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Storytelling and learning

The narrative form is always used for learning, both at school and in informal settings. Only recently, however, have we witnessed a growing interest from the scientific literature in this topic. Originally confined to the field of literary criticism and narratology, the narrative is emerging as an object of research in relation to understanding, meaning and learning. >>>

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Comics and health education

To teach concepts of primary prevention to a specific target audience such as children, it was decided to use an educational technology which uses comics as a teaching method. With this new teaching method the attention of the student will be held, involved and absorbed by the comic strip, and he will then be informed and “educated” by discovering and acquiring information on everything related to the basic rules of sanitation and proper behaviour. To obtain and use this information is simple.

The comic becomes the tool of implicit Learning. >>>

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Digital Storytelling

The narrative form has always been used for learning, both at school and in informal settings. Only recently, however, we have benefitted from a growing interest in the scientific literature on the subject. Originally confined to the field of literary criticism and narratology, the narrative is now emerging as an subject of research in relation to understanding, meaning and learning. This growing interest is mainly due to the awareness of the role that fiction can play in support of human thought, as the external representation of knowledge, as a tool to express a series of events connected in a temporal and causal (Turner and Turner, 2003) manner, that structures the perception, thinking, memory and action (McEvan, 1971), and it is really a psychological process that operates in the integration of many cognitive mechanisms, such as the principle of cause and effect, reasoning, language, visual thinking (Scalise Sugiyama, 2001). Some researchers (Mott et al., 1999) go so far as to assert that the narrative form should be used as a teaching tool for the entire course of studies and in relation to each discipline, since it appears to be crucial both in the process of building meaning and in the construction of knowledge based on new experiences. Since the early work on the educational value and training of the narrative developed by cognitive psychology (in particular studies of J. Bruner ‘90s), now also the area of research on educational technology has begun to focus its attention on the use of narrative forms to implement technological environments for learning and to exploit the synergy between technology and narrative. >>>