . . . . . . . . . . . . . .
2.3. Digital Storytelling . . . . . . . . . . . . . . . . . . . . . . . . . .
2.4. Related Works . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.5. Summary of the Literature Review . . . . . . . . . . . . . . . . .

8
8
9
11
12
13

3 Research Design
3.1. Concept . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.1.1 A Community of Practice for Career Development . . . . .
3.2. Action Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.2.1 Action 1: Tell Role Model’s Story to Young People Using
Digital Job-Digital Storytelling Program . . . . . . . . . .
3.2.2 Action 2: Tell Role Model’s Story to Children Using Career
Learning Activity . . . . . . . . . . . . . . . . . . . . . . .
3.2.3 Action 3: Tell The Next Generation’s Feedback to Role
Models Using Social Impact Reporting . . . . . . . . . . .

14
14
14
16

4 Action
4.1. Collaborators . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.2. Digital Job-Storytelling Program . . . . . . . . . . . . . . . . . .

25
25
26

ii

18
20
23

Contents

4.2.1 Implementation . . . . . . . . . . . . . . . . . . . . . . . .
4.2.2 Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.3. Career Learning Activity . . . . . . . . . . . . . . . . . . . . . . .
4.3.1 Implementation . . . . . . . . . . . . . . . . . . . . . . . .
4.3.2 Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.4. Social Impact Report . . . . . . . . . . . . . . . . . . . . . . . . .
4.4.1 Implementation . . . . . . . . . . . . . . . . . . . . . . . .
4.4.2 Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . .

26
34
37
37
43
49
49
50

5 Conclusion
5.1. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.2. Possible Future Works . . . . . . . . . . . . . . . . . . . . . . . .

52
52
53

References

55

AppendicesA. Video Channel of IN360 Project . . . . . . . . . . . . . . . . . . .
B. The Result of Digital Job-Storytelling . . . . . . . . . . . . . . . .
B.1
Pre-Questionnaire (Participants) . . . . . . . . . . . . . .
B.2
Post-Questionnaire (Participants) . . . . . . . . . . . . . .
B.3Interview with Participants . . . . . . . . . . . . . . . . .
C. The Result of Career Learning Activity . . . . . . . . . . . . . . .
C.1
Pre-Questionnaire (Group Facilitators) . . . . . . . . . . .
C.2
Post-Questionnaire (Group Facilitators) . . . . . . . . . .
C.3Interview . . . . . . . . . . . . . . . . . . . . . . . . . . .
C.4
The Result of Journal . . . . . . . . . . . . . . . . . . . .
C.5
Feedback from A Manager of Thiên Bı̀nh Orphanage . . .
C.6
Reflection with Group Facilitators . . . . . . . . . . . . . .
C.7
Comments from a teacher of Vietnam-Japan Institute ofTechnology . . . . . . . . . . . . . . . . . . . . . . . . . .
D. 2019 The 3rd International Conference on Digital Technology in
Education (ICDTE 2019) . . . . . . . . . . . . . . . . . . . . . . .

57
57
58
58
59
60
62
62
63
65
66
69
70

iii

71
72

List of Figures
1.1
1.2

Trial Workshops with ITB students . . . . . . . . . . . . . . . .
Video Result of Trial Workshop . . . . . . . . . . . . . . . . . .

4
5

2.1

Career Management Competencies . . . . . . . . . . . . . . . . .

9

3.1
3.2

A Community of Practice of Career Development . . . . . . . . .
Action Cycle to Create a Community of Practice for Career Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Elements for Every Action . . . . . . . . . . . . . . . . . . . . .
Learning Objectives of Digital Job-Storytelling Program . . . . .
Community Engagement Pyramid . . . . . . . . . . . . . . . . .

15

3.3
3.4
3.5
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11
4.12
4.13
4.14
4.15
4.16
4.17

Digital Job-Storytelling Program . . . . . . . . . . . . . . . . . .
A Worksheet for Categorizing Various Jobs . . . . . . . . . . . .
A Worksheet for Mapping Questions to Ask Role Models . . . .
A Storyboard for Making 360-degree Videos . . . . . . . . . . . .
Production Assistant Manager . . . . . . . . . . . . . . . . . . .
Quality Control Department Group Leader . . . . . . . . . . . .
System Integration Department Manager . . . . . . . . . . . . .
Pre-Questionnaire: How much do you know about . . . . . . . .
Post-Questionnaire: After the workshop, how much do you know
about . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Career Learning Activity . . . . . . . . . . . . . . . . . . . . . .
Portraits of the Children in Thiên Bı̀nh Orphanage . . . . . . . .
A Quality Control of Coffee . . . . . . . . . . . . . . . . . . . . .
A Coffee Roaster . . . . . . . . . . . . . . . . . . . . . . . . . . .
Career Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Daily Activity Chart . . . . . . . . . . . . . . . . . . . . . . . .
Text Card . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Pre-Questionnaire (Facilitator A): “How would you like to participate in IN360 activities?” . . . . . . . . . . . . . . . . . . . . .

iv

17
18
19
23
27
28
29
30
31
31
32
36
37
39
40
41
41
42
42
42
44

List of Figures

4.18

4.25

Post-Questionnaire (Facilitator A): “How would you like to participate in IN360 activities?” . . . . . . . . . . . . . . . . . . . .
Pre-Questionnaire (Facilitator B): “How would you like to participate in IN360 activities?” . . . . . . . . . . . . . . . . . . . . .
Post-Questionnaire (Facilitator B): “How would you like to participate in IN360 activities?” . . . . . . . . . . . . . . . . . . . .
Pre-Questionnaire (Facilitator C): What makes you want to attend this activity? . . . . . . . . . . . . . . . . . . . . . . . . . .
Post-Questionnaire (Facilitator C): What makes you want to attend this activity? . . . . . . . . . . . . . . . . . . . . . . . . . .
Pre-Questionnaire: “How would you like to participate in IN360
activities?” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Post-Questionnaire: “How would you like to participate in IN360
activities?” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Social Impact Reporting . . . . . . . . . . . . . . . . . . . . . .

A.1

Video Channel of IN360 Project . . . . . . . . . . . . . . . . . .

B.1

How do you gather information of occupations for your future
career? Please choose at least one. . . . . . . . . . . . . . . . . .
How much do you know about . . . . . . . . . . . . . . . . . . .
After the workshop, how will you gather information of occupations for you future career? . . . . . . . . . . . . . . . . . . . . .
After the workshop, how much do you know about . . . . . . . .
Can you create another 360-degree video in the future? . . . . .

4.19
4.20
4.21
4.22
4.23
4.24

B.2
B.3
B.4
B.5

v

44
45
45
46
46
47
47
50
57

58
58
59
59
60

List of Tables
3.1

Career Management Competencies . . . . . . . . . . . . . . . . .

20

4.1
4.2

Digital Job-Storytelling Program . . . . . . . . . . . . . . . . . .
Career Learning Activity . . . . . . . . . . . . . . . . . . . . . .

27
38

vi

Acknowledgements
First of all, I would like to deliver the greatest respect to my supervisor, Professor
Keiko Okawa. Her support, the wealth of ideas and helpful advice. Most of all,her warm encouragement led me to dig deep in this research.
A lot of gratitude I would like to give to Assistant Professor Chihiro Sato for
all the advice. She gave me great insights into progressing my research.
Many thanks to IN360 project members who helped me to conduct the activities
in Vietnam: Silmi and Elva. I appreciate being a part of an attractive andmeaningful project.
Also thanks to all Global Education members for the feedback and the emotional
support, and to my KMD friends: Isa, Kane, Kei, Kuma, Ryo, Andi and Tony.
Appreciation for all collaborators: Mitani Sangyo Co., Ltd., Hutech college,
and Thiên Bı̀nh Orphanage.
Appreciation for all local people in Vietnam for their cooperation to support the
project: assistant professor Chi of Faculty of Policy Management at Keio college,
Ms.Ha, Ms.Tracy, and Ms.Ha. We couldn’t conduct any activities for children in
Vietnam without them.
Lastly, my parents, the most important people in my life, I could only leadmy life this far because of their love and respect. Thank them for the emotional
support helping me to continue my studies in graduate school. I would like toexpress my sincere gratitude to my deceased father who is a bright and attractive
person of all time. He compared human growth to a tree and left me the cheerfulwords “grow a thick trunk rather than having a good-looking decoration”. It
helped me many times when I was in trouble. Also, sincere thanks to my greatest
mother who is the kindest person I have ever seen. She always stayed by my side
no matter how hard it was.

vii

Chapter 1

Introduction
1.1. Background: Personal Story
When I was 14, I didn’t go to school. I have no motivation to learn and spent
more time staying at home. However, my attitude toward learning changed whenI met my role model who was the owner of a local free school, which is a place foryoung people who didn’t go to school. I was impressed by his works. For example,
he changed a 15 years old boy who couldn’t speak or smile at all to a talkativeand bright person. I thought that “I want to be a kind and smart person likehim and help others”. Since I went to the free school, I could keep learning and I
passed an entrance exam at a local university.
After I entered university, I was worried about my career. I didn’t know what
I should or want to do in the future. Also, I had a little idea of the real working world. In Japan, the period of job hunting for hiring new graduates is fixed,
so everyone starts job hunting at the same time. Companies will receive a huge
number of application so they will not be able to check each document. Therefore, they evaluate applicants based on the same criteria. In career fairs, eachcompany explains about themselves to many participants and popular companies
are highly competitive. Even though I had attended several job fairs and listened
to recruiter’s talk, the image of the work was still not clear. Also, I couldn’t enjoy
the process of gathering information about jobs.
I met my second role model when I went to India during my fourth year of
university. She told me that she went through many different careers such as
lawyer and founder of a company, and she was managing her school at that time.
Also, she enjoyed learning the language of Sanskrit while working. I was impressedby the story and asked her “How did you choose your job? Why can you enjoy
learning?”. She answered that she chose her work based on her curiosity moreover
she could enjoy the learning and working experience. In addition, she took care ofher son by homeschooling even though it is different from traditional education.
1

1. Introduction

1.2. Career Development Issue

I thought that I want to be someone like her who can decide their own career
based on curiosity instead of following others while enjoying the learning process.
Then, the career path that I want to realize in the future is clearer than before.
That is why, I refused a job offer from a local company and chose this graduate
school just before my graduation to learn how to solve social issues in education
to pursue my dream even though it was difficult to pass the exam.
From these experiences, I thought that creating an environment where anyone
can see a variety of role models in the world could make their career development
more enjoyable and informative. By finding out about role models, people cancreate a positive self-image based on the insight from the role models and increase
their learning motivation for building their career and achieving their career goals.

