Comparing canonical and digital-based narrative activities in a formal educational setting

机译：在正式的教育环境中比较规范和基于数字的叙事活动

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This paper is about assessing how and under which conditions digital technology interactions and activities can enhance socio-cognitive abilities in children. We address this issue through a comparison between canonical and digital-based narrative activities in a formal educational setting. The paper is based upon a case study carried on in a primary school in Lugano (CH), where children develop educational narratives in both traditional and digital-assisted formats.Three are the main issues addressed: Valorization and enhancement of different capabilities, Socialization and attitude change, Pupils collaboration strategies.

机译：本文旨在评估数字技术的互动和活动如何以及在何种条件下可以增强儿童的社会认知能力。我们通过比较正规教育背景下的规范叙事活动和基于数字的叙事活动来解决此问题。本文基于在卢加诺（CH）的一所小学进行的案例研究，在该小学中，儿童以传统和数字辅助形式发展了教育叙事。三个主要问题涉及：重视和增强不同能力，社会化和态度改变，学生协作策略。

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来源
《9th international conference on interaction design and children 2010》|2010年|p.258-261|共4页
会议地点 Barcelona(ES);Barcelona(ES)
作者
Elisa Rubegni; Paolo Paolini;
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作者单位

TEC-Lab, Universita della Svizzera italiana, USI Via G. Buffi 13, CH - 6900 Lugano;

Politecnico di Milano, Piazza Leonardo da Vinci 32, 20133 Milan, Italy;

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会议组织
原文格式 PDF
正文语种 eng
中图分类电化教育;
关键词
digital storytelling; interaction design; elearning; educational applications;

机译：数字叙事；交互设计;电子学习教育应用;

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Comparing canonical and digital-based narrative activities in a formal educational setting

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