Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom
This map shows the geographic impact of Bernard Robin's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Bernard Robin with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Bernard Robin more than expected).
This network shows the impact of papers produced by Bernard Robin. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Bernard Robin. The network helps show where Bernard Robin may publish in the future.
Co-authorship network of co-authors of Bernard Robin
This figure shows the co-authorship network connecting the top 25 collaborators of Bernard Robin.
A scholar is included among the top collaborators of Bernard Robin based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with Bernard Robin. Bernard Robin is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
20 of 20 papers shown
1.
Robin, Bernard. (2016). The Power of Digital Storytelling to Support Teaching and Learning. Digital Education Review. 17–29.199 indexed citations breakdown →
2.
McNeil, Sara & Bernard Robin. (2012). An Assessment Framework and Tools for Digital Storytelling Projects. Society for Information Technology & Teacher Education International Conference. 2012(1). 1407–1410.1 indexed citations
Robin, Bernard, et al.. (2011). Educational Uses of Digital Storytelling all around the World. Society for Information Technology & Teacher Education International Conference. 2011(1). 1264–1271.72 indexed citations
5.
Robin, Bernard, et al.. (2010). An action research: When Digital Storytelling meets forensic science education in an online learning environment. Society for Information Technology & Teacher Education International Conference. 2010(1). 1234–1239.1 indexed citations
6.
Robin, Bernard, et al.. (2009). The Expansion of Digital Storytelling into Content Area Instruction. Society for Information Technology & Teacher Education International Conference. 2009(1). 672–679.1 indexed citations
7.
Robin, Bernard, et al.. (2008). Digital Pop: Digital Storytelling and Popular Culture in Education. Society for Information Technology & Teacher Education International Conference. 2008(1). 4002–4009.1 indexed citations
8.
Robin, Bernard. (2007). The Convergence of Digital Storytelling and Popular Culture in Graduate Education. Society for Information Technology & Teacher Education International Conference. 2007(1). 643–650.9 indexed citations
9.
McNeil, Sara, et al.. (2006). The Buzz Continues...The Diffusion of Digital Storytelling across disciplines and colleges at the University of Houston. Society for Information Technology & Teacher Education International Conference. 2006(1). 717–723.4 indexed citations
10.
Robin, Bernard. (2004). Community-Based, Educational Web Projects for the Arts: The Continuing Challenge of Meeting the Needs of Students, Clients, Subjects and Web Visitors. Society for Information Technology & Teacher Education International Conference. 2004(1). 3843–3850.1 indexed citations
11.
Robin, Bernard, et al.. (2003). The Evolution of Webscapes: A Theoretical Framework for the Collaborative Design and Development of Interactive Learning Environments. EdMedia: World Conference on Educational Media and Technology. 2003(1). 3038–3039.1 indexed citations
12.
Pierson, Melissa, Sara McNeil, Bernard Robin, & Mary Thompson. (2003). Data-Driven Usability Assessment: Using Multiple Forms of Online Feedback to Improve E-Learning Design. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2003(1). 1134–1137.1 indexed citations
13.
Robin, Bernard, et al.. (2002). Evaluation of an Educational Website for the Bayou Bend Collection and Gardens, Museum of Fine Arts, Houston. American Educational Research Association Annual Meeting. 2002(1).3 indexed citations
14.
Robin, Bernard. (2002). The Convergence of Teacher Education, Art Museums and Instructional Technology: Goals, Insights, and Recommendations. Society for Information Technology & Teacher Education International Conference. 2002(1). 762–767.1 indexed citations
15.
McNeil, Sara & Bernard Robin. (2000). Using Web Database Tools to Facilitate the Construction of Knowledge in Online Courses. Society for Information Technology & Teacher Education International Conference. 2000(1). 1209–1215.1 indexed citations
16.
Robin, Bernard, et al.. (1999). HyperGroups: A New Tool for Enhancing Communication in an Electronic Community of Learners. Society for Information Technology & Teacher Education International Conference. 1999(1). 1876–1882.1 indexed citations
17.
Robin, Bernard, et al.. (1998). A comparison of text-based and graphical internet tools in preservice teacher training. 6(4). 255–272.1 indexed citations
18.
Robin, Bernard, et al.. (1998). Developing an electronic infrastructure to support multimedia telecomputing resources. 6(2). 151–167.1 indexed citations
19.
Robin, Bernard, et al.. (1995). TELECOMMUNICATIONS: Graduate, Inservice & Faculty Use. Society for Information Technology & Teacher Education International Conference. 1995(1). 636–637.1 indexed citations
20.
Robin, Bernard. (1994). The Influence of Conference Moderator Strategies on the Participation of Teachers in Collaborative Telecomputing Projects. Society for Information Technology & Teacher Education International Conference. 1994(1). 693–698.2 indexed citations
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive
bibliographic database. While OpenAlex provides broad and valuable coverage of the global
research landscape, it—like all bibliographic datasets—has inherent limitations. These include
incomplete records, variations in author disambiguation, differences in journal indexing, and
delays in data updates. As a result, some metrics and network relationships displayed in
Rankless may not fully capture the entirety of a scholar's output or impact.