1.2. Career Development Issue
People, like careers, vary in a number of ways. People vary in their skills andabilities, family situations, life stages and experiences, and cultural backgrounds.
People have different preferences for the number of hours they work and for whenthese hours are; some are “morning” people, while others prefer to work at night.
People also diverge in the importance they place on the various kinds of benefits
jobs provide: Some people attach highest value to having a challenging or secure
job; others focus more on the economic rewards of work. These individual differences produce diversity in what people want, need, and expect from their careerswith regard to characteristics such as pay, challenge, and working hours [1].
When people’s careers match their needs, preferences, and abilities, they arelikely to be relatively happy and satisfied with their career and lives, and workplaces are apt to function fairly smoothly and effectively. On the other hand,when there is a mismatch, or lack of fit, a variety of difficulties are likely to resultfor people and their families as well as for employers and society [1].
In recent years, mismatches have become more common in many countries.
There are five types of mismatch between people and careers. 1. Skills andqualifications. 2. Geographical or spatial location. 3. Temporality and time
preferences (overworking and underworking). 4. Inadequate earnings. 5. Conflicts
between work and family lives. In order to conclude that a person and career2

1. Introduction

1.3. Research Scope

are mismatched, we must evaluate the person’s skills, needs, and preferences inrelation to the requirements or benefits available from the career. Each of thesemismatches is problematic for some people and their families. They are also
detrimental for many employers and society more generally. All of these parties
would benefit if people were able to have careers that met their work-related
preferences and needs. These mismatches could be reduced by better sorting ofpeople to their careers carefully [1].
According to OECD’s Review of Career Guidance Policies – Australia Country
Note stated that many university graduates are underprepared or appear to havelittle idea of the connection between real-world career and their knowledge [2].
By having a greater availability of information that kinds of careers that exist,
will make it easier for people to compare their careers with others and to assess
the relative “goodness” of the career for them. Therefore, young people need tounderstand the real career environment.
However, gathering information through the internet is not enough to understand the real working environment for considering whether the environment issuitable for them or not. It is important to actually visit the working environment
and listen to the people who work there [3].

1.3. Research Scope1.3.1 IN360 Project
In order to solve current career issues, the IN360 project is an effective solution.
IN360 is a project that makes a new way of career education program by using
360-degree video to provide an immersive experience of various working environments for children [4]. The project uses 360-degree video because immersive
contents can increase the concentration of the children. Through the process ofmaking and showing the 360-degree videos online, the project aims to create a
global community of career guidance. So that children can think about theircareer globally.
To increase the video contents, the project helps college students design 360degree videos that tell about role models who are contributing to the society,31. Introduction

1.3. Research Scopeand the college students show the video to children with information gaps. This
project has expanded its field globally to Indonesia, Japan, and Vietnam so far.
In this project, a trial workshop with four students from Institut Teknologi
Bandung (ITB) was conducted to provide the opportunity of making 360 videos
from November 26 to November 30, 2018. The theme of the video was “Daily
Life in Keio Graduate School of Media Design” and “Japanese Culture”. They
shot the video and edited it (Figure 1.1). From the observation through making a 360-degree video process, college students enjoyed exploring outside anddid an interview with people who the students met for the first time naturally(Figure 1.2). Therefore, it was seen that the digital storytelling process would be
helpful to connect young people and people/environments outside of schools andmake the process enjoyable.

Figure 1.1 Trial Workshops with ITB students41. Introduction

1.3. Research Scope

Figure 1.2 Video Result of Trial Workshop

1.3.2 Vietnam Project
The research scope is the activities of the Vietnam Project on In360 project whichstarted from 2019 to solve the current career issues. When I conducted a hearing
with the CEO of Mitani Sangyo Co., Ltd., the partner company of the IN360
project, he said that he wants college students in Vietnam to know about whatkind of person can contribute to society. Currently, there is a gap in the image
between college students and recruiters, so he wanted to fill that gap. For example,
he said “recruiters want college students to be a person who can take action
and respond to the occasion immediately even when they are in trouble. Many
students in Vietnam think that it’s enough to just do their assigned task”.
In order to understand the thoughts of college students in Vietnam, I conducted interviews with 15 students of Hutech University, a partner university of
the IN360 project, which is located in Ho Chi Minh. In the interview, many of
the students answered that they gather information about jobs only through theinternet, friends, and teachers. It showed that their real information is almost
completed in school. From the result, I found that the issue is caused by less intouch between college students and the community of working people.
As mentioned above, IN 360 project provides opportunities where college students can communicate with working people more deeply by doing the process ofmaking 360-degree videos. Through that process, they can conduct the interview
with working people and make the outputs based on the interview as 360-degree
videos. Also, from the trial workshop, it was found that an environment where
young people can communicate with people outside school naturally could be created through the process. So that to deal with filling the gap of the image between
51. Introduction

1.4. Contributions

college students and recruiters, utilizing and enhancing the video-making process
as a career education program can be helpful.
From the background above, this research approaches to solve the current career issue by designing a new way of career education by utilizing Digital JobStorytelling, and validating it in Vietnam. The research question that would beanswered: “How to create Career Education in order to bridge young people andthe real working world by utilizing Digital Job-Storytelling?”.

1.4. Contributions
This research contributes to several features:• Proposing a new way of career education for college students in order tosolve the mismatch between higher education and labor market• Designing a community for career development where community members
support their career with each other

1.5. Thesis Structure
CHAPTER 1 (Introduction): explains the background of the research question, the research scope, contributions, and the structure of this paper. As the
background, two topics are described, (1) the author’s personal story that gave
insight leading to this research and (2) the current career development issue.
CHAPTER 2 (Literature Review): introduces literature reviews and related
works that contribute to answering research questions, and obtains ideas. As theliterature reviews, Career Management Competencies and Career Education, theimportance of Communities of Practice in learning, and the effectiveness of Digital
Job-Storytelling in career development are introduced.
CHAPTER 3 (Research Design): proposes the new career education design that conducted to solve the current career development issue.

61. Introduction

1.5. Thesis Structure

CHAPTER 4 (Action): describes the implementation of the design and theresults.
CHAPTER 5 (Conclusion): concludes the research and indicates potential
development in the future.

7

Chapter 2

Literature Review
2.1. Career Education and Career Management
Competencies
Career education plays an important role in managing students’ own careers.
Through career education, young people are required to obtain Career Management Competencies.
Careers are constructed through a series of choices that require careful thinking
and planning. Assisting college students through career education to make an informed decision about their work options can lead them to make a more optimistic
outlook of their life, better sense of purpose, and a greater level of contribution
to society [5].
As continual task and role change in the working environment are happening all
the time, students are expected to have Career Management Competencies -theabilities required to proactively navigate the working world and successfully manage the career-building process [6]. Australian Blueprint for Career Development
proposes the eleven Career Management Competencies, grouped into three areas:
Personal Management, Learning and Work Exploration, and Career Management
Competencies (Figure 2.1). The development phase III is relevant to college students’ age group [7]. Career Management Competencies are important for boththe individual and long-term career progression.
Therefore, it is important for young people to increase these Career Management
Competencies through career education.

8

2. Literature Review

2.2. Communities of Practice (CoP)

Figure 2.1 Career Management Competencies

2.2. Communities of Practice (CoP)
Participation in “Communities of Practice” is important for the career development of young people being a part of the labor market.
“Community of Practice (CoP)”. is a concept of the way of learning that can be
more efficient for developing a career from a book called “Situated Learning”. The
definition of CoP is sharing the interests, problems, and enthusiasm of a certain
subject, deepening the knowledge and skills of the field through sustainable interaction [8]. Also, they considered learning as increasing the degree of participationin the community rather than mere internalization of knowledge and skills [9].
According to the book, “Situated Learning”, it describes “For example, in mosthigh schools there is a group of students engaged over a substantial period of timein learning physics. What community of practice is in the process of reproduction?

92. Literature Review

2.2. Communities of Practice (CoP)

Possibly the students participate only in the reproduction of the high school itself.
But assuming that the practice of physics is also being reproduced in some form,
there are vast differences between the ways high school physics students participate
in and give meaning to their activity and the way professional physicists do.
The actual reproducing community of practice, within which schoolchildren learn
about physics, is not the community of physicists but the community of schooled
adults. Children are introduced into the latter community (and its humble relation
with the former community) during their school years. The reproduction cycles ofthe physicists’ community start much later, possibly only in graduate school” [9].
Therefore, getting involved with the real working community is important in orderto learn about the work in the world and think about the relationship with their
future career.
Also, the Storytelling of role models become a key to increase the degree ofparticipation in the community. The motivation to become a more central participant in a community of practice can provide a powerful incentive for learning.
Students will have a desire to develop skills, such as literacy skills if the people
they admire have the same skills. That is, they want to join the “literacy club”
and will work towards becoming a member.
Therefore, in order to obtain Career Management Competencies and transferfrom a school side to a working world, it’s necessary for students to be provided
opportunities to hear the Storytelling from role models who can manage their careers and increase their degree of participation in the working world are necessary.
There are three required components for Communities of Practice: Domain,
Community, and Practice [8].
• Domain: A CoP has an identity defined by a shared domain of interest, suchas anime geeks, Star Wards fans, and elementary school teachers, it’s not justa network of people or club of friends. Membership implies a commitment
to the domain.
• Community: A necessary component is that members of a specific domaininteract and engage in shared activities, help each other, and share information with each other. They build relationships that enable them to learn
from each other. In this way, merely sharing the same job does not necessitate a CoP. A static website on hunting in itself is not a community of10

2. Literature Review

2.3. Digital Storytelling

practice. There need to be people who interact and learn together in order
for a CoP to be formed. Note that members do not necessarily work together
daily, however, Wenger points to the example of Impressionist painters who
sometimes met in cafes to discuss their painting styles. He indicates thateven though these men normally painted alone, these kinds of interactions
were essential to making them a CoP.
• Practice: A CoP is not just people who have an interest in something,such as sports or agriculture practices. The third requirement for a CoP
is that the members are practitioners. They develop a shared repertoireof resources which can include stories, helpful tools, experiences, stories,
ways of handling typical problems, etc. This kind of interaction needs to be
developed over time. A conversation with a random stranger who happens
to be an expert on a subject matter that interests you does not in itself makea CoP. Informal conversations held by people of the same profession, suchas office assistants or graduate students, help people share and develop a setof cases and stories that can become a shared repertoire for their practice,whether they realize it or not.

