Find my first attempt at the defining the term 'Transmedia Learning' here - join me in my explorations!
Stacey Edmonds's insight:
Transmedia Learning (excerpt from original blog June 2010)
My background is in teaching and learning, as a teacher in schools and in Learning and Development in the corporate sector.
For years in Adult Learning we’ve been using the term Blended Learning to describe the use of blending ‘traditional’ and online learning delivery methods.
Using multiple platforms for education and learning is far from a new phenomenon, the key is in applying the adult learning theory to develop an authentic, engaging, relevant learning experience.
I’ve not heard the term Transmedia Learning in relation to adult learning as yet. Henry Jenkins has begun to explore Transmedia Education in terms of teaching in schools and colleges and mentions Transmedia Learning in passing and I’d really like to explore that concept more.
Could a definition of Transmedia Learning be… (first try, really need to work on this, any ideas welcome – I’m sure it needs to sound more impressive than – what, when and how it works for the participants…)
Transmedia Learning employs the approach of Transmedia Storytelling underpinned by learning theory to provide participants with a rich, varied and personally relevant knowledge base through the creative and wellpurposed use of multiple media platforms.
The approach enables the learner to experience the narrative in a form that suits their learning style, where and how they are able to access.
An authentic, engaging, relevant, effective, enjoyable learning experience that assists a person in achieving their personal and professional goals.
Transmedia storytelling is a marketing buzzword that will be around for a while – and for good reason. Between constantly changing technology, tight budgets, and interaction from consumers in new and unprecedented ways; brand storytellers are being forced to create new transmedia experiences by integrating dynamic content, often co-created through audience participation.
We can be so creative and insprational now in how we provide learning to our children. My son experiences the joys of Transmedia Storytelling when interacting with Ninjago, whether it be the cartoon, the games or his own world of Ninjago Lego.
It is hard as a parent to navigate between the whole 'Play Screen Time' v's 'Learning Screen Time' guidelines...especially when my son is also reading and writing words well above his offical 'grade' at school as he wants to create his own world in MineCraft, which means he needs to follow instructions and name his creations.
Actually, the insights in this article also takes me back to my early 20's when I was working with young men with learning difficulties and through the provision of computers they were motivated to read and write so they could search the 'world wide web' (what they were searching for was another matter!).
As Jennifer asks, If an app/game can inspire a child to read and become a lifelong reader, shouldn't we find ways to embrace the technology rather than condemn it?
Content - As various technology platforms (e.g., social media, apps, tablets, smartphones, and TV) evolve to become more integrated with one another, more customizable, and more participatory, so are people's expectations around ...
"So far, one of the biggest insights for us is that the emergence of new technologies means there's a largely untapped opportunity to allow people to tie stories directly into their own lives—bringing narratives 'out of the screen,' so to speak, often through meaningful connections with characters," said Neela Sakaria, EVP and managing director at Latitude.
"We've distilled our findings down into a few key principles, and our hope is that content creators begin to embrace the idea that the desire for interesting cross-platform experiences isn't as niche as some might think."
"Innovative storytelling isn't just for fantasy fiction, and there are exciting new opportunities for news creators and even retailers to use storytelling principles to engage people more deeply," said Sakaria.
About the data: Study participants were age 12-65, 60% male and 40% female, residing in the US (78%) and elsewhere, including Australia, Germany, Japan, Singapore, Turkey, and the UK. More than three-quarters owned and regularly used a smartphone, and 50% were tablet owners (44% owned both).
As many have written before, ‘transmedia’ is a divisive term, laden with all manner of conflicting ideas and sometimes wielded as a political weapon by people with differing business and personal agendas.
AvatarGenerations' Editor built a Serious Game using a platform called ThinkingWorlds to showcase the pedagogies in games and to investigate how teacher attitudes and perceptions changed before and after playing the game. The objective of the game was to provide a tailored contextual experience in a school environment that would have a positive affect on preconceptions, and change negative attitudes towards the role of serious games in the classroom. The game was designed to allow teachers to experience a range of educational activities, each built upon a clear and established pedagogy: Gagné’s (1985) ‘Nine Events of Instruction’, Mayer’s (2002) cognitive theory of multimedia learning, Lave and Wenger’s situational learning theory (Lave and Wenger 1991), Kolb (1984) experiential learning theory and Skinner’s (1954) operant conditioning theory.
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