Narrative and interactive learning environments
Narrative and interactive learning environments
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叙事和互动学习环境
DOI：
10.1080/10494820802113905
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发表时间：
2008
影响因子：
5.4
通讯作者：
Brna P
中科院分区：
文献类型：
--
作者：
Brna P
学习环境可以受益于电影理论的研究，戏剧的实践，游戏行业的发展，口头讲故事，以及叙事理论。有必要将这些领域的工作与对学习的教育、认知、情感和社会解释联系起来（及其相关的实证结果）为了更好地理解如何设计交互式学习环境以及对交互结构之间的关系的更理论驱动的理解，相关的情感价值和学习的质量。这个特刊的想法来自于2006年叙事和互动学习环境（NILE）会议上提交的论文。在征集论文后，六篇论文被接受出版，每篇论文都探讨了叙事和互动学习环境之间的关系。在第一篇论文中，黑兹尔试图为“叙事教学法”的概念构建一个理论基础。回到第一原则，他试图把重点放在教育学的复杂和深刻的问题。本文介绍了一个问题，可能会引发读者之间的一个有趣的辩论，围绕我们对大脑结构的理解以及我们通过研究可以了解自己的程度。我们认为，黑兹尔的方法可能是有争议的，但他的论文仍然作出了有益的贡献，重要的辩论如何叙事可以耦合到关注的问题的评论家。一个强有力的理论重点也是第二篇论文的特点，由Dolk和den Hertog，谁提供了一个教育方法的经验和数据为基础。根据他们在课堂上的丰富经验，他们描述了他们的方法来帮助学生教师学会观察和解释学习者的行为。使用多媒体学习环境，他们鼓励学生建立关于学习者的行为和理论之间的联系的叙述。他们的方法包括六个步骤的非线性过程，需要学生教师从情况观察通过概括到教师教育的教学方法。
Learning environments can benefit from drawing on studies of film theory, the practices of the theatre, developments in the games industry, and oral storytelling, as well as theories of narrative. There is a need to tie in work in these areas to educational, cognitive, affective, and social explanations of learning (and their associated empirical results) in order to develop a better understanding of how to design interactive learning environments and a much more theoretically driven understanding of the relationship between the structure of the interaction, the associated emotional value and the quality of learning.The idea for this special issue came from papers presented at the Narrative and Interactive Learning Environments (NILE) 2006 conference. After a call for papers, six papers were accepted for publication–each of which explores issues in the relationship between narrative and interactive learning environments. In the first paper Hazel seeks to construct a rationale for the notion of a ‘‘narrative pedagogy’’. Going back to first principles, he seeks to focus on the complex and profound issue of pedagogy. The paper introduces an issue that may prompt an interesting debate amongst readers around what we understand of the brain’s structure and the extent to which we can know ourselves through its study. We believe that Hazel’s approach may be controversial but that his paper nevertheless makes a useful contribution to the important debate about how narrative can be coupled to the concerns of the pedagogue. A strong theoretical focus is also a characteristic of the second paper by Dolk and den Hertog, who provide an educational approach grounded in experience and data. Based on their extensive experience in the classroom, they describe their approach to helping student teachers learn to observe and interpret learner behaviour. Using a multimedia learning environment, they encourage students to build narratives about the connection between a learner’s behaviour and theory. Their approach involves a six step non-linear process that takes the student teacher from situation observation through generalization to a didactic approach for teacher education.
DOI：
10.1353/mfs.1999.0029
发表时间：
1999-06
期刊：
MFS Modern Fiction Studies
影响因子：
--
作者：
Barbara S. Page
通讯作者：
Barbara S. Page