2.3. Digital Storytelling
Digital Storytelling is one of the innovative pedagogical approaches which can bea helpful opportunity for young people to learn about career development and to
be in touch with the actual working world.
Burmark states that Digital Storytelling is an effective approach for students
to obtain information, put forth new ideas and arrange the information and thus
they can understand the subject better [10]. Therefore, the Digital Storytelling
process can be helpful for students to learn more deeply about jobs and how
to gather career information effectively. According to Ohler, Digital Storytelling
helped students to become active participants rather than passive consumers of
information [11]. As mentioned at Introduction, the Digital Storytelling process
can assist students to be in touch with real working people and working environments. Also, as mentioned above, Storytelling can be a trigger to increase their
participation in the community.
11

2. Literature Review

2.4. Related Works

In addition, Digital Storytelling can increase 21st-century skills such as students’collaboration and communication skills [12]. It also can create a more engaging and exciting learning environment and increase the learning motivation of
students [12].
Because of these advantages of Digital Storytelling, career education can be
more efficient for by utilizing the process. In the process, students can proactively
obtain the information about real working people and the environment. Also,
they can be provided the trigger to participate in the community while learning
needed skills for the 21st century. Moreover, the content that students make canbe used for sharing the message with other people.

2.4. Related Works
There are some related works, but these have limitations on students’ active learning.
• The profession sharing sessions in schools are conducted in many universities. In the sessions, students hear career stories of professions who are
considered successful in their fields as part of a class. In the sessions, students cannot visit the real working environment at that time and they haveto ask the lecturer if they want to visit. Also, it’s passive learning for thembecause they only sit and listen to the lecturers during the sessions.
• Some companies conduct company tours or meeting sessions with working
people several times. It also tends to be passive learning for participants
similar to profession sharing sessions. Participants follow the guides andlisten to their instructions. Question and answer sessions are held for acertain period of the time.
• Educational programs on television or YouTube like “Professional No Ryugi”
in Japan and “Laptop si Unyil” in Indonesia. It is more accessible, but there
are no interactions between working people and students, so it’s difficult toreach the working community. There is also no career guidance, and audiences cannot see the real environment because it is limited by the camera.

122. Literature Review

2.5. Summary of the Literature Review

From the research about related works, current efforts to bridge students andthe working world be considered that those are limited in terms of creating a learning environment where students can be active and connecting with the working
community.

2.5. Summary of the Literature Review
The previous research showed that developing Career Management Competencies
through career education helps college students to make an informed decision
about their work options and proactively manage their career in a working world.
In order to learn and develop those Career Management Competencies, people
need to increase their degree of participation through Communities of Practice. In
order to create the community of practice, there are three important components:
Domain, Community, and Practice. Career Development will be the domain of
this research. Community of this research will be explained in later chapter.
Practice of this research in which Digital Storytelling will be used because Digital
Storytelling could be a helpful tool to create active interactions among community
members and share the stories of career development because the current related
works have limitations on students’ active learning.
To summarize, developing Career Management Competencies can be done bycreating a community of practice for career development which is helpful for young
people to learn about it by using the the process of Digital Job-Storytelling which
can be implemented in the community of practice.

13

Chapter 3

Research Design
3.1. ConceptThis research aims to answer the question: “How to create Career Education tobridge young people and the working world by utilizing Digital Job-Storytelling?”.
The literature review showed the importance of a Community of Practice for career development and the effectiveness of Digital Job-Storytelling as a pedagogicalapproach for learning a real working world. Along with the findings, this chapter explains the design of A Community of Practice for Career Development by
utilizing Digital Job-Storytelling.

3.1.1 A Community of Practice for Career Development
A Community of Practice for career development is a community where every
generation in the community can be in touch with the real working people andthe working environment in the world and interactively support their career witheach other.
In this Community of Practice, there are three community members: role models, young people, and children. Children in rural areas were included as membersin the Community of Practice because young people will be in a position to telltheir career stories to the next generation as role models after a few years. In
order to sustain the community, they need to know the importance of delivering
the career stories to the next generation and learn how to deliver it. Also, in
the Digital Storytelling process for learning, making output and showing it tosomeone are necessary, and meaningful learning purposes can increase student’s
motivation.
Below are the descriptions for each community member and each role in thecommunity (Figure 3.1):

14

3. Research Design

3.1. Concept• Role Models: They are dedicated to their career that includes dedication towork life and private life. They understand the value and contribution of
their careers. Also, they achieved their career despite any conditions. Theirrole is to tell their career stories to the next generations.
• Young People: They are from the first to fourth year of university. They do
not have the full knowledge of the real working people and their environment.
Their role is to deliver role models’ stories to the next generations andproactively manage their own careers as well as to present or offer feedback
to other community members.
• Children: They live in rural areas where there is a lack of information androle models. Also, they have less motivation to stay in school. Their role
is to know jobs around the world and think about their own careers froma global perspective and to present or offer feedback to other community
members.

Figure 3.1 A Community of Practice of Career Development
In this research, young people are set as the main target. To complete the role15

3. Research Design

3.2. Action Cycleof young people, they need to learn several skills and mindset. First is Career
Management Competencies, which are defined by Australian Blueprint for Career
Development. Second is well Digital Storytelling and high motivation for telling
the role model’s story for the next generation. Also, to create a community, it’s
important to increase community member’s engagement to proactively participate
in the activities in the community.

3.2. Action Cycle
The Action Cycle was designed to create this community as (1) role models communicate their career information to young people, (2) young people tell children
what they have learned from the role models, and (3) young people and children
tell role models what they have learned and changed from them (Figure 3.2). To
deliver the stories of role models to young people and children, the process ofDigital Job-Storytelling are applied.
Action1. Role Models tell their story to young people: It aims to improve college
students’ career management competencies, Digital Storytelling skills and theirmotivation for making another video as well as making a 360-degree video thattells the role model’s story in order to show it to children.
Action2. Young people deliver role model’s story to children: It aims to makechildren think about their career from a global perspective by showing the 360degree video telling about the role models as well as increasing the motivation ofyoung people to support the career of the next generations.
Action3. Young People and Children give their feedback to role models: It aims
to increase role models’ motivation to tell their career stories for the next generation in the future.

16

3. Research Design

3.2. Action Cycle

Figure 3.2 Action Cycle to Create a Community of Practice for Career Development
Based on the components for the Community of Practice for career development,
I established three elements for every action (Figure 3.3).
• Purposeful Video Making: Implements explanation to role models and young
people by telling them that the video-making has the purpose of showing itto the next generation in order to support their career development. This
represent the “Domain” in the situated learning theory.
• Collaborative Environment: By inserting ice breaking and encouraging community members to be collaborative. Role models and young people areasked not to reject other people’s opinions and to be more casual. This
represent the “Community” in the situated learning theory.
• In-depth Interview and Video Making: By setting the limits of what young
people can and should do in the video-making process, and tell them how
they can gather information about jobs more deeply through interviews.
This represent the “Practice” in the Situated Learning theory.
173. Research Design

3.2. Action Cycle

Figure 3.3 Elements for Every Action

3.2.1 Action 1: Tell Role Model’s Story to Young People
Using Digital Job-Digital Storytelling Program
To create the action, I approach it by providing the opportunity in the form of
Digital Job-Storytelling Program. In the program, young people learn about theactual work environment and career development through the process of interviewing role model’s career information, organizing the information into a 360-degree
video.
Digital Job-Storytelling Program was designed based on the previous programof IN360 project. In the program, there are four learning objectives. Empathy
Building, Story Creation, Video Creation, and Post Production (Figure 3.4) [4].
They learn about these things and make the video in groups. Each part consistsof a lecture and practical experience.

18

3. Research Design

3.2. Action Cycle

Figure 3.4 Learning Objectives of Digital Job-Storytelling Program• Empathy Building part: participants make sure about why we make the360-degree videos. So that they can know the significance of joining the
project. Also, they imagine what kind of video they are going to make.
• Story Creation part: they learn the tips on how to make an attractive story
for audiences and actually make the story by writing scripts.
• Video Creation part: they learn the tips on how to use the 360-degree camera
equipment to shoot the video. Then they actually shoot the video aboutrole models at their working place.
• Post-Production part: they learn the tips on how to edit the 360-degree
videos. Then they actually edit the video that they shot in the Video Creation part.
ASSESSMENT METHOD FOR ACTION 1
In Digital Job-Storytelling Program, two topics are validated. First, the effecton the participant’s three competencies in three areas (Table 3.1).
Secondly, their skill-set of Digital Storytelling using 360-degree video and theirmotivation to create another video for the next generation. As the skill-set, I
19

3. Research Design

3.2. Action Cycle

Table 3.1 Career Management Competencies
Competency (Phase III)Area

Develop abilities for building
positive relationship in life and work

Personal Management

Locate and evaluate a range ofcareer information sources

Learning and Work Exploration

Take charge of your career building process

Career Building

assessed seven knowledge and skills, interview skills, scriptwriting, drawing a storyboard for 360-degree video, 360-degree video camera, 360-degree video shooting,360-degree video editing, and audio editing.
A questionnaire, interview and observation were used to see the result.
• Questionnaire: Pre-Questionnaire and Post-Questionnaire using multiple
choices questions which answers predetermined and short essay questions inorder to compare the change before and after the program. The details of
the questionnaire can be seen in Appendix B.1 and B.2.
• Interview : Interviews with the college students after the program in order tofind out what participants felt or thought during the program more deeply.
The details of the interview can be seen in Appendix B.3.
• Observation: observing them during the program and listed what we noticed
after the program in order to find out something that the participants didn’t
realize.

