Transmedia storytelling and the new era of media convergence in higher education / Stavroula Kalogeras.

Format:

Book

Author/Creator:

Kalogeras, Stavroula, author.

Language:

English

Subjects (All):

Digital storytelling--Study and teaching (Higher).

Digital storytelling.

Interactive multimedia--Study and teaching (Higher).

Interactive multimedia.

Education, Higher--Effect of technological innovations on.

Education, Higher.

Physical Description:

xv, 257 pages : illustrations ; 23 cm

Place of Publication:

Houndmills, Basingstoke, Hampshire : Palgrave Macmillan, 2014.

Summary:

Media convergence is a paradigm for understanding educational convergence which is revolutionizing the educational structure and creating a space for digital stories. Stories, whether they are fact or fiction, popular or not, are a proven method of pedagogy. In the age of media convergence and with the advancement of technology, stories have morphed into new forms; however, their core purpose remains the same, which is to pass on knowledge and information. The Internet, with its inherent interactivity, and story, with its inherent capacity to engage a universal audience, can lead to innovative and transformative learning experiences in media-rich environments. This book focuses on web-based Transmedia Storytelling Edutainment (TmSE) as an andragogical practice in higher education. Story is at the forefront of this investigation because narrative is the basis for developing entertainment media franchise that can be incorporated into pedagogical practice. The analysis consists of practice-based research through narrative inquiry and an e-module case study is presented on multimedia storytelling in the classroom. A Transmedia Storytelling Framework is provided for creating screenplays for cross-media projects and for analyzing their appropriateness as a form of textbook in e-education. Additionally, a hypertext screenplay, which allowed students to dig deeper into the story world and to build more knowledge, is evaluated for its use in higher education. Screenplays are by nature writing for the screen, and it is believed that the more visual the input, the more likely it is to be memorized and recalled. Book jacket.

Contents:

1 Introduction, Theory, and the Media-Education Landscape 1

1.1 Introduction 1

1.2 Overview or the route to discovery 4

1.2.1 Narrative theory and perspective 5

1.2.2 Screenplay 5

1.2.3 E-module 6

1.2.4 Questionnaire 7

1.2.5 Framing the research question 7

1.2.6 Gathering information 8

1.3 Media -education convergence theory 9

1.4 Media-education landscape 13

2 Media Convergence's Impact on Storytelling, Marketing, and Production 18

2.1 Narratives and folk culture 18

2.2 Transmedia storytelling 21

2.3 Digital storytelling 28

2.3.1 Transmedia and digital storytelling in collaboration 33

2.4 Theorizing transmedia storytelling from a film perspective 34

2.4.1 The Hollywood System Abroad: Hollywood to Bollywood 37

2.4.2 Transnational cinema 40

2.4.3 The disdain for popular entertainment 42

2.5 Era of convergence 43

2.6 The Internet: media and content 45

2.6.1 Audience and advertising 47

2.7 Branded story worlds 48

2.8 Digital marketing 51

2.9 Social convergence and peer production 53

2.10 Peer-to-peer file sharing 55

2.10.1 Peer production and user-generated content 57

2.11 Fandom culture and communities 61

2.12 Communities of practice and collaborative learning 62

2.13 Minority talks, Beavis and Butt-head walks 64

3 Media Convergence's Impact on Education 67

3.1 The education system 67

3.2 The history of educational media 69

3.3 Media and information literacy 71

3.4 Learning through play 74

3.5 Multimedia and multimodal theory of learning 76

3.6 E-learning 83

3.6.1 Story-centered pedagogy in e-learning 87

3.6.2 Faculty and constructivist-learning environments 88

3.7 Emotional engagement, motivation, and retention in e-learning 90

3.7.1 E-learning and the net generation 99

3.8 Transliteracy through transmedia storytelling 103

4 Challenges, Concerns, and Critiques of Transmedia Storytelling Edutainment 112

4.1 Critical success factors 112

4.2 Learning disabilities 117

4.3 The cultural representation of film: The Goddess Within 118

4.4 Minorities and representation 120

4.5 Technology-supported approaches to pedagogy 122

4.6 The era of screen education: performance, digital text, and transformation 124

4.7 Entertainment-education and social change 131

4.8 Transformational education: a model for social change 144

4.9 Pedagogy of the Oppressed 146

4.10 Tranformative learning through transmedia storytelling: a critical-creative pedagogy 150

5 Fiction: A Screenplay-to-Understanding 155

5.1 The representation of knowledge through fiction 155

5.2 Realities of fiction: the identity and representation of a diasporic narrative and the mythology of my own life story 161

5.3 The screenplay 167

5.4 The twelve stages of the hero's journey 170

5.5 The archetypes 175

5.6 Transmedia storytelling framework: the five Fs 177

5.7 Schön's model of reflective practice 178

6 E-Module Case Study 182

6.1 Theoretical framework 182

6.2 Reflection on the instructional theories, practice, and the screentext 187

6.3 Student feedback 190

6.4 Evaluation 195

7 Interviews and Discussion 198

7.1 Developing the questionnaire 198

7.2 Theoretical sample: professional feedback 200

7.3 Remarks on the feedback 207

8 Conclusion 209

8.1 Research contribution 212

8.2 Future research 213.

Notes:

Includes bibliographical references (pages 227-251) and index.

ISBN:

9781137388360

1137388366

OCLC:

870285565