Architectures for constructive multimedia learning environments: challenges for narrative teaching models
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World Conference on Educational Multimedia, Hypermedia and Telecommunications, 2004 in Lugano, Switzerland ISBN 978-1-880094-53-2
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.
Kritzenberger, H. (2004). Architectures for constructive multimedia learning environments: challenges for narrative teaching models. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004 (pp. 88-95). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved January 29, 2015 from http://www.editlib.org/p/12796.
© 2004 AACE