The Practice of Transmedia Storytelling Edutainment in Media-Rich Learning Environments

The Practice of Transmedia Storytelling Edutainment in Media-Rich Learning Environments

Stavroula Kalogeras (American University in Dubai, UAE)
Copyright: © 2019 |Pages: 16
DOI: 10.4018/978-1-5225-5915-3.ch008

Abstract

Transmedia (cross-media/cross-platform/multi-platform) storytelling edutainment involves the use of narratives as a critical-creative approach to learning. The storytelling framework is a viable solution to engage a universal audience in both seated and online environments. The inherent interactivity of the internet and interaction with story is a method that can reach learners with both focused and short attention spans in media-rich environments. An e-module case study and slide presentation is offered to demonstrate narrative practice.
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Introduction

The importance of narratives in education is evident by the new media rich environments, the online global educational models, which embrace worldwide presence, and the storytelling production process that has been democratized. Jenkins theory of convergence culture (2006) provides a window to examine how transmedia storytelling can emerge within education as a product and as a practice in technology-supported environments. Jenkins (2006) described convergences in his book Convergence Culture: Where Old and New Media Collide, ‘by convergence, I mean the flow of content across multiple media platforms, the cooperation between multiple media industries, and the migratory behavior of media audiences who will go almost anywhere in search of the kinds of entertainment experiences they want’ (p. 2). Using Jenkins’ theory of convergence culture as a point of view, this paper examines how entertainment can emerge within education and how it can facilitate student-centered, technology-supported approaches to learning in the age of media convergence.

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