Vous êtes sur la page 1sur 7
Ch. 7 Modeling Experiences: Capturing and Indexing Stories Section 1: Analyzing Stories
Ch. 7
Modeling
Experiences:
Capturing and
Indexing Stories
Section 1: Analyzing Stories

Section 2: Modeling Experiences in Database

Section 3: Learning by Indexing

Section 4: Modeling Experiences with Hypermedia

Understanding Negotiate Medium for others meaning Assists in learning Substitute for understanding direct … experience We
Understanding
Negotiate
Medium for
others
meaning
Assists in
learning
Substitute for
understanding
direct
experience
We get
We can
meanings
understan
Human action:
from our
d what
What we did
experience
We learn from
experience
people
s, which
know by
we
Intentionality: Why
we did it
analyzing
understan
the stories
d in
they tell
narrative
Temporality: When
we did it
us
form,
which we
evaluate
We speak
to each
other in
narrative
form,
explaining
& offering
justificatio
ns for our
thinking
and
actions
We learn from
other’s
experiences: their
stories
CBR: what
people
know is
stored in
memory as
stories
Articulate our Identity!
Back to Home
Back to Home
Collect stories about Store them Interviewing, experiences Decide what Index them *Database Research they teach Experience
Collect stories
about
Store them
Interviewing, experiences
Decide what
Index them
*Database
Research
they teach
Experience
The experience
itself
Search
Theme
Algorithm
Motivate the
Goals
experience
Plans
Compares
similarities
Results
Outcome of the
experience
Lessons
Moral of the
story
Personal
approache s to
accomplishi ng the
goals
Subjects’ people talk
about

record

Each story b ecomes a

Find excerpts in the stories that Each index becomes a field represent each index & add
Find excerpts in the stories that
Each index becomes
a field
represent each index & add each record
to the correct field

*Databases are the most common tool used to store & access stories. They enable learners

to search or sort on any field (index) to locate similar cases or results in all cataloged

Back to Home
Back to Home

stories/experiences.

Students reviewed and discussed recorded problem solving sessions of other students. eht s c o ht
Students reviewed and discussed recorded problem solving
sessions of other students.
eht
s c o ht ar r p ngi r eht xednI r neduts cni hguor gni st moorssal nacifi pi nessanoJ( t , si naht ael sel a gp epxe oot nr r . l oeht ni 57 r esuaceb .) ecnei sei
hi
hi

Students then had to categorize the different aspects of the problem solving session

individually. Each message was categorized according to specific criteria. Each student did

i

l

Students reviewed and discussed recorded problem solving sessions of other students. eht s c o ht
Students then met in groups again to discuss and debate where they classified each message. In
Students then met in groups again to discuss and debate where they
classified each message. In general, students were able to agree on
t
Modeling Experiences with Hypermedia
Modeling Experiences with
Hypermedia

One way of experiencing hypermedia is to tell

stories about people. Those stories may be in the

form of

biographies or ethnographies.

Biography When students design their own story, they create a video culture. There are many hypermedia
Biography
When students
design their own
story, they create
a video culture.
There are many
hypermedia tools to
help students organize,
collaborate, and
Storyspace allows students to collect sounds, images, videos, and texts.
construct stories.

EthnographyStudents become active partic

Students become active participants through hypermedia by choosing a relevant person, then

Modeling Experiences with Hypermedia One way of experiencing hypermedia is to tell stories about people. Those

Learning Constellatons allows studen

Modeling Experiences with Hypermedia One way of experiencing hypermedia is to tell stories about people. Those

“The level of student involvement was incredible. They came to school

early and stayed late…their sense of ownership was overwhelming.”

(Jonassen, 2000, 77)

Back to Home
Back to Home

Biographic stories help students execute episodic models of peoples lives expressed through narratives. Research has consistently shown that narrative forms of representation constructed by the student are much better remembered and understood than declarative forms (Jonassen, 2000, 76).

Multimedia environments may be used to engage both conversational and reflective learning through multimedia ethnography (Jonassen, 2000, 77). Conversational learners seek opinions from others in order to build knowledge, and reflective learners articulate what they are doing while reflecting on the meaningfulness of it all. Ethnographic media allows students to construct knowledge that can be presented in a video format on their topic of investigation.

Back to Home
Back to Home

Student storytelling with

Learning Constellations

leads to social construction of

knowledge. Imagine your

students going out in the real

world to investigate socially

relevant problems! They

collect evidence, analyze and

digitalize ethnographic

information and assemble

these videos into multiple story

chucks called “stars”, which

are grouped into larger groups

called “constellations.”

Students learn to collaborate

and become navigators.

<a href=Return Student storytelling with Learning Constellations leads to social construction of knowledge. Imagine your students going out in the real world to investigate socially relevant problems! They collect evidence, analyze and digitalize ethnographic information and assemble these videos into multiple story chucks called “stars”, which are grouped into larger groups called “constellations.” Students learn to collaborate and become navigators. Return Learning Constellation allows students to collect and organize ethnographic information and present a complex and important video story (Jonsassen, 2000, 79) . Back to Home " id="pdf-obj-6-38" src="pdf-obj-6-38.jpg">

Learning Constellation allows students to collect and organize ethnographic information and present a complex and important video story (Jonsassen, 2000, 79).

Back to Home
Back to Home