Implications of Narrative and Interactive Narrative for the Design of Problem-based Learning Environments
PROCEEDINGS
Charles Richard, Douglas Williams, Yuxin Ma, University of Louisiana at Lafayette, United States
EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
Narratives are an essential part of everyday life. We utilize stories to entertain and to educate. Problem-based learning is a widely advocated approach for promoting deep exploration of content through the development of inquiry skills. PBL can be greatly enhanced through the effective use of narratives to provide engaging learning contexts. Yet many instructional designers are not skilled in developing compelling narratives. A set of design principles for PBL, based on key aspects of narrative and interactive narrative, are presented.
Citation
Richard, C., Williams, D. & Ma, Y. (2006). Implications of Narrative and Interactive Narrative for the Design of Problem-based Learning Environments. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2410-2414). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/23346/.
© 2006 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Barrows, H.S. (1996). Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 68, 3-12.
- Boud, D., Feletti, G. (1997). The challenge of problem-based learning. Kogan Page, London.
- Burke, R. (1993). Intelligent retrieval of video stories in a social simulation. Journal of Educational Multimedia and Hypermedia. 2(4), 381-392.
- Cognition and Technology Group at Vanderbilt. (1992). The Jasper Series as an Example of Anchored Instruction: Theory, Program Description, and Assessment Data. Educational Psychologist, 27(3), 291-315.
- Danzig, A.B. (1997). Leadership stories: What novices learn about crafting the stories of experienced school administrators. Joural of Educational Administration, 25(2), 122-137
- Fernald, D.L. (1987). Of windmills and rope dancing: The instructional value of narrative structures. Teaching of Psychology. 71, 214-216.
- Glasgow, N.A. (1997). New curriculum for new times: A guide to student-centered, problem-based learning. Thousand Oaks, CA: Corwin.
- Kain, D.L. (2003). Problem-based learning for teachers, grades K-8. Boston: Allyn and Bacon.
- Krynock, K.B., & Robb, L. (1997). Is problem-based learning a problem for your curriculum? Illinois School Research and Development Journal, 21-35.
- Lambros, A. (2004). Problem-based learning in middle and high school classrooms: A teacher's guide to implementation. Thousand Oaks, CA: Corwin Press.
- Mandler, J.M., Scribner, S., Cole, M., & DeForest, M. (1980). Cross-cultural invariance in story recall. Child Development, 51 19-26.
- McIntyre, A. (1981). After Virtue. Notre Dame, IN: Notre Dame University Press.
- Pedersen, S., Liu, M., & Williams, D. (2002). Alien Rescue: Designing for student-centered learning. Educational Technology, 42(5), 11-14.
- Schank, R., & Edelson, D. (1990). A role for AI in education: Using technology to reshape education (Tech. Rep. No. 1). Evanston, IL: Northwestern University, The Institute for the Learning Sciences.
- Williams. D.C. (1999). Hypermedia-supported authentic learning environments (HALE): examination of tools and features which can support students’ learning. Unpublished Doctoral Dissertation, University of Texas at Austin, Austin, TX.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References