Education, Narrative Technologies and Digital Learning : Designing Storytelling for Creativity with Computing.

By: Hall, TonyMaterial type: TextTextSeries: eBooks on DemandDigital Education and Learning Ser: Publisher: London : Palgrave Macmillan Limited, 2018Copyright date: ©2018Description: 1 online resource (208 pages)Content type: text Media type: computer Carrier type: online resourceISBN: 9781137320087Subject(s): Educational technologyGenre/Form: Electronic books.Additional physical formats: Print version:: Education, Narrative Technologies and Digital Learning : Designing Storytelling for Creativity with ComputingDDC classification: 371.33 LOC classification: LB1028.3NX280-410LC8Online resources: Click here to view this ebook.
Contents:
Intro -- Contents -- List of Figures -- 1: The Age of Autobiography and Narrative Technology -- Introduction -- The Creative Educational Potential of Narrative and Storytelling -- Education as Narrative Process and Product -- The Narrative Mode of Thought -- Narrative Technology -- Intrinsic Narrative Technology -- Conclusion -- References -- 2: Educational Design with a Capital D -- Introduction -- Characterising the Challenge of Educational Technology Design -- Research and Development Methodological Requirements -- Rationale for Selection of Design-Based Research Approach -- Where Do We Begin in Design-Based Research? Conceptualising a Design -- Contribution to Design Knowledge and Practice -- Characterising Educational Complexity -- Support of Emergent Design -- Example of Successful Design-Based Research -- Possible Limitations of the DBR Approach -- Design-Based Research, Ethnography and Summative Evaluation -- Common Features of Effective Design-Based Research -- Chapter Summary -- References -- 3: The Pestalozzi Principle -- Chapter Introduction -- Innovative Computing: New Possibilities for Narrative Technology -- Novel Computer-Augmented Toys -- Integrating Novel Computational Devices in the Classroom -- Innovative Digital-Physical Tools for Narrative Development -- KidStory -- POGO -- StoryMat -- Collaborative Technologies in Children's History Pedagogy -- Collaborative ICT Supporting Children's Historical Discussion -- The Web-Based Historical Curriculum -- Palaver Tree Online -- Rap Lyrics and Primary Historical Texts: An Innovative Approach to Children's History Pedagogy -- Novel Hybrid Reality Learning Environments -- The Snark Quest -- Ambient Wood: An Augmented Science Field Trip for Children -- Review of Museum Interactivity Literature -- Handling Collections -- The Physical Environment -- Multi-Modal Interaction.
Integrated Interpretation -- Embodied Narrative and Enactment -- Design Practice -- Consultation of Multiple Stakeholders -- Summary of Review Findings -- Materiality -- Narrativity -- Sociality -- Activity -- Multi-Modality -- Engagement -- Computer as Augmentation Tool -- Pedagogical Activity -- Chapter Summary -- References -- 4: Narrative Technology and the 'Third Teacher' -- Chapter Introduction -- Bringing It All Together: Towards the Final Narrative Technology Design -- Scenario Design -- The Emerging Dual Exhibition Space -- Finalising the Content for Re-Tracing the Past -- The Prototype Interactive Desk -- Selecting Interpretive Subject Matter: The Four Mystery Artefacts -- Incorporating Collaborative Technology: The Interactive Trunk -- Design of Digital Content for the Exhibition -- Creating the Second Exhibition Area: The Room of Opinion -- Incorporating Handling of Artefacts -- Collecting Visitors' Interpretations -- Linking Both Exhibition Spaces -- Sharing Visitors' Interpretations: The Interactive Radio -- Refining the Design of the Exhibition's Handling Activity -- Building the Exhibition in the Museum -- Articulating the Final Walkthrough Scenario for the Narrative Design -- Constructing the Exhibition -- Linking the Exhibition with the Museum's Permanent Collection -- Pre- and Post-Visit School Sessions -- Data Collection Techniques in the Exhibition -- References -- 5: Evaluating Narrative Technology Design -- Chapter Introduction -- Interrogation of the Research Data -- Materiality and Narrativity -- Children's First Impressions of the Exhibition -- Perceiving the Exhibition Space as an Old Study Room -- Children's Narrative Interaction -- Appreciating the Authentic Design of the Study Room -- Re-Tracing the Past: An Inviting Place for Exploratory Learning.
Appreciating the Connection Between the Exhibition and History of the Hunt Family -- Admiring the Authentic Exhibition Props -- Remembering the Exhibition in School -- Appreciating the Replica Artefacts -- Engagement -- Children's Extended Engagement in the Exhibition -- Children's Enjoyment of Particular Exhibits -- Sociality -- Collaborative Added Value -- The Physical Space Design and Children's Collaboration -- Activity -- Children's Creative Interpretation of Objects -- Motivational Effects of Children Leaving a Trace -- Children's Opinions and Authoritative Knowledge -- Multi-Modality -- Children's Autonomous Exploration of the Exhibition -- Engaging Children's Five Senses -- Computer as Augmentation Tool -- Supporting Novel Interaction with Museum Artefacts -- Children's Interest in the Hidden Computing -- Pedagogical Activity -- Scaffolding -- Discussion -- Issues for Critique -- Chapter Summary -- References -- 6: SCÉAL Design-Based Research Framework -- Summary of Book's Structure -- SCÉAL Design Guidelines and Model -- Criteria of a Successful Narrative Technology Design in Education -- Components of a Successful Design Process -- Final Reflection -- Reference -- References -- Index.
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LB1028.3NX280-410LC8 (Browse shelf) https://ebookcentral.proquest.com/lib/uttyler/detail.action?docID=5379868 Available EBC5379868

