Narrative Learning in Technology-Enhanced Environments
G. Dettori, and A. Paiva. Technology-Enhanced Learning, Springer, (2009)
Abstract
Narrative is recognized as a valid support for learning because it helps make sense of experience, organize knowledge and increase motivation. Narrative learning environments (NLEs) aim to exploit its educational potential by engaging the learner in technology-mediated activity where stories related to the learning task play a central role. This chapter illustrates the variety of NLEs currently available and suggests a classification of them based on the technology used. It also points out what issues need to be tackled to advance the field.
%0 Book Section
%1 dettori2009nlt
%A Dettori, Giuliana
%A Paiva, Ana
%B Technology-Enhanced Learning
%D 2009
%E Balacheff, Nicolas
%E Ludvigsen, Sten
%E de Jong, Ton
%E Lazonder, Ard
%E Barnes, Sally
%I Springer
%K Collaboration Educationaldesign Interactive Motivation Multimedia Narration Narrative Sense Story Storytelling Web2.0 creation editors environments learning making nle
%P 55-69
%T Narrative Learning in Technology-Enhanced Environments
%U http://www.springerlink.com/content/u249r78401025096/?p=018543f6805f465b8fc3df9a6c024f27
%X Narrative is recognized as a valid support for learning because it helps make sense of experience, organize knowledge and increase motivation. Narrative learning environments (NLEs) aim to exploit its educational potential by engaging the learner in technology-mediated activity where stories related to the learning task play a central role. This chapter illustrates the variety of NLEs currently available and suggests a classification of them based on the technology used. It also points out what issues need to be tackled to advance the field.
@incollection{dettori2009nlt,
abstract = {Narrative is recognized as a valid support for learning because it helps make sense of experience, organize knowledge and increase motivation. Narrative learning environments (NLEs) aim to exploit its educational potential by engaging the learner in technology-mediated activity where stories related to the learning task play a central role. This chapter illustrates the variety of NLEs currently available and suggests a classification of them based on the technology used. It also points out what issues need to be tackled to advance the field.},
added-at = {2009-06-05T20:13:14.000+0200},
author = {Dettori, Giuliana and Paiva, Ana},
biburl = {https://www.bibsonomy.org/bibtex/2394c61b4f3464d4d91320d567fab0514/yish},
booktitle = {Technology-Enhanced Learning},
editor = {Balacheff, Nicolas and Ludvigsen, Sten and de Jong, Ton and Lazonder, Ard and Barnes, Sally},
interhash = {33cccf1748fcdc48458093ba751bcea7},
intrahash = {394c61b4f3464d4d91320d567fab0514},
keywords = {Collaboration Educationaldesign Interactive Motivation Multimedia Narration Narrative Sense Story Storytelling Web2.0 creation editors environments learning making nle},
pages = {55-69},
publisher = {Springer},
timestamp = {2009-06-05T20:13:14.000+0200},
title = {Narrative Learning in Technology-Enhanced Environments},
url = {http://www.springerlink.com/content/u249r78401025096/?p=018543f6805f465b8fc3df9a6c024f27},
year = 2009
}