3.2.2 Action 2: Tell Role Model’s Story to Children Using
Career Learning Activity
To create the action including career guidance for children, I approach it by providing the opportunity in the form of a Career Learning Activity. Young people
provide children with activities to learn about career development by using 360degree videos telling about role model stories. Materials in the activity are translated from English to Vietnamese for the children.
203. Research Design

3.2. Action Cycle

Career Learning Activity was designed based on activities that are proposed byAustralian Blueprint for Career Development. The activity aims to raise primary
students’ personal development, career development, and life-long learning skills.
There are three sections for children in this program: “Explore Self”, “Explore
Working World”, and “Me and Community”. The activity was enhanced to makeit interesting for children by inserting games and hands-on activities. Below are
the leaning objectives for each topic.
1. Explore Self : The learning objectives are (1) identify your positive personal
characteristics (skills, interests, personal qualities and strengths) as seen by you
and others, (2) Demonstrate positive social skills, such as helping, showing respect and cooperating with others, (3) Express your feelings in an appropriateway.(4) Demonstrate the capacity to ask for help when needed. The detail will be
explained in Chapter 4.
2. Explore Working World : The learning objectives are (1) find out about thework roles of family members, school personnel and community workers/employers,(2) Identify the contribution of work to one’s life, (3) Identify skills, knowledge,
and attitudes that you acquired in one setting that can be used in other settings.
The main activity in this topic is making self-portrait. The detail will be explainedin Chapter 4.
3. Me and Community: The learning objectives are (1)Demonstrate cooperation in order to accomplish a task, (2) Demonstrate the ability to work withpeople from different cultural and language backgrounds, age groups and genders,(3) Identify the impact of one life role (as a friend, a classmate, a relative or
member of a community organization) upon other life roles, (4) Contribute both
inside and outside the home, (5) Set goals and assess what might interfere withattaining your career goals, (6) Plan for action based on goals and interest. The
detail will be explained in Chapter 4.
ASSESSMENT METHOD FOR ACTION 2
In Career Learning Activity, the college students’ engagement for contributing

21

3. Research Design

3.2. Action Cycle

to the community in the future is validated. The framework of Community Engagement Pyramid was referred to as the evaluation method [13] [14]. Community
Engagement Pyramid has 6 levels. Below is the mindset of a person that is being
engaged in each level.
• Leading: Leads others in carrying out the organization’s work. Leadershipskills are the major factor.
• Owning: Fully invested in the mission and success of the organization, aprogram or campaign. Mission-relevant knowledge and skills are the major
factors.
• Contributing: Contributes significant time, financial or social capital to theorganization. Time and money are the major factors.
• Endorsing: Believes in the mission and trusts the organization enough toapprove the use of their name to endorse the organization, its programs or aparticular campaign. The endorsement may also include a nominal financial
contribution. Trust and time are the major factors.
• Following: Understands and is interested in the cause and cares somewhat
about the organization. Attention is the major factor.
• Observing: Interested in the cause and aware of the organization. Awarenessis a major factor.
A questionnaire, interview and observation were used to see the result.
• Questionnaire: Pre-Questionnaire and Post-Questionnaire using multiple
choices questions which answers predetermined and short essay questions inorder to compare the change before and after the activity. The details of
the questionnaire can be seen in Appendix C.1 and C.2.
• Interview : Interviews with the college students after the activity in order tofind out what participants felt or thought during the activity more deeply.
The details of the questionnaire can be seen in Appendix C.3.

22

3. Research Design

3.2. Action Cycle• Observation: observing them during the activity and listed what we noticed
after the activity in order to find out something that the participants didn’t
realize.
Figure 3.5 shows the evaluation items corresponding to each level in the pyramid. From questionnaire, interview, observation, I verified whether there was achange in the level of college students who are group facilitators.

Figure 3.5 Community Engagement PyramidAlso, in order to improve the activity, an interview with a manager of theorphanage and a reflection session were conducted with main facilitators andgroup facilitators. The details of the questionnaire can be seen in Appendix C.5
and C.6.

3.2.3 Action 3: Tell The Next Generation’s Feedback toRole Models Using Social Impact ReportingTo create the action, I approach it by providing the opportunity in the form ofSocial Impact Reporting. It reports to the role model about the impacts of young
23

3. Research Design

3.2. Action Cycle

people and children’s reactions and behavioral changes [15].
Social Impact Reporting is a communication strategy used to convey the change
created by an organization or activity, and how that change was created. An impact report is not just a description of the stakeholder activities affecting thechange because it also should include analysis about how much differences have
happened. The Executive Summary is the most critical section of the impact
report. It expresses the impact story of activities that are done by the project.
The summary should have a specific audience in mind and highlight part of theperformance that matters most to them.
ASSESSMENT METHOD FOR ACTION 3
In Social Impact Report, role models’ engagement for contributing to the community in the future is validated by conducting interview.

24Chapter 4

Action4.1. Collaborators
In this research, there were three collaborators: a company, a university, and anorphanage to conduct the action cycle.
• Mitani Sangyo Co., Ltd : The company introduced role models who arecontributing to the company a lot. Mitani Sangyo Co., Ltd is a Japanesecompany that has branches in Vietnam. They have various businesses in 6
types of industries such as electronics, architecture, and information technology.
• Hutech University: The students became participants of the Digital JobStorytelling Program and facilitators of Career Learning Activity. Hutech
University located in Ho Chi Minh. This university collaborates with Mitani
Sangyo Co., Ltd a lot. It has a department of Japanese business called
Vietnam-Japan Institute of Technology and students learn Japanese in thedepartment and many of them hope to work in Japan in the future.
• Thiên Bı̀nh Orphanage: The children in the orphanage became participantsof Career Learning Activity. Thiên Bı̀nh Orphanage located in Dong Nai
where it has around 200 children. The children in the orphanage also havetheir career issues. The manager of the orphanage said that if children in thisorphanage cannot increase their learning motivation and get good academic
results, they can only get physical work. It will be difficult to live because
this kind of job will not provide them enough income. Since their daily life isa round trip between the orphanage and the school and they cannot use theinternet, there are no opportunities to meet various people and know more
about things outside of the orphanage and school. Also, since they don’t
have their own parents and there are few adults around them, it’s difficult25

4. Action

4.2. Digital Job-Storytelling Program

for them to have their own dream. The children are not good at creating
an image from zero, but they can copy other people’s ideas. In order toinform them about the world outside of the orphanage and their school, theorphanage has a class where the children can meet a person who graduatedfrom there. They were educated and got a good job.

4.2. Digital Job-Storytelling Program
4.2.1 Implementation
Digital Job-Storytelling Program was conducted in Vietnam by collaborating with
Mitani Sangyo Co., Ltd. and Hutech university (Figure 4.1). The duration wasfor 5 days (Table 4.1). Below is the information about the participants.
• Participants: A total of 19 Hutech University students. Most of them werefrom Vietnam Japan Institute of Technology which is one of departmentsof Hutech University. In the department, students learn Japanese businessculture and Japanese Language. Therefore, many of them were conversational in Japanese. Some of them also could understand English. Some ofthem attended only several days among the five-day program. They weregathered by a recruitment post to a social network service with 2,000 Hutech
University students. Therefore, They can be said that they already had theproperty of actively participating in new activities.
• Role Models: three role models who contribute to Mitani Sangyo Co., Ltda lot. The role models joined the program when the participants shot the360-degree video at the company.
• Facilitators: three members from IN360 project. Each member took chargeof facilitating each group. One of the members became a main facilitator.
Another member is an expert on the equipment and dealing with trouble
from the equipment. In the program, they used mainly Japanese.

26

4. Action

4.2. Digital Job-Storytelling Program

Table 4.1 Digital Job-Storytelling Program
Date

DurationObjective

Location

DAY1

March 11, 20194 hours

Empathy Building
and Story Creation

Hutech University

DAY2

March 12, 2019

3 hours

Story Creation
and Video Creation

Hutech University

DAY3

March 13, 2019

3 hours per group

Video Creation

Mitani Sangyo

DAY4

March 14, 2019

3 hours

Post Production

Hutech University

DAY5

March 15, 2019

5 hours

Post Production

Hutech University

Figure 4.1 Digital Job-Storytelling Program
Empathy Building
At first, main facilitators and participants introduced themselves. After that, an
ice-breaking was conducted in order for them to be relaxed. After the ice-breaking,main facilitators conducted an explanation of IN360 project. Participants learned
the purpose of IN360 project and the approaches for achieving the purpose. In order to understand the difference of job opportunities between countrysides/cities
and people with higher education/people without higher education, they listed27

4. Action

4.2. Digital Job-Storytelling Programout many jobs for each of those situations by themselves on the worksheet. (Figure 4.2). After that, They watched 360-degree videos that IN360 project made andthey were informed what the video should include four topics about role models.
(1) Introduction (who, where), (2) Working Process/Skills (what), (3) Working
Value (why), (4) Career Path (how).

Figure 4.2 A Worksheet for Categorizing Various Jobs
Story Creation
In the program, they were divided into three groups. At first, they learned
how to interview effectively by comparing a good/bad example and actually roleplaying the interview. After that, They ideated questions to ask the role models
and mapped the questions into the four categories, (1) Introduction, (2) Working
Process/Skills, (2) Working Value, and (4) Career Path (Figure 4.3). Then, theylearned how to make an interesting storyline and a script. Lastly, they actually28

4. Action

4.2. Digital Job-Storytelling Program

made the storyline and script.