Intro -- Contents -- List of Figures -- 1: The Age of Autobiography and Narrative Technology -- Introduction -- The Creative Educational Potential of Narrative and Storytelling -- Education as Narrative Process and Product -- The Narrative Mode of Thought -- Narrative Technology -- Intrinsic Narrative Technology -- Conclusion -- References -- 2: Educational Design with a Capital D -- Introduction -- Characterising the Challenge of Educational Technology Design -- Research and Development Methodological Requirements -- Rationale for Selection of Design-Based Research Approach -- Where Do We Begin in Design-Based Research? Conceptualising a Design -- Contribution to Design Knowledge and Practice -- Characterising Educational Complexity -- Support of Emergent Design -- Example of Successful Design-Based Research -- Possible Limitations of the DBR Approach -- Design-Based Research, Ethnography and Summative Evaluation -- Common Features of Effective Design-Based Research -- Chapter Summary -- References -- 3: The Pestalozzi Principle -- Chapter Introduction -- Innovative Computing: New Possibilities for Narrative Technology -- Novel Computer-Augmented Toys -- Integrating Novel Computational Devices in the Classroom -- Innovative Digital-Physical Tools for Narrative Development -- KidStory -- POGO -- StoryMat -- Collaborative Technologies in Children's History Pedagogy -- Collaborative ICT Supporting Children's Historical Discussion -- The Web-Based Historical Curriculum -- Palaver Tree Online -- Rap Lyrics and Primary Historical Texts: An Innovative Approach to Children's History Pedagogy -- Novel Hybrid Reality Learning Environments -- The Snark Quest -- Ambient Wood: An Augmented Science Field Trip for Children -- Review of Museum Interactivity Literature -- Handling Collections -- The Physical Environment -- Multi-Modal Interaction.

Integrated Interpretation -- Embodied Narrative and Enactment -- Design Practice -- Consultation of Multiple Stakeholders -- Summary of Review Findings -- Materiality -- Narrativity -- Sociality -- Activity -- Multi-Modality -- Engagement -- Computer as Augmentation Tool -- Pedagogical Activity -- Chapter Summary -- References -- 4: Narrative Technology and the 'Third Teacher' -- Chapter Introduction -- Bringing It All Together: Towards the Final Narrative Technology Design -- Scenario Design -- The Emerging Dual Exhibition Space -- Finalising the Content for Re-Tracing the Past -- The Prototype Interactive Desk -- Selecting Interpretive Subject Matter: The Four Mystery Artefacts -- Incorporating Collaborative Technology: The Interactive Trunk -- Design of Digital Content for the Exhibition -- Creating the Second Exhibition Area: The Room of Opinion -- Incorporating Handling of Artefacts -- Collecting Visitors' Interpretations -- Linking Both Exhibition Spaces -- Sharing Visitors' Interpretations: The Interactive Radio -- Refining the Design of the Exhibition's Handling Activity -- Building the Exhibition in the Museum -- Articulating the Final Walkthrough Scenario for the Narrative Design -- Constructing the Exhibition -- Linking the Exhibition with the Museum's Permanent Collection -- Pre- and Post-Visit School Sessions -- Data Collection Techniques in the Exhibition -- References -- 5: Evaluating Narrative Technology Design -- Chapter Introduction -- Interrogation of the Research Data -- Materiality and Narrativity -- Children's First Impressions of the Exhibition -- Perceiving the Exhibition Space as an Old Study Room -- Children's Narrative Interaction -- Appreciating the Authentic Design of the Study Room -- Re-Tracing the Past: An Inviting Place for Exploratory Learning.

Appreciating the Connection Between the Exhibition and History of the Hunt Family -- Admiring the Authentic Exhibition Props -- Remembering the Exhibition in School -- Appreciating the Replica Artefacts -- Engagement -- Children's Extended Engagement in the Exhibition -- Children's Enjoyment of Particular Exhibits -- Sociality -- Collaborative Added Value -- The Physical Space Design and Children's Collaboration -- Activity -- Children's Creative Interpretation of Objects -- Motivational Effects of Children Leaving a Trace -- Children's Opinions and Authoritative Knowledge -- Multi-Modality -- Children's Autonomous Exploration of the Exhibition -- Engaging Children's Five Senses -- Computer as Augmentation Tool -- Supporting Novel Interaction with Museum Artefacts -- Children's Interest in the Hidden Computing -- Pedagogical Activity -- Scaffolding -- Discussion -- Issues for Critique -- Chapter Summary -- References -- 6: SCÉAL Design-Based Research Framework -- Summary of Book's Structure -- SCÉAL Design Guidelines and Model -- Criteria of a Successful Narrative Technology Design in Education -- Components of a Successful Design Process -- Final Reflection -- Reference -- References -- Index.

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