We seemed to be getting closer, but then that which appeared near recedes spatially, reopening a temporal duration, a time to destination, or simply a time to proximity...
Collating in a different way, around technology and narrative in this instance, we have the following paper:
Kwiat, J. (2008). From Aristotle to Gabriel: a summary of the narratology literature for story technologies. Technical Report KMI-08-01, Knowledge Media Institute, The Open University, UK. Available at: http://kmi.open.ac.uk/publications/pdf/kmi-08-01.pdf
We still have to make the connections more coherent among technology, narrative and learning, and particularly to learning environments, as we might veer, without reflection, into a language of virtual landscapes, spaces and places, when we seek something more akin embodied interaction. For example, (textual) narratives may form a learning environment, but one in which the path to knowledge is pre-determined; and narratives may be presented in the form of environments, the exploration of which yields up the narrative passage and the learning experience. In the latter, environmental scenario, a pre-determined sequence is more open to question and revision, in part through accidental straying and in part through distractions arising from embodied experience: the more senses the more possibilities for sense-making.
Collating in a different way, around technology and narrative in this instance, we have the following paper:
Kwiat, J. (2008). From Aristotle to Gabriel: a summary of the narratology literature for story technologies. Technical Report KMI-08-01, Knowledge Media Institute, The Open University, UK. Available at: http://kmi.open.ac.uk/publications/pdf/kmi-08-01.pdf
We still have to make the connections more coherent among technology, narrative and learning, and particularly to learning environments, as we might veer, without reflection, into a language of virtual landscapes, spaces and places, when we seek something more akin embodied interaction. For example, (textual) narratives may form a learning environment, but one in which the path to knowledge is pre-determined; and narratives may be presented in the form of environments, the exploration of which yields up the narrative passage and the learning experience. In the latter, environmental scenario, a pre-determined sequence is more open to question and revision, in part through accidental straying and in part through distractions arising from embodied experience: the more senses the more possibilities for sense-making.
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