Figure 4.3 A Worksheet for Mapping Questions to Ask Role Models
Video Creation
They made storyboards for making 360-degree videos by using worksheets (Figure 4.4). The storyboard for 360-degree video is in the shape of a circle, which
is divided into three parts. This is because when creating the 360-degree video,
video creators need to consider all directions. After making the storyboards, They
visited the role models and actually conducted an interview based on the questions
that they mapped and shoot the video based on the storyboards.

29

4. Action

4.2. Digital Job-Storytelling Program

Figure 4.4 A Storyboard for Making 360-degree Videos
Post-Production
they learned tips on how to edit the 360-degree videos. Then they edited thevideo that they shot in Video Creation part.
As a result, the students made three videos recording of three jobs below.(Figure 4.5,
4.6, and 4.7)
1. Job: Production Assistant Manager (Duration: 4 minutes 36 seconds)
After a greeting, the video showed inside the factory, the role model’s working
place, while walking with him. Meanwhile, a narration about the factory and rolemodel was put. At the end of the video, it showed an interview with the rolemodel in the cafeteria.

30

4. Action

4.2. Digital Job-Storytelling Program

Figure 4.5 Production Assistant Manager
2. Job: Quality Control Department Group Leader (Duration: 5 minutes 07
seconds)
The video started with a greeting in multiple languages. After showing off her
working place, she explained about the company briefly. After that, they conducted an interview with the role model. During the interview, looking at theother direction, other students were showing something interesting in the company, such as cup ramen.

Figure 4.6 Quality Control Department Group Leader

31

4. Action

4.2. Digital Job-Storytelling Program

3. Job: System Integration Department Manager (Duration: 4 minutes 27
seconds)
They showed around outside the company at first and showed them entering
the company office. After that, they conducted an interview with the role model.
The company tour and the explanation were also shown between interviews.

Figure 4.7 System Integration Department Manager

EQUIPMENT
Several equipment was used to support the program. The Story Creation Part
didn’t need any special equipment.
Empathy Building Part
• Google Cardboard : Google Cardboard that is used to watch the 360-degree
video. By putting a smartphone inside the cardboard, people can watch the360-degree video.
• Smartphone/iPhone: It’s used to play the 360-degree video that the IN360
project made so far. Depending on the specifications of smartphones/iPhone,some of them are not available for watching 360-degree videos. the participants needed to confirm it in advance.
32

4. Action

4.2. Digital Job-Storytelling Program• Earphone: It’s used for listening to the sounds of the 360-degree video. In
this program, the participants each used an earphone.

Video Creation Part
• 360-degree Camera: 360-degree Cameras are capable of capturing a sphericalview of the world around people. In this program, each group used one
RICOH THETA. In order to use RICOH THETA, the participant needed
the application. The application is used for controlling the camera andchecking the video. each group was required to install it to their phones.
• Smartphone/iPhone: It’s required for using the RICOH THETA by installing an application in the phone.
• Monopod/Tripod : Monopods are accessories to support a camera. Monopods
are more compact and easier to carry than tripods. In this program, eachgroup used one monopod and one tripod.
• Audio Recorder : Audio Recorders are digital, handheld devices that is used
to record sounds. In this research, the participants used Sony/TASCAM
audio recorder or their smartphones.
• Microphone: Microphone is connected to the audio recorder to capture thesounds. In this program, each group used one Boom Microphone or theirearphones.

Post-Production• Premiere Software installer (PC): They prepared their own laptops to install
Adobe Premiere. Depending on the specifications of laptops, some of them
are not available for using Adobe Premiere. the participants needed toconfirm the specification and install it in advance.
• Adobe Premiere: Adobe Premiere is a software that is used for editing videos.
In this program, each group used the trial version. They were informed to
install it one day before the program of Post-Production.
33

4. Action

4.2. Digital Job-Storytelling Program

4.2.2 Findings
The program enabled relationship between the college students whichis related to Personal Management area of Career Management Competencies.
From interviews and observation, one female participant who is a student said
she could be close with male students better than before. She also said “mycommunication skills increased through the program. At the program, we had to
do a friendly discussion with everyone. When the discussion, we talked a lot of
opinions with each other, but we had to choose only one idea. In addition, wemust keep good relationships. Therefore, it was necessary to explain my opinion
that everyone could understand the good part of it. And I tried to find the good
points of everyone’s opinion and put them together to make the most correct
opinion”. She joined a group where many students she hadn’t communicated wellinvolved with in order to adjust the number of each group’s members. Moreover,the students were from a different year so they didn’t know each other very wellin the beginning. After the program, they became able to hang out with eachother better than before.
The college students became more proactive in seeking job which isrelated to Learning and Work Exploration area. From the questionnaire, thenumber of students who answered “they will gather information about jobs byinterviewing with working people” has risen from two students to eleven students(Figure B.1 and B.3). One participant said about the interview with working
people that “when I searched on the Internet, it was told that when foreign people
work for a Japanese company, they need to have N1 level of Japanese Language
Proficiency. However, when I interviewed the role model, I found out that evenlevel N4 proficiency is fine. I also found that there is less pressure in their workthan I expected. Also, it was fun. When I become a new office worker there,
it seems easier than I thought because everyone in the company will support
me. I thought that even a college student could work there as a member. Ourinterviewee was doing Quality Control work. Every month she works to writea plan for what the company should do. For me, I thought that work was a
bit hard. I like the atmosphere of the company, but I don’t want to do thatwork.”. Another student said “From the interview, I knew that to understand34

4. Action

4.2. Digital Job-Storytelling Program

both Japanese and Vietnamese and to facilitate communication was important in
the job of the interviewee”. As they said, through the interviews, they understood
the working environment better than before.
The college students became initiative for their career building activities which is related to Career Building area. From observation, they actually
took charge of their careers by initiating some actions on their own. Two participants got a name card from a recruiter of the company during video shooting
and applied for an internship, and one student said that he wanted to enter thecompany to the role model.
The program improved the college students’ Digital Storytelling skills
and their motivation to make another video. The college students’ knowledge of Digital Storytelling skill set overall has improved (Figure 4.8 and 4.9).
There are 5 choices for the questionnaire, “I have no idea”, “I’ve heard a little
bit about it”, “I have knowledge but no practical experience”, “I know, and I
have experience”, “I know a lot, I can teach”.The darker color is the higher levelof understanding about Digital Storytelling. According to Figure 4.8 and Figure
4.9, there are many darker parts in all items after the program than before. Also,
eleven participants were motivated to create another 360-degree video about rolemodels in the future (Figure B.5). Some of the participants said that “I could
obtain many new skills through the program”, “I enjoyed when I was doing Digital
Storytelling such as story-making, shooting, editing by using 360 camera”, and “I
felt motivated to use digital tools to spread a message to society”. In the practiceof 360-degree video-making, they needed to consider whole environment to show
something interesting from all angles for children. This feature of 360-degree video
could be helpful young people to observe and understand the working environment
deeply. One participant said that “unlike normal video, when creating 360-degree
videos, I needed to be aware of the whole environment. The viewer sees the surroundings, so even if it is an interview scene, I have to think about what to show
behind and I tried to show something interesting around”. And she also said that
“After the program. I thought that I want to deliver a message using digital tools
in the future for the company and the children. Not only the environment inside35

4. Action

4.2. Digital Job-Storytelling Program

the company but the situation that working people play outside or have a picnic.
Children know famous jobs like teachers, but they don’t know what part of jobs
like office workers is interesting. I would like to deliver interesting things aboutsuch work to them.”. Another participant said “I tried to deliver the experiencethat how the work in the company is for the children by using 360 space. I think
it is necessary for children to make such videos, especially in Vietnam because I
think that they have to think about how they can become such a person and prepare for their future career. And I also tried to put something interesting thingsin the video to make children more interested in it”.

Figure 4.8 Pre-Questionnaire: How much do you know about36

4. Action

4.3. Career Learning Activity

Figure 4.9 Post-Questionnaire: After the workshop, how much do you know about

4.3. Career Learning Activity
4.3.1 Implementation
Career Learning Activity was implemented in Thiên Bı̀nh Orphanage in Dong Nai
on November 16, 2019 (Table 4.2 and Figure 4.10). In this time, children watcheda 360-degree video about a role model who is working for agriculture in Indonesia.
The video is translated from Indonesian to Vietnamese. The activity materials
was also translated from English to Vietnamese. Below is the information about
the participants.
• Participants: eight children in Thiên Bı̀nh Orphanage who are from sevento twelve years old.
• Main Facilitators: two members from IN360 project. One of main facilitators
was an Indonesian and she was good at speaking English. Another was aauthor of this research and conversational in English.
• Group Facilitators: three college students from Hutech University and aninterpreter provided by Mitani Sangyo. Among the group facilitators, two
students have attended Digital Job-Storytelling Program. Another student
and the interpreter have not attended any activities of IN360 project. They37

4. Action

4.3. Career Learning Activity

were asked to be group facilitators on the day because some students who
were planned to be group facilitators suddenly canceled. All of them wereconversational in Japanese. Some of them also could understand English.
Some of them were gathered by a teacher of VJIT. The teacher invited thestudents who were proactive to participate in new activities. Some of themwere invited by the rest of students.

Table 4.2 Career Learning Activity
Objective

Main Activity

Duration

Explore Self

Ice Breaking
Making Self Portrait

35 minExplore Working World

Watching 360-degree video

45 minMe and Community

Discussion to solve their community issue
Making Career Journal
Makigng Daily Activity Chart

75 min38

4. Action

4.3. Career Learning Activity

Figure 4.10 Career Learning Activity
Explore Self
In the Explore Self part, the participants were informed the purpose of Career
Learning Activity is to learn about “Aspiration/Dream”. Icebreaking was conducted for them to be relaxed and enjoying communicating with other participants
and facilitators. As the main activity in the section, they made Self-Portrait tomake their positive self-concept while supported by facilitators and presented it
to other participants (Figure 4.11).

