Designing a Multimedia Learning Environment that Engages Children Through Narrative

Ellis, Glenn; Rudnitsky, Al; McGinnis-Cavanaugh, Beth; Huff, Isabel; Ellis, Sonia

doi:10.18260/p.23813

Cited by 3 publications

(3 citation statements)

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“…To date, the use of IE has been most thoroughly developed and researched in the context of education. A range of empirical, peer-reviewed research in K-12 and post-secondary learning contexts indicates how this pedagogy increases learners’ engagement and supports learning (e.g., Ellis et al, 2015, 2020; Emjawer & Al-Jamal, 2016; Hadzigeorgiou, 2016; Hadzigeorgiou et al, 2012; Hagen, 2015; Hrennikoff, 2006; McAuliffe et al, 2011; McKellar, 2006; Pearson, 2009; Stewart, 2014). Application of IE’s cognitive tools to the context of leadership is new and offers many opportunities for future research.…”

Section: Section Two: a Pedagogical Toolkit For Cultivating Leadershi...mentioning

confidence: 99%

Cultivating Leadership Imagination with Cognitive Tools: An Imagination-Focused Approach to Leadership Education

Judson

2021

Journal of Research on Leadership Education

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This conceptual and practical paper aims to expand understanding of imagination in ways that have direct implications for leadership education and research. First, imagination is conceptualized as soil, an analogy that can address misconceptions about imagination and broaden understanding of the multiple ways it contributes to leadership. Next, an educational theory called Imaginative Education (IE) is introduced that offers theoretical understanding of imagination and practical tools for its development. Finally, what imagination yields in terms of individual and collective leadership processes is described along with specific “cognitive tools” that may be used to cultivate imagination in school leadership.

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Section: Section Two: a Pedagogical Toolkit For Cultivating Leadershi...mentioning

confidence: 99%

Cultivating Leadership Imagination with Cognitive Tools: An Imagination-Focused Approach to Leadership Education

Judson

2021

Journal of Research on Leadership Education

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“…A wide range of research conducted in primary through post-secondary level educational contexts and across disciplines reveals how IE pedagogy emotionally engages learners (e.g., Ellis et al, 2020;Ellis et al, 2015;Emjawer & Al-Jamal, 2016;Hadzigeorgiou, 2016;Hadzigeorgiou et al,, 2012;Hagen, 2015;Hrennikoff, 2006;McAuliffe et al, 2011;McKellar, 2006;Pearson, 2009;Stewart, 2014). In addition to peer-reviewed research, educators' Action Research on IE also reveals IE's impact on student engagement and learning (e.g., Guenter, 2019;Jalali-Tehrani, 2017;Kim, 2017;Llanos & Vergara, 2019;Lopez, 2015;Murdoch, 2019;Olivares et al, 2017;Payson, 2017;Peralta et al, 2019;Shahi, 2018).…”

Section: Common Ground: the Heart Of Learningmentioning

confidence: 99%

Educating Perfinkers: How Cognitive Tools Support Affective Engagement in Teacher Education

Judson

Powell²,

Robinson³

2021

cjsotl-rcacea

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Our intention is to share our lived experiences as educators of educators employing Imaginative Education (IE) pedagogy. We aim to illuminate IE’s influence on our students’, and our own, affective alertness, and to leave readers feeling the possibility of this pedagogy for teaching and learning. Inspired by the literary and research praxis of métissage (Chambers et al., 2012; Hasebe-Ludt et al., 2009; Hasebe-Ludt et al., 2010), we offer this polyphonic text as a weaving together of our discrete and collective voices as imaginative teacher educators. Our writing reflects a relational process, one that invites us as writers and colleagues to better understand each other and our practices as IE educators (Hasebe-Ludt et al., 2009). It also allows us to share with other practitioners our struggles, questions, and triumphs as we make sense of our individual and collective praxis: how IE’s theory informs our practice, and how our practice informs our understanding of IE’s theory. This text, like IE’s philosophy, invites heterogeneous possibilities.

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“…Many have raised concerns that reductionist engineering courses that omit intellectual and sociopolitical histories help discourage people of color and women from scientific fields (Adelman, 1998;Bleier, 1991;and Goodman et al, 2002). Adams, Fleming and Smith (2007), Smith (1998), EiE (2010 and Ellis et al (2010Ellis et al ( , 2015 all provide examples of how storytelling and the intentional drawing of meaningful cross-disciplinary connections can successfully address these concerns in engineering education at a variety of grade levels. This paper offers an example of a specific approach and techniques that may be adapted for use in other undergraduate engineering contexts.…”

Section: Discussionmentioning

confidence: 99%

Implementing Transmedia Using a Narrative Framework for an Introductory Engineering Course

Pina,

Ellis,

Mazur

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Designing a Multimedia Learning Environment that Engages Children Through Narrative

Cited by 3 publications

References 1 publication

Cultivating Leadership Imagination with Cognitive Tools: An Imagination-Focused Approach to Leadership Education

Cultivating Leadership Imagination with Cognitive Tools: An Imagination-Focused Approach to Leadership Education

Educating Perfinkers: How Cognitive Tools Support Affective Engagement in Teacher Education

Implementing Transmedia Using a Narrative Framework for an Introductory Engineering Course

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