Narrative Learning of Literacy

2018 ◽  
pp. 251-267 ◽  
Author(s):  
Pentti Hakkarainen ◽  
Marja-Leena Vuorinen
Keyword(s):  
Narrative Learning

G598 Pem adventures: interactive evidence-based narrative learning utilising technological quizadry

2019 ◽  
Author(s):  
D Hall ◽  
R Mitchell ◽  
S Davies ◽  
S Tomlinson ◽  
M Norridge
Keyword(s):  
Evidence Based ◽  
Narrative Learning

A Comparison of Pictorial and Narrative Learning Mediators in Lower- and Middle-Class Children

1980 ◽  
Vol 102 (1) ◽  
pp. 147-152
Author(s):  
E. Eugene Schultz ◽  
Karen E. Woodall
Keyword(s):  
Middle Class ◽  
Narrative Learning

Balancing Fun and Learning in a Serious Game Design

Gamification ◽  
2015 ◽  
pp. 452-471 ◽  
Author(s):  
Christopher Franzwa ◽  
Ying Tang ◽  
Aaron Johnson ◽  
Talbot Bielefeldt
Keyword(s):  
Engineering Design ◽  
Game Design ◽  
Serious Games ◽  
Engineering Students ◽  
Serious Game ◽  
Guidance System ◽  
Stem Fields ◽  
Science And Engineering ◽  
Design Challenges ◽  
Narrative Learning

This article presents the underlying philosophy of Sustain City, an educational serious game system that engages students, particularly prospective and beginning science and engineering students, in a series of engineering design challenges. Various strategies implemented in Sustain City for achieving a balance of fun and learning are discussed, including narrative-learning synthesis, supplementing the player's actions with feedback, and the development of a sufficient guidance system. The evaluation of Sustain City deployment is also presented. The assessment confirms the values of the serious games in promoting students' interests and learning in STEM fields.

Storytelling-Based Edutainment Applications

2011 ◽  
pp. 190-214 ◽  
Author(s):  
Anja Hoffman ◽  
Stefan Gobel ◽  
Oliver Schneider ◽  
Ido Iurgel
Keyword(s):  
Digital Storytelling ◽  
State Of The Art ◽  
Key Issues ◽  
Art Analysis ◽  
Learning Issues ◽  
Technical Platform ◽  
Narrative Learning

Within this chapter, the authors — all members of the Digital Storytelling group at ZGDV Darmstadt e.V. — provide an overview of the potential of storytelling-based edutainment applications and approaches for narrative learning applications. This covers not only online applications, but also off-line edutainment components, as well as hybrid scenarios combining both types. The chapter is structured into five parts. At the beginning, a global scenario of edutainment applications for museums is introduced and key issues concerning the establishment of edutainment applications and the level of interactivity for online applications are highlighted. These open and relevant issues are discussed within a technology-oriented, state-of-the art analysis concentrating on the authoring process, storytelling aspects, dramaturgy and learning issues. Based on this brief STAR analysis, storytelling methods and concepts, as well as a technical platform for the establishment of storytelling-based edutainment applications, are described. The strengths and weaknesses of these approaches are discussed within the context of the edutainment projects, art-E-fact and DinoHunter Senckenberg. Finally, the major results are summarized in a short conclusion and further research and application-driven trends (context: museums) are pointed out.

scholarly journals Designing Narrative Learning in the Digital Era

2019 ◽  
Author(s):  
Cristina Sylla ◽  
Vítor Martins ◽  
Gabriela Sá ◽  
Ana Paula Caruso ◽  
Bruno Amaro ◽  
...  
Keyword(s):  
Digital Era ◽  
Narrative Learning

Diversifying the discourse of progression to higher education: Digital storytelling methodology in widening participation practice

2020 ◽  
Vol 22 (1) ◽  
pp. 79-94
Author(s):  
Laura Mazzoli Smith
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Student Voice ◽  
Digital Storytelling ◽  
Widening Participation ◽  
Narrative Imagination ◽  
The North ◽  
Digital Stories ◽  
The Impact ◽  
Narrative Learning

This paper commences from a critique of the generalised discourse of individualistic capacities in widening participation to higher education. It examines the potential of digital stories to diversify understandings of progression to higher education as a reflexive learning process for participants and institutions alike, by considering one cohort of students participating in a digital storytelling award at a university in the North of England. The concepts of narrative imagination, narrative learning and reflective referentiality are utilised to advance a theoretically informed argument for the potential of this methodology, given the position set out in the paper that the impact of digital stories such as these is unlikely to be transparent or easily measurable in the positivist language of much widening participation practice. The digital storytelling methodology invites a more nuanced consideration of student voice than usually pertains in widening participation, with potential to diversify a reductive discourse of under-represented groups.

scholarly journals The importance of narrative learning and reflexivity at work with foreigners granted asylum and the context of a non-governmental organization

2022 ◽  
Vol 131 ◽  
pp. 03009
Author(s):  
Lina Grudulaite ◽  
Irena Zemaitaityte
Keyword(s):  
Social Work ◽  
Contextual Factors ◽  
Work Practice ◽  
Social Work Practice ◽  
Research Data ◽  
Governmental Organization ◽  
Doctoral Research ◽  
Narrative Learning

This paper discusses the importance of narrative learning and reflexivity at work with foreigners granted asylum. The discussed data is from 1 year duration fieldwork at NGO working with refugees in Lithuania. In this paper the examples from 4 narrative portraits of NGO workers are presented. It is argued that narrative learning is an interactive and co-constructed process and there is the need of awareness about the narratives and narrative learning, and how storytelling could be used for effective social work practice. The paper discusses the doctoral research data and explores the links between narrative learning and reflexivity. It is argued that reflecting about their practice critically, the workers can create new narrative identities and better understand and analyse their own identities, values, choices, practices and wider local and international contexts. Therefore, it is important to increase reflexivity and awareness of workers about various contextual factors and discourses, which might be influencing their narratives about their work and refugees, and further research on narrative learning and narratives of NGO workers.

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