39

4. Action

4.3. Career Learning Activity

Figure 4.11 Portraits of the Children in Thiên Bı̀nh Orphanage
Explore Working WorldIn the activity, children watched the 360-degree video that IN360 made andexplored the working world outside their daily life. Two children shared one
cardboard and watched a different video in turns. After one children watchedthe video, he/she expressed what they saw to another children. In this time, thetheme of the working world is agriculture. They watched the 360-degree video
telling about a coffee farmer or a coffee roaster in Indonesia (Figure 4.12 andFigure 4.13).

40

4. Action

4.3. Career Learning Activity

Figure 4.12 A Quality Control of Coffee

Figure 4.13 A Coffee RoasterMe and Community
In the activity, children learned a daily environmental issue in their communityfrom group facilitators. After that, they collaborated with other participants asa group and group facilitators to ideate and made a solution that can be doneby them as students. Each group made a poster that described the solution andpresented it to other groups. Lastly, they set their career goals based on theirinterests/skills so far, and planed to achieve their goal by making Career Journal
and Daily Activity Chart (Figure 4.14 and Figure 4.15).

41

4. Action

4.3. Career Learning Activity

Figure 4.15 Daily Activity Chart

Figure 4.14 Career Journal

In order to emphasize the important points in the activity, the main facilitator
used text cards (Figure 4.16). It’s used for managing the time and telling thechildren the purpose of the activity and the theme of each section.

Figure 4.16 Text Card42

4. Action

4.3. Career Learning Activity

EQUIPMENT
Several equipment was used to support the Explore Working World part.
• Google Cardboard : As mentioned above, Google Cardboards are headsets towatch the 360-degree video.
• Smartphone/iPhone: It’s required for watching the 360-degree video that
the IN360 project made. Main facilitators and Group facilitators prepared
their own phones.
• Earphones: It’s used for listening to the sounds of the 360-degree video.
Main facilitators and Group facilitators prepared their own earphones.

4.3.2 Findings
The questionnaire answered by group facilitators showed positive changes in their
engagement for joining IN360 activities. The activity helped them to think thatjoining the project is meaningful and enjoyable, and the group facilitators had thedemand to share or participate in the activities in the future. The details of theiranswers are below.
Group Facilitator A:
One male student was already graduated from Hutech University and he learned
Automatic Control during university. He participated in this activity even though
there was no need to be involved in the activity. He also participated in Digital
Job-Storytelling Program. In the pre-questionnaire about the community engagement, he answered “If there is an activity like this, I will participate preferentiallyover other activities and make an active contribution”, “I like the activities ofIN360, I think it is meaningful and fun, and I want to share this charm withpeople around me”, and “Occasionally, check if there is a Youtube channel orFacebook page” (Figure 4.17). In the post-questionnaire, he answered “I wantto contribute actively by being a main facilitator like IN360 members”, “If there
is an activity like this, I will participate preferentially over other activities andmake an active contribution”, and “Communicate ideas that contribute to the43

4. Action

4.3. Career Learning Activity

activity. If there is an invitation for an activity like this, I will participate if it isconvenient”, “Subscribe to Youtube, follow if there is a Facebook page, join theLINE group”, and “Occasionally, check if there is a Youtube channel or Facebook
page”(Figure 4.18). From the interview with him, he said “I think it is not enoughto watch on Youtube and social networks. It is more interesting to participate. I
can learn various things through experience. In addition, Career Learning Activity is useful for the community. It enhances the community and society, connect
people around you. I would like to see more meaningful activities in Vietnam andI want more students to participate in the program in the future.”

Figure 4.17 Pre-Questionnaire (Facilita- Figure 4.18 Post-Questionnaire (Facilitor A): “How would you like to partici- tator A): “How would you like to particpate in IN360 activities?”
ipate in IN360 activities?”
Group Facilitator B:
One female student is the forth grade of Hutech University and she was learning
Economic Law. She liked to use SNS and often posted her acitivites and foods.
She also participated in Digital Job-Storytelling Program and posted some photosof the program on Instagram. In the pre-questionnaire about the community engagement, she answered “I want to contribute actively by being a main facilitatorlike IN360 members”, and “I like the activities of IN360, I think it is meaningful44

4. Action

4.3. Career Learning Activity

and fun, and I want to share this charm with people around me” (Figure 4.19).
In the post-questionnaire, she answered “I like the activities of IN360, I think it
is meaningful and fun, and I want to share this charm with people around me”,
and “Subscribe to youtube, follow if there is a Facebook page, join the LINE
group”, “If there is an invitation for an activity like this, I will participate if it
is convenient”, “Subscribe to Youtube, follow if there is a Facebook page, join
the LINE group”, and “Occasionally, check if there is a Youtube channel or Facebook page”(Figure 4.20). From the interview with her, she said “Many people
use social network services now, so I want to let them know the activity by using
them. The feeling of wanting to share the activity became stronger than before.”
In this way, she is more motivated to share the project with other people insteadof participating the activities.

Figure 4.19 Pre-Questionnaire (FacilitaFigure 4.20 Post-Questionnaire (Facilitor B): “How would you like to particitator B): “How would you like to particpate in IN360 activities?”
ipate in IN360 activities?”
Group Facilitator C:
Another female student was the fourth grade of Hutech University and she waslearning Biotechnology. She was already interested in social issues and she wanted
to work for making clean water in Vietnam. She didn’t participate in Digital Job45

4. Action

4.3. Career Learning Activity

Storytelling Program. In the pre-questionnaire about the motivation of joining
IN360 activities, she answered she attended the activity because she was asked toattend (Figure 4.21). She joined on behalf of the student who canceled on the day.
In the post-questionnaire, she changed her answers. After the activity, she would
like to join the activities of IN360 project because “Participation in the activities
is fun and worth challenging!”, “I empathize with the activities and purpose of
IN360”, and “it’s important for me to attend the IN360 activities” (Figure 4.22).

Figure 4.21 Pre-Questionnaire (FacilitaFigure 4.22 Post-Questionnaire (Facilitor C): What makes you want to attend
tator C): What makes you want to attend
this activity?
this activity?
Also, In the pre-questionnaire about the community engagement, she answeredthat she would like to participate in IN360 activities by checking if there isa Youtube channel or Facebook page occasionally (Figure 4.23). In the postquestionnaire, she answered “If there is an activity like this, I will participate
preferentially over other activities and make an active contribution”, “I would
like to participate the activities by communicating ideas that contribute to theactivity. If there is an invitation for an activity like this, I will participate if
it is convenient”, and “I like the activities of IN360, I think it is meaningful
and fun, and I want to share this charm with people around me”, and “I would
like to subscribe to Youtube, follow if there is a Facebook page, join the LINE
group”(Figure 4.24). From the interview with her, she said that experimentation46

4. Action

4.3. Career Learning Activity

is important to learn and fun and more fun than just looking at Social Networking
Services. Even if I know the information on the problem well, I will not solve it
without experimentation. After participating, I wanted to take action. If there
is a chance, I want people around me to act together. I will ask my friends tohelp me to invite other friends. Just by looking and listening does not solve theproblem”.

Figure 4.23 Pre-Questionnaire: “How Figure 4.24 Post-Questionnaire: “Howwould you like to participate in IN360 would you like to participate in IN360
activities?”
activities?”
Feedback from a Manager of the Orphanage
As the feedback from a manager of the orphanage, she said “this activity wasmeaningful for the children. But this time it was too short. Children are going toforget it soon. If you make the long-term program, you can bring it here again.”
She also said “Japanese education is amazing. Vietnamese people are not goodat making long-term plans, so I would like you to teach the children the Japanese
way.”
Reflection Session with Group Facilitators
In the reflection session, facilitators give their feedback about the activity. They47

4. Action

4.3. Career Learning Activity

mainly proposed ideas to improve children’s concentration. They said “Managing
the children was difficult for us. If you provide the training to facilitate them, it
would be better”. “Applying more games and fun activities would be better forthe children to keep their concentration”.
The Result of Career Journal and Daily Activity Chart
After the activity, children write a journal that asked them some questions. (1)What do you like?, (2)What are you good at? and (3)What do you want to be in
the future?. For the first question, they answered foods, martial arts, playing soccer, drawing, traveling, manga, book, self-discovering, swimming, watching anime,
sleeping, hanging out, and rope jumping. For the second question, they answereddrawing, playing soccer, singing, studying, cooking, origami, crafts, planting trees,eating fast, reading books and manga, dancing, rope jumping, martial arts, andhelping others. For the third question, they answered a doctor, a soccer player, apainter, a martial arts instructor, and a kindergarten teacher. The details of thejournal can be seen in Appendix C.4.
There are some overlapping among the children’s answer such as a doctor anda soccer player because some of them copied other’s answers. Also, since they set
their dreams based on their daily activities and there is not a variety of activities,
it was difficult to think about their career from a wide perspective. They watchedthe video about jobs outside of their daily activity but they seemed that they
couldn’t understand about the jobs deeply. As the cause, since other children
disrupted them and they couldn’t concentrate to watch the video, they couldn’t
understand about the jobs.
However, there was also changes in some of the children’s mind. At the end of
the activity, one girl wrote on her Career Journal that she liked “self-discovering”.
It was considered that “Explore Self” part affected her mind. The difference ofher attitudes from other children was her concentration. From observation, shealways sat quietly and focused on her works. Therefore, in order to deliver the
career information to the children, improving their concentration could be helpful.
After writing the journal, the children wrote plans of their daily activity on the
Daily Activity Chart worksheet in order to achieve their dream that they wrote
on the journal. As the result, most of them didn’t write activities to achieve their48

4. Action

4.4. Social Impact Reportgoal and they just wrote their usual daily life such as “go to school” and “eatdinner”. As the cause, since writing Daily Activity Chart was very end of theactivity, they couldn’t maintain their concentrations for the activity. So that it
was difficult to create a new idea of their daily activity.
Therefore, adjusting the time schedule is needed to maintain their concentration. For example, the time per day can be shortened by dividing the activity
into two days. Also, as the manager of the orphanage mentioned, the children
were not good at creating new ideas from zero. In order to support them to create
their idea, providing them hints to plan their daily activity could assist them.

