Toward a narrative pedagogy for interactive learning environments

Bibliographic Data

ID12384525
AuthorsPaul Hazel (Swansea University, corresponding author)
Year2008
Volume16
Issue3
Pages199-213
Publication date2008-12-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueInteractive Learning Environments (JOURNAL)
Journal identifiersISSN: 1049-4820 • E-ISSN: 1744-5191
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10494820802113947
OpenAlexW2158673290
LanguageEN
Citations received4
References cited38

The use of narrative within interactive learning environments (ILEs) is widespread. Reviewing recent research in the fields of ethnography, cognitive psychology, neurobiology, discourse analysis, and education, this paper proposes a rationale for the use of narrative in ILEs. Starting with a description of the origin of narrative in the brain, the paper shows how memories are grouped into relational networks, commonly called schemata. These in turn are used as structural devices to allow fast and efficient cognitive processing, memory chunking, etc. Time-sensitive memories and their expression through narrative are seen as being at the core of human identity and culture. The issues of coherence, context, and assessment of narratives are then examined within the context of ILEs, with a concluding discussion on the co-construction of meaning using narratives. Keywords: narrativepedagogyinteractive learning environmentepisodic memoryschematacoherencecontextassessmentco-construction Acknowledgements I thank the anonymous reviewers who provided much useful comment on the original draft of this paper. Special thanks are due to Dr Paul Mulholland for his continued support and feedback. Notes 1.For the purposes of this paper I shall define an interactive learning environment simply as a computer-based software package that is designed for educational purposes and that enables significant and meaningful learning to take place, where interactivity is defined as “a measure of a media's potential ability to let the user exert an influence on the content and/or form of the mediated communication” (Jensen, Citation1999). 2.See, for example, “The question of narrative in contemporary historical theory” in White (Citation1987) or the “Introduction” to Ryan (Citation2004). 3.Descriptions of narrative based on literary theory tend to hold that narrative is the outward expression of story (see, for example, Chatman, Citation1978. Psychologists and discourse analysts tend to see narrative as a mode of thought (see, for example, Bruner, Citation1986; Polkinghorne, Citation1988). I am assuming the latter in this paper. See the “Introduction” to Ryan (Citation2004) for a wide ranging discussion of these issues. 4.For a discussion of these issues see Eysenck and Keane (Citation2005, pp. 233–239). 5.For a discussion of these issues see Baddeley (Citation1999, ch. 4 & 5). 6.For a discussion of these issues see Aylett (Citation2006)

Chunking (psychology · Interactivity · Cognitive Science and Education Research · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods

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