Multimedia Design and Transmedia Storytelling: Content Production for Microtrainings
Author(s)
Tércia Zavaglia Torres*,
Marcia Izabel Fugisawa Souza,
José Ruy Porto de Carvalho,
Silvio Roberto Medeiros Evangelista
ABSTRACT
This article presents an outline of model of the educational microcontent production for microtraining, built from the point of view that learning is a relational, intentional and experiential process, and, as such, it results from social interactions that also occur in labour spaces. The model, entitled “production cycle of pedagogical contents (microcontents)” is conceptually anchored in the theoretical precepts of transmedia storytelling and multimedia design, which in turn, are based in aspects of language, communication and cognition, bringing innovative elements capable of favouring leanings. In order to develop the model proposed and presented in the article, inherent conceptions to transmedia storytelling, multimedia design and education, are bound and articulated. Furthermore, one promotes the dialogue between non-formal education in the context of continuous formation and in the interest of technology transfer actions (TT) and of rural extension and technical assistance, for the formulation of microtraining activities via mobile devices. The essence of the model lies in the proposition of a sequence of steps that culminate in the production and organization of technological contents that incorporate pedagogical paths. Those paths serve as learnings favouring routes. It is accepted that this way of producing and organizing contents increases the chances of the subjects involved in the microtraining reflect upon and investigate their practices, abilities and experiences, thus helping them to resignify their realities and to build new rationalities to address their problems. The model “production cycle of pedagogical contents (microcontents)” was built to potentialize the chances of making microtrainings via mobile devices into massive actions that favour the TT process of Brazilian Agricultural Research Corporation (Embrapa), under a constructivist learning approach.
This article presents an outline of model of the educational microcontent production for microtraining, built from the point of view that learning is a relational, intentional and experiential process, and, as such, it results from social interactions that also occur in labour spaces. The model, entitled “production cycle of pedagogical contents (microcontents)” is conceptually anchored in the theoretical precepts of transmedia storytelling and multimedia design, which in turn, are based in aspects of language, communication and cognition, bringing innovative elements capable of favouring leanings. In order to develop the model proposed and presented in the article, inherent conceptions to transmedia storytelling, multimedia design and education, are bound and articulated. Furthermore, one promotes the dialogue between non-formal education in the context of continuous formation and in the interest of technology transfer actions (TT) and of rural extension and technical assistance, for the formulation of microtraining activities via mobile devices. The essence of the model lies in the proposition of a sequence of steps that culminate in the production and organization of technological contents that incorporate pedagogical paths. Those paths serve as learnings favouring routes. It is accepted that this way of producing and organizing contents increases the chances of the subjects involved in the microtraining reflect upon and investigate their practices, abilities and experiences, thus helping them to resignify their realities and to build new rationalities to address their problems. The model “production cycle of pedagogical contents (microcontents)” was built to potentialize the chances of making microtrainings via mobile devices into massive actions that favour the TT process of Brazilian Agricultural Research Corporation (Embrapa), under a constructivist learning approach.
KEYWORDS
Transmedia Storytelling, Multimedia Design, Microtraining, Microcontent, Non-Formal Education, Production of Contents
Transmedia Storytelling, Multimedia Design, Microtraining, Microcontent, Non-Formal Education, Production of Contents
Cite this paper
Torres, T. , Souza, M. , Carvalho, J. and Evangelista, S. (2015) Multimedia Design and Transmedia Storytelling: Content Production for Microtrainings. Creative Education, 6, 2466-2480. doi: 10.4236/ce.2015.623254.
Torres, T. , Souza, M. , Carvalho, J. and Evangelista, S. (2015) Multimedia Design and Transmedia Storytelling: Content Production for Microtrainings. Creative Education, 6, 2466-2480. doi: 10.4236/ce.2015.623254.
References
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http://www.curriculosemfronteiras.org/vol12iss3articles/almeida-valente.pdf [3] Ayas, C. (2006). An Examination of the Relationship between the Integration of Technology into Social Studies and Constructivist Pedagogies. The Turkish Online Journal of Educational Technology—TOJET, 5, 14-24. [4] Bruner, J. (2001). A cultura da Educação [The Culture of Education]. Porto Alegre: Artmed Editora. [5] Buchem, I., & Hamelmann, H. (2010). Microlearning: A Strategy for Ongoing Professional Development. eLearning Papers, (21), 1-15, Sept. [6] Comentários de aula—o design e a narrativa transmídia—transmodalidade [Class Comments—Design and Transmedia Narrative—Transmodality] (2015, May 30).
http://www.geminis.ufscar.br/2012/06/comentarios-da-aula-o-design-e-a-narrativa-transmidia-transmodalidade-3005/ [7] de Freitas, S., & Neumann, T. (2009). The Use of “Exploratory Learning” for Supporting Immersive Learning in Virtual Environments. Computers & Education, 52, 343-352.
http://dx.doi.org/10.1016/j.compedu.2008.09.010 [8] de Vries, P., Lukosch, H. K., & Overschie, G. F. (2009). Microtraining as an Effective Way towards Sustainability. In: International Conference on Education and New Learning Technologies. EDULEARN09 Proceedings (pp. 31-38). Barcelona: IATED.
http://library.iated.org/view/DEVRIES2009MIC [9] Freire, P. (1977).Pedagogia do oprimido [Pedagogy of the Oppressed]. Rio de Janeiro: Paz e Terra. [10] Gomez, J. (2010). Storyworlds: The New Transmedia Business Paradigm.