4.4. Social Impact Report
4.4.1 Implementation
I implemented Social Impact Reporting with two people who were in the 360degree videos on December 11, 2019.
Before reporting the impact, the purpose of the project and activities to achieve
the purpose were explained. After that, role models saw Executive Summary
about the social impact and they were provided the details of each impact thatwere created in Digital Job-Storytelling Program and Career Learning Programby an oral explanation (Figure 4.25).

49

4. Action

4.4. Social Impact Report

Figure 4.25 Social Impact Reporting

4.4.2 Findings
There was a growing tendency for the role model to become more sympathetic
to the significance of the project and to increase the motivation to spread theactivities to others. Also, They had the demand to spread the video and activities
to a bigger amount of people. One role model showed the motivation to show thevideo to her children by herself.
50

4. Action

4.4. Social Impact Report

Both of them said that “I would like to introduce the project to my friends
and let them talk about their careers.” and “I can introduce other companies inVietnam. So you can collaborate with others”.
Both of them said “The purpose of the project is meaningful for the community
but it’s better to reach more children and let them know good points about IN360.
Conduct programs in various places.”
One female role model said “in my opinion, this program is very helpful. I
showed my video to my children. They just said, “Mom doesn’t seem cute”. I
guess they said so because they did not know the value of the project. I could
know it today so I will try to show it again and tell the value beforehand”.
In this way, Social Impact Reporting is helpful to deepen the understanding
about the value of the activities. However, they also said that “the number ofthe children/college students seemed a few. Proactively utilizing online platforms
could be helpful to reach a bigger number of the target”.

51Chapter 5

Conclusion
5.1. Conclusion
In this research, the design of the Community of Practice for career development
was performed while utilizing the process of Digital Job-Storytelling in order toanswer the research question:“How to create Career Education in order to bridge
young people and the real working world by utilizing Digital Job-Storytelling?”.
As a result of implementing the design in Vietnam, it helped students to improve their three Career Management Competencies and Digital Storytelling skills.
Importantly, in Digital Job-Storytelling Program, students’ awareness of the interview with working people was improved and the opportunities could be a trigger
to increase their degree of participation in the working community. In Career
Learning Activity, some of the college students learned the importance of experiment rather than looking at the internet. Also, the college students and the rolemodels showed their motivation to contribute to the career development of community members by actually taking action as sharing the project, inviting otherpeople, and participating in the activities in the future.
What every stakeholders said in this research was “this project was meaningful”.
After the Career Learning Activity, all of group facilitators and the manger ofthe orphanage said that it would be helpful for children to create the long-term
program. Moreover, after every activities, many of the college students and thechildren in the orphanage said that they enjoyed the activities. Therefore, I
considered that the enjoyable and meaningful activities helped them, especially thecollege students, to increase the degree of participation in the activities. It means
young people communicate with the real working people and the real working
environment and support careers of children with knowledge gap more proactively
through the process of Digital Job-Storytelling.

52

5. Conclusion

5.2. Possible Future Works

5.2. Possible Future Works
Overall
As the future works, making the long-term program for both Digital JobStorytelling Program and Career Learning Activity is helpful for students andchildren to keep learning career development. Also, making a system to reacha bigger number of people is needed to expand the project by utilizing online
platform.
In order to create a community of practice, more interactions among community members are needed, such as reporting the long-term report on changes in
the children’s behavior.
Digital Job-Storytelling Program
Digital Job-Storytelling Program was able to develop some competencies in career management, there are other competencies that have not been addressed yet.
Improvement and some additional components in the program would be necessary
to challenge the rest of the Career Management Competencies. Making guidelineof making the video is also needed to make more interesting videos for children.
In order to deepen the learning for children into the working world, drawing attention to the parts children need to see is helpful.
Career Learning Activity
Career Learning Activity needs improvement in maintaining children’s concentration. For example, training the facilitators on how to manage the children effectively beforehand, including more games such as quiz games into the activities,
and adjusting the time schedule could be helpful to improve their concentrations.
Also, providing hints could assist them create a new idea.
Social Impact Reporting
Social Impact Reporting can be improved by establishing evaluation items of
the social impact and evaluation methods in order to increase the value of theactivity that the stakeholders feel. It also can be improved by making a fixed
format so that the report can be made in a shorter time and help deepen the rolemodel’s understanding about the significance of the activities.
53

5. Conclusion

5.2. Possible Future Works

Lastly, I hope that this research is going to contribute to create enjoyable andefficient career education that helps young people to develop their careers in thereal working world.

54

References[1] Arne L. Kalleberg. The mismatched worker: When people don’t fit their jobs.
In Academy of Management Perspectives, volume 22, pages 24–40. Academyof Management, 2008.
[2] OECD. Oecd review of career guidance policies: Australia: country note.
URL: http://www.oecd.org/australia/1948341.pdf [cited 2019 Dec 13].
[3] Evans D. J. Burnett, W. Designing your life: Build a life that works for you.
London Vintage Books, 2018.
[4] Fathima Assilmia. In360: Creating career guidance community to change
preconceived notion of children in pramuka island on their future career,
2017.
[5] Career Industry Council of Australia. Career education: Why it is important. URL: http://www.pssfw.myskills.gov.au/media/1754/careereducation-why-is-it-important.pdf [cited 2019 Dec 13].
[6] R. Bridgstock.
The graduate attributes we’ve overlooked:
enhancing
graduate
employability
throughcareermanagement
skills.
In Higher Education Research
Development, pages 31–44,
https://www.tandfonline.com/doi/abs/10.1080/07294360802444347, 2008.
[7] Australian Government. Australian blueprint for career development.
URL:
https://docs.education.gov.au/system/files/doc/other/
australian_blueprint_for_career_development.pdf [cited 2019 Dec
13].
[8] Etienne Wenger. Communities of Practice: Learning, Meaning, and Identity.
Cambridge University Press, 1998.
[9] Etienne Wenger Jean Lave. Situated Learning: Legitimate peripheral participation. Cambridge University Press, 1991.
[10] L. Burmark. Visual presentations that prompt, flash transform. In Mediaand Methods, volume 40.
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References[11] Ohler J. Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Corwin Press, 2008.
[12] Mindy Foelske:. Digital storytelling: the impact on student engagement,
motivation, and academic learning. In University of Northern Iowa UNI
ScholarWorks.
[13] GROUNDWIRE. The engagement pyramid: Six levels of connecting people and social change. URL: http://groundwire.org/blog/groundwireengagement-pyramid/ [cited 2019 Dec 13].
[14] Charlene Li. Open Leadership: How Social Technology Can Transform the
Way You Lead. Jossey-bass, 2010.
[15] Sopact. Best practices in social impact reporting. URL: https://www.
sopact.com/impact-reporting [cited 2019 Dec 13].

56

AppendicesA. Video Channel of IN360 Project
Link to channel: http://bit.ly/2RTdH6m

Figure A.1 Video Channel of IN360 Project57

AppendicesB. The Result of Digital Job-Storytelling

B. The Result of Digital Job-Storytelling
B.1 Pre-Questionnaire (Participants)

Figure B.1 How do you gather information of occupations for your future career?
Please choose at least one.

Figure B.2 How much do you know about58AppendicesB. The Result of Digital Job-Storytelling

B.2 Post-Questionnaire (Participants)

Figure B.3 After the workshop, how will you gather information of occupations
for you future career?

Figure B.4 After the workshop, how much do you know about59AppendicesB. The Result of Digital Job-Storytelling

Figure B.5 Can you create another 360-degree video in the future?

B.3 Interview with Participants
Q1: Did you become closer with other participants than before?
1. Student A: I could be close with male students better than before. My
communication skills increased through the workshop. At the workshop,
we had to do a friendly discussion with everyone. When the discussion, we
talked a lot of opinions with each other, but we had to choose only one idea.
In addition, we must keep good relationships. Therefore, it was necessary to
explain my opinion that everyone could understand the good part of it. And
I tried to find the good points of everyone’s opinion and put them together
to make the most correct opinion.
2. We are already good friends!
Q2: What do you think about interview with working people after
the workshop?
1. When I searched on the Internet, it was told that when foreign people work
for a Japanese company, they need to have N1 level of Japanese Language
Proficiency. However, when I interviewed the role model, I found out that60

AppendicesB. The Result of Digital Job-Storytellingeven level N4 proficiency is fine. I also found that there is less pressurein their work than I expected. Also, it was fun. When I become a new
office worker there, it seems easier than I thought because everyone in thecompany will support me. I thought that even a college student could work
there as a member. Our interviewee was doing Quality Control work. Everymonth she works to write a plan for what the company should do. For me,
I thought that work was a bit hard. I like the atmosphere of the company,
but I don’t want to do that work.
2. From the interview, I knew that to understand both Japanese and Vietnamese and to facilitate communication was important in the job of theinterviewee.
Q3: How different was making 360-degree videos instead of normal
videos?
1. Unlike normal video when creating 360-degree videos, I needed to be awareof the whole environment. The viewer sees the surroundings, so even if it isan interview scene, I have to think about what to show behind and I tried
to show something interesting around. After the workshop. I thought that
I want to deliver a message using digital tools in the future for the company
and the children. Not only the environment inside the company but thesituation that working people play outside or have a picnic. Children know
famous jobs like teachers, but they don’t know what part of jobs like office
workers is interesting . I would like to deliver interesting things about suchwork to them.
2. I tried to deliver the experience that how the work in the company is forthe children by using 360-degree space. I think it is necessary for children
to make such videos, especially in Vietnam because I think that they haveto think about how they can become such a person and prepare for their
future career. And I also tried to put something interesting things in thevideo to make children more interested in it

