Toward a narrative pedagogy for interactive learning environments

Hazel, Paul

doi:10.1080/10494820802113947

Cited by 31 publications

(15 citation statements)

References 37 publications

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“…Today narrative is everywhere and it still defines our culture and who we are. Given the importance of narrative to society, Hazel (2008) rightly questions how educators can ignore narrative.…”

Section: Narrative Pedagogymentioning

confidence: 99%

Interprofessional learning and virtual communities: An opportunity for the future

Walsh

Soeren²

2012

Journal of Interprofessional Care

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Usage of any items from the University of Cumbria's institutional repository 'Insight' must conform to the following fair usage guidelines.Any item and its associated metadata held in the University of Cumbria's institutional repository Insight (unless stated otherwise on the metadata record) may be copied, displayed or performed, and stored in line with the JISC fair dealing guidelines (available here) for educational and not-for-profit activities provided that• the authors, title and full bibliographic details of the item are cited clearly when any part of the work is referred to verbally or in the written form• a hyperlink/URL to the original Insight record of that item is included in any citations of the work • the content is not changed in any way• all files required for usage of the item are kept together with the main item file. You may not• sell any part of an item• refer to any part of an item without citation • amend any item or contextualise it in a way that will impugn the creator's reputation• remove or alter the copyright statement on an item.The full policy can be found here. Alternatively contact the University of Cumbria Repository Editor by emailing insight@cumbria.ac.uk. Interprofessional learning and virtual communities: An opportunity for the future Mike Walsh, Mary van SoerenAs various agencies increasingly advocate interprofessional care (IPC), it is paramount that the educational implications of this approach are considered. Interprofessional learning (IPL) is necessary for IPC and this paper argues that an emerging educational model, narrative-based virtual communities (VCs), meets this goal. We therefore argue for the fusion of narrative pedagogy with the VC approach to further the IPL agenda. Using stories to teach is not new. Technological innovations now make the possibility of using narrative, a way to enable students to experience greater reality in complex situations. Recently, two multimedia VCs have been developed. Here, we review the use of "The Neighborhood" and "Stilwell", as IPL tools. Early evaluation of these communities has been very positive and they offer a unique and innovative approach to IPL in ways that immerse learners from many professions into the context of the lives of individuals requiring health and social care, and the people who provide that service. Thus, it is possible to more fully realize and teach about collaboration and partnerships among professionals and patients.

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Section: Narrative Pedagogymentioning

confidence: 99%

Interprofessional learning and virtual communities: An opportunity for the future

Walsh

Soeren²

2012

Journal of Interprofessional Care

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“…We sought to design assignments in which this was an explicit part of the task. The glossary process and content provided an introduction to the first assignment, was used to motivate chatting and travelling, supported sharing of information and learning/teaching roles, and gave the students an opportunity to move from their recreational online lives to the co-creation of discipline-specific knowledge (Hazel, 2008).  Connectivity This concept lies at the heart of designing online writing tasks as carefully sequenced steps (B.…”

Section: Discussion and Conclusion: Fine-tuning The Design Guidelinesmentioning

confidence: 99%

Using Undergraduates' Digital Literacy Skills to Improve Their Discipline-Specific Writing: A Dialogue

November

Day

2012

ij-sotl

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As two lecturers from quite different disciplines-Population Health and Musicology-we faced a common instructional challenge: how to improve the standard of student writing in our first-year courses for nonmajors, and thus to invite our students into the discourses of our disciplines. We collaborated in the design of a sequence of online writing assignments for our separate courses, which would address this question. We were inspired by the high-level digital literacy skills of our students, which we sought to use in similar ways to improve the students' other literacy skills, especially disciplinespecific writing skills. Drawing on educational design research methodology, we took into account our own experiences with e-learning in our previous courses and the latest literature on e-learning and literacy development. The outcomes of our research are guidelines for teachers of writing across undergraduate disciplines, and reflections on how best to mobilize students' digital literacy skills to educational ends. AbstractAs two lecturers from quite different disciplines-Population Health and Musicology-we faced a common instructional challenge: how to improve the standard of student writing in our first-year courses for non-majors, and thus to invite our students into the discourses of our disciplines. We collaborated in the design of a sequence of online writing assignments for our separate courses, which would address this question. We were inspired by the high-level digital literacy skills of our students, which we sought to use in similar ways to improve the students' other literacy skills, especially disciplinespecific writing skills. Drawing on educational design research methodology, we took into account our own experiences with e-learning in our previous courses and the latest literature on e-learning and literacy development. The outcomes of our research are guidelines for teachers of writing across undergraduate disciplines, and reflections on how best to mobilize students' digital literacy skills to educational ends.

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“…We subscribe to a structuralist view [2,3] whereby the events of the story are distinct from the telling of it (the narrative). In between lies the plot [4], organising and relating the events of the story according to a particular perspective. The plot identifies a purpose for all the events that it contains, selecting only those which advance the plot in some way [5].…”

Section: Narrative Plot and Dramamentioning

confidence: 99%

Storyspace

Wolff

Mulholland

Collins

2012

Proceedings of the 23rd ACM Conference on Hypertext and Social Media

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In a curated exhibition of a museum or art gallery, a selection of heritage objects and associated information is presented to a visitor for the purpose of telling a story about them. The same underlying story can be presented in a number of different ways. This paper describes techniques for creating multiple alternative narrative structures from a single underlying story, by selecting different organising principles for the events and plot structures of the story. These authorial decisions can produce different dramatic effects. Storyspace is a web interface to an ontology for describing curatorial narratives. We describe how the narrative component of the Storyspace software can produce multiple narratives from the underlying stories and plots of curated exhibitions. Based on the curator's choice, the narrative module suggests a coherent ordering for the events of a story and its associated heritage objects. Narratives constructed through Storyspace can be tailored to suit different audiences and can be presented in different forms, such as physical exhibitions, museum tours, leaflets and catalogues, or as online experiences.

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Toward a narrative pedagogy for interactive learning environments

Cited by 31 publications

References 37 publications

Interprofessional learning and virtual communities: An opportunity for the future

Interprofessional learning and virtual communities: An opportunity for the future

Using Undergraduates' Digital Literacy Skills to Improve Their Discipline-Specific Writing: A Dialogue

Storyspace

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