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Architectures for constructive multimedia learning environments: challenges for narrative teaching models PROCEEDINGS

, Hochschule der Medien, Germany

EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The growing interest in narrative teaching models in the field of e-learning reflects the central role of narrative in cognition. Furthermore, storytelling seems to have a potentioal to fulfill requirements from situated learning theories like complexity, authenticity, real-world task and problem-solving. Narrative models also match central aspects of motivating and engaging learners in learning environments with deep learning activities. However, central learning theories that deal with narrative have neither an answer on how to tell a good story nor do they provide any suitable design knowledge or system architecture for narrative-based interaction in learning environments. Therefore, the question is raised what elements make a good narrative structure and finally an architecture for a “learning space” with a story space, a hypermedia space (for background knowledge) and an interaction space (for cooperative and role-based interaction with others), is proposed. This seems to be a promising model to integrate positive effects of several approaches in one teaching and learning model.

Citation

Kritzenberger, H. (2004). Architectures for constructive multimedia learning environments: challenges for narrative teaching models. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 88-95). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved October 20, 2018 from .

Keywords

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