61

AppendicesC. The Result of Career Learning Activity

C. The Result of Career Learning Activity
C.1 Pre-Questionnaire (Group Facilitators)
Q1: Are there any changes in your activity/thoughts after the previous
Job Digital Storytelling Program? What are the changes? Multiple
answers are ok.
1. (b) I did interview with working people for my career development.
(c) I want to interview with working people for my career development.
(h) I understand it’s important to make another video for children by using
digital storytelling skills that I acquired through the previous workshop.
2. (a) I have kept doing the interview with working people after the workshop.
(e) I have kept making another video by using digital storytelling skills that
I acquired through the previous workshop.
3. I didn’t attend the Digital Job-Storytelling Program.
Q2: What makes you want to attend this activity? Multiple answers
are ok.
1. (a) Participating in IN360 activities is fun and worth challenging!
(b) Because I empathize with the activities and purpose of IN360.
2. (a) Participating in IN360 activities is fun and worth challenging!
(b) Because I empathize with the activities and purpose of IN360.
(c) Because it’s important for me to attend the IN360 activities.
3. (e) Because I was asked to attend.
Q3: How would you like to participate in IN360 activities? Multiple
answers are ok.
1. (b) If there is an activity like this, I will participate preferentially over otheractivities and make an active contribution.
(d) I like the activities of IN360, I think it is meaningful and fun, and I want
to share this charm with people around me.
(f) Occasionally, check if there is a Youtube channel or Facebook page.
62

AppendicesC. The Result of Career Learning Activity

2. (a) I want to contribute actively by being a main facilitator like IN360
members.
(d) I like the activities of IN360, I think it is meaningful and fun, and I want
to share this charm with people around me.
3. (e) Subscribe to Youtube, follow if there is a Facebook page, join the LINE
group.

C.2 Post-Questionnaire (Group Facilitators)
Q1: Did you enjoy the activity? Scale: 1(Not at all)-7(Yes, definitely!)
1. 6
2. 7
3. 6
Q2: Do you want to attend next activity of IN360?
1. (a) Yes, definitely!
2. (a) Yes, definitely!
3. (a) Yes, definitely!
Q3: If you chose ”Yes, definitely!”, what makes you want to attend
this activity? Multiple answers are ok.
1. (a) Participating in IN360 activities is fun and worth challenging!
(b) Because I empathize with the activities and purpose of IN360.
2. (a) Participating in IN360 activities is fun and worth challenging!
(b) Because I empathize with the activities and purpose of IN360.
3. (a) Participating in IN360 activities is fun and worth challenging!
(b) Because I empathize with the activities and purpose of IN360.
(c) Because it’s important for me to attend the IN360 activities.

63AppendicesC. The Result of Career Learning Activity

Q4: How would you like to participate in IN360 activities in the
future? Multiple answers are ok.
1. (a) I want to contribute actively by being a main facilitator like IN360 members.
(b) If there is an activity like this, I will participate preferentially over otheractivities and make an active contribution.
(c) Communicate ideas that contribute to the activity. If there is an invitation for an activity like this, I will participate if it is convenient.
(e) Subscribe to Youtube, follow if there is a Facebook page, join the LINE
group.
(f) Occasionally, check if there is a Youtube channel or Facebook page.
2. (d) I like the activities of IN360, I think it is meaningful and fun, and I want
to share this charm with people around me.
(e)Subscribe to Youtube, follow if there is a Facebook page, join the LINE
group.

3. (b) If there is an activity like this, I will participate preferentially over otheractivities and make an active contribution.
(c) Communicate ideas that contribute to the activity. If there is an invitation for an activity like this, I will participate if it is convenient.
(d) I like the activities of IN360, I think it is meaningful and fun, and I want
to share this charm with people around me(e) Subscribe to Youtube, follow if there is a Facebook page, join the LINE
group.
Q5: Do you want to interview with working people to tell the story
for children? Scale: 1(Not at all)-7(Yes, definitely!)
1. 6
2. 6
3. 6

64

AppendicesC. The Result of Career Learning Activity

Q7: Do you want to create another 360-degree video about profession
to be a part of IN360 in the future?
1. 6
2. 6
3. 6
Q8: Do you want to show another 360-degree video about the profession for children to be a part of IN360 in the future?
1. 6
2. 6
3. 7

C.3 Interview
Q1: Why did you choose different options between Pre-Questionnaire(Q3) and Post-Questionnaire (Q4)?
1. I think it is not enough to watch on YouTube and social networks. It is moreinteresting to participate. I can learn various things through the experience.
In addition, Career Learning Workshop is useful for the community. It
enhances the community and society, connect people around you. I would
like to see more meaningful workshops in Vietnam and I want more students
to participate in the program in the future.
2. Many people use social network services now, so I want to let them know theactivity by use them. The feeling of wanting to to share about the activity
became stronger than before.
3. Even if I know the information of the problem well, I will not solve it without
experimentation. After participating, I wanted to take an action. If there
is a chance, I want people around me to act together. I will ask my friends
to help to invite other friends. Just looking and listening does not solve theproblem.
65AppendicesC. The Result of Career Learning Activity

C.4 The Result of Journal
Q:1 Age
1. 8
2. 8
3. 8
4. 10
5. 12
6. 12
7. 8
8. 7
Q:2 Gender
1. male2. male3. male4. male5. female
6. female
7. female
8. maleQ3: Things I like...
1. playing soccer
swimming
drawing66

AppendicesC. The Result of Career Learning Activity

2. playing soccer
eating plain rice with nothing
traditional martial art
3. martial art
drawingcooking
4. mangachicken leg(food)martial art
5. eat chicken leg(thigh)drawing
sleeping in weekend, no classtravelling
6. travel abroad
novel
eat/try different food
7. self discovermartial art
reading manga/book
8. eating cake/pie
watch anime/cartoon
rope jumping
Q4: Things I am good at...
1. drawing
cooking
playing soccer
2. playing soccer
studying
smart
67

AppendicesC. The Result of Career Learning Activity

3. singing
playing soccer
artial art
4. maths
eat fast
drawing
5. plant tree
reading book/manga
help others (family)
6. drawing
singing and dancing
cooking
7. singing
rope jumping
drawing
8. soccer
drawingsinging
Q5: When I get older, I want to be...
1. soccer player
2. doctor
3. soccer player
4. martial arts instructor
5. kindergarten teacher
6. painter7. painter68AppendicesC. The Result of Career Learning Activity

8. doctor
Q6: and do...
1. soccer coach
2. treat patients such as friends, relatives, kids, and help others
3. (None)
4. environmental protection
5. housework
6. do different jobs / works that I like
7. social work to help other people
8. work in a church

C.5 Feedback from A Manager of Thiên Bı̀nh Orphanage• This activity was meaningful for the children. But it was too short this time.
Children are going to forget it soon. If you make the long-term program,you can bring it here again.
• If children in this orphanage cannot get good academic results, they can
get only physical works. It will be difficult to live because this kind of job
doesn’t provide them enough income.
• Their daily life is a round trip between the orphanage and school. Moreover,since they cannot use the internet here. So there are no opportunities tomeet various people and know about outside of the orphanage and school.
• Since they don’t have their own parents, it’s difficult for them to have their
dream.
• The children are not good at creating an image from zero, but they can copy
other’s ideas.
69

AppendicesC. The Result of Career Learning Activity• We have a class where the children can meet a person who graduated fromhere, could be educated and got a good job.
• Japanese education is amazing. Vietnamese people are not good at making
long-term plans, so I would like you to teach the children the Japanese way.
• I can tell the children to be quiet and sit down beforehand from the nexttime.
• Children get bored easily. So it would be better to make the activity more
fun by applying games.

C.6 Reflection with Group Facilitators• The activity was chaotic.
• I don’t have experiences of being a facilitator of children. So it was difficult
to manage the children. So I think that one facilitator for each child would
be better. If you provide us a training program for facilitating, it would also
work.
• In the middle of the activity, children were getting bored and they asked us
when the activity was going to finish.
• Children seemed to prefer drawing pictures rather than writing sentences.
• The children were shy.
• Other children who were not the participants came into the room and disturbed the participants.
• It would be better to put the details into video contents such as what thestep to be the working people is.
• The children of middle school are good at presentations. They made a goodstructure in the presentation.
• The children didn’t have their own idea but they copied others’ ideas.

70AppendicesC. The Result of Career Learning Activity• The children asked me to write the worksheets instead of them.
• It was difficult to make the children calm down.
• It was good to have the presentation because they can have their confidence
through the experience.
• It would be better to have more games. ex) quiz games• It would be better to gather the same ages in each group.
• I changed my way of thinking through the activity. I will make a plan torealize my dream.
• I really enjoyed the activity.
• Through the activity, I thought that it’s important to make a long-termplan for my career. I should have prepared more for my career during highschool. I started to think about my career option when I had to decide myuniversity at last.
• It would be better to have a quiz game about the video that they watch andgive them a goal such as giving rewards if they can answer a certain numberof questions correctly.
• I think it was difficult for the children to watch the video about agriculture
and think about contributing the society. The theme related to an animal
would be more friendly for children.
• It would be better to classify the video by subjects that they learn in theirschool such as math and science.
• They liked Dragon ball and Doraemon.

C.7 Comments from a teacher of Vietnam-Japan Instituteof Technology• I was very happy to see them working hard in the activity.

71AppendicesD. 2019 The 3rd International Conference on Digital Technology in Education (ICDTE 2019)• The children in the orphanage were very shy.
• The children have vague images of their dream.
• I want to work for giving children their dreams.
• I want my students to be role models for the children in the future.

D. 2019 The 3rd International Conference on Digital Technology in Education (ICDTE 2019)
Job Digital Storytelling Program for University Students to Develop
Career Management Competencies
Authors: Rika Ikeda, Fathima Assilmia, Elvaletta Angelina, Keiko Okawa
Presentation Date: October 26, 2019
Publication: 2019 The 3rd International Conference on Digital Technology in
Education Proceedings

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