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首页> 外文期刊>Journal of educational multimedia and hypermedia >Teaching Computers to Tell Learning Stories: Using Critical Narrative Theory to Frame Design and Evaluation Strategies for Online Educational Experiences
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Teaching Computers to Tell Learning Stories: Using Critical Narrative Theory to Frame Design and Evaluation Strategies for Online Educational Experiences

机译：讲授学习故事的计算机教学：使用批判性叙事理论构建在线教育体验的设计和评估策略

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摘要

Through a critical analysis of Classroom Connect's Quest experiences from 1998-2002, this study provides a framework for using narrative theory to guide the design and evaluation of educational multimedia and online education. Narrative theory, derived from literary and media studies and influenced by cultural studies, offers numerous parallels to learning theories that circulate in educational technology scholarship while providing designers with sophisticated conceptual tools to create culturally relevant educational experiences. By using discourse analysis to analyze narrative structures including genre, story and plot, place and setting, time, character and characterization, point of view and focal-ization, complication, crisis, resolution and coda, this study meshes learning theories and systematic instructional design approaches with cultural theories of pedagogy that address the relationships between the intersections of race, class, gender, ethnicity, geography, and nation with learning.
机译：通过对1998-2002年间Classroom Connect的Quest经验的批判性分析，本研究提供了一个使用叙事理论指导教育多媒体和在线教育的设计和评估的框架。叙事理论源于文学和媒体研究，受到文化研究的影响，它与在教育技术奖学金中流传的学习理论有许多相似之处，同时为设计师提供了复杂的概念工具来创造与文化相关的教育经验。通过使用话语分析来分析叙事结构，包括体裁，故事和情节，地点和背景，时间，性格和特征，观点和重点，复杂性，危机，解决方案和尾声，该研究与学习理论和系统的教学设计相结合带有教育学文化理论的方法，用于解决种族，阶级，性别，种族，地理和学习国家之间的联系。

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