A New Model for Storytelling Complex Learning Objects

Abstract

This paper focuses the attention on a particular complex learning resource, namely storytelling that is characterized by its capability to support high-level learning processes thanks to a remediation of languages, strategies and roles. In the traditional forms of storytelling, a story is told to learners in a predefined way (also known as plot). This approach is called plot-based. An alternative approach is known as character-based. The plot-based approach fails to model the dynamic behaviors of virtual characters. On the other hand, the character-based approach focuses on designing the specific behaviors or actions of the virtual characters. In this work a Storytelling Design Model is defined in order to provide pedagogy-based guidelines to the design of Storytelling Complex Learning Objects taking care of both the plot-based and character-based approaches

Emotion-based digital storytelling for risk education: empirical evidences from the ALICE project

“…The proposed storytelling design model (SDM) (Mangione et al, 2011) considers the intellectual transformations as changes in terms of learning objectives. At this level of transformation, learners (who lead the character) are asked to use intellectual-creative abilities in order to solve a problem.…”

“…In Mangione et al (2011), the authors report a table with a mapping among VSP situations, Bloom's learning objectives and character transformations. In particular, Bloom's hierarchy of transformations identifies a taxonomy of intellectual changes according to six different levels of learning objectives, which are sorted by an increasing order of difficulty, from basic to higher levels of critical thinking skills.…”

A Cultural Re-mediation Model for Storytelling in Pre-school Education

“…Storytelling [5] is largely suitable for the development of both cognitive abilities and knowledge in action [6], supporting the process of meaning construction by means of guided strategies that stimulate discovery. Storytelling merges the learning and emotional dimensions together, creating environments where children (especially in the pre-primary curriculum) can develop skills and knowledge, with special attention paid to the improvement of linguistic abilities and the creation of connections [7].…”