https://www.youtube.com/watch?v=81Ol6Tbjt5k&feature=player_embedded [11] Horn, R. E. (2000). Information Design: Emergence of a New Profession. In R. Jacobson (Ed.), Information Design (pp. 15-33). Cambridge, MA: The MIT Press. [12] Hug, T. (Ed.) (2007). Didactics of Microlearning: Concepts, Discourses and Examples (424 p). Münster: Waxmann Verlag. [13] Hug, T., & Friesen, N. (2007). Outline of a Microlearning Agenda. In T. Hug (Ed.), Didactics of Microlearning: Concepts, Discourses and Examples (pp. 15-31). Münster: Waxmann Verlag. [14] Jenkins, H. (2003). Transmedia Storytelling: Moving Characters from Books to Films to Video Games Can Make Them Stronger and More Compelling. MIT Technology Review.
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http://fep.if.usp.br/~profis/arquivos/ivenpec/Arquivos/Orais/ORAL009.pdf [21] Mayer, R. E. (2008). Multimedia Literacy. In J. Coiro, M. Knobel, C. Lankshear, & D. J. Leu (Eds.), Handbook of Research on New Literacies (pp. 359-376). New York: Lawrence Erlbaum Associates. [22] Mayes, T., & de Freitas, S. (2004). Review of E-Learning Theories, Frameworks and Models (43 p). London: Joint Information Systems Committee.
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http://dx.doi.org/10.1109/DEXA.2002.1045951 [26] Multisilta, J. (2012). Designing Learning Ecosystems for Mobile Social Media. In A. D. Olofsson, & J. Lindberg (Eds.), Informed Design of Educational Technologies in Higher Education (pp. 270-291). Hershey, PA: IGI Global.
http://dx.doi.org/10.4018/978-1-61350-080-4.ch014 [27] Murray, J. H. (2003). Hamlet on the Holodeck: The Future of Narrative in Cyberspace (282 p). São Paulo: Unesp. [28] Niemi, H., Harju, V., Vivitsou, M., Viitanen, K., Multisilta, J., & Kuoukkanen, A. (2014). Digital Storytelling for 21st-Century Skills in Virtual Learning Environments. Creative Education, 5, 657-671.
http://dx.doi.org/10.4236/ce.2014.59078 [29] O’Malley, C., Vavoula, G., Glew, J. P., Taylor, J., Sharples, M., Lefrere, P., Lonsdale, P., Naismith, L., & Waycott, J. (2005). MOBIlearn. WP 4—Pedagogical Methodologies and Paradigms. Guidelines for Learning/Teaching/Tutoring in a Mobile Environment (82 p). Nottingham: University of Nottingham.
https://curve.coventry.ac.uk/open/file/8ff033fc-e97d-4cb8-aed3-29be7915e6b0/1/Review%20of%20e-learning%20theories.pdf [30] Overschie, M., Lukosch, H., & de Vries, P. (2010). The Evaluation Process of Short Training Sessions in Organizations. 14th European Roundtable on Sustainable Production and Consumption (ERSCP), ERSCP-EMSU Conference, Delft, 25-29 October 2010, 18 p. [31] Preece, J., Rogers, Y., & Sharp, H. (2013). Design de interação: Além da interaçãohomem-computador [Interaction Design: Beyond Human-Computer Interaction]. Porto Alegre: Artmed Editora. [32] Primo, A. (2007). O aspecto relacional das interações na Web 2.0 [The Relational Aspect of the Interactions on Web 2.0].
http://www.ufrgs.br/limc/PDFs/web2.pdf [33] Robin, B. R. (2006). The Educational Uses of Digital Storytelling. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber, & D. Willis (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 709-716). Chesapeake, VA: AACE.
http://faculty.coe.uh.edu/brobin/homepage/Educational-Uses-DS.pdf [34] Robin, B. R. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory into Practice, 47, 220-228.
http://dx.doi.org/10.1080/00405840802153916 [35] Ryan, M.-L. (1997). Postmodernism and the Doctrine of Panfictionality. Narrative, 5, 165-187. [36] Ryan, M.-L. (2004). Narrative across Media: The Languages of Storytelling (pp. 1-40). Lincoln, NE: University of Nebraska Press. [37] Saccol, A. I. C. Z., Schlemmer, E., Barbosa, J. L. V., Reinhard, N., & Sarmento, C. (2009). M-Learning Adoption in Brazil. In: R. Guy (Ed.), The Evolution of Mobile Teaching and Learning (Chap. 5, pp. 103-118). Santa Rosa, CA: Informing Science Press. [38] Santaella, L. (2009). Matrizes da linguagem e pensamento: Sonora, visual e verbal: Aplicações na hipermídia [Matrixes of Language and Thought: Oral, Visual and Verbal: The Hypermedia Applications] (3rd ed., 431 p). São Paulo: Iluminuras; Fapesp. [39] Schrum, L., Thompson, A., Maddux, C., Sprague, D., Bull, G., & Bell, L. (2007). Editorial: Research on the Effectiveness of Technology in Schools: The Roles of Pedagogy and Content. Contemporary Issues in Technology and Teacher Education (Online Serial), 7, 456-460.
http://www.citejournal.org/vol7/iss1/editorial/article1.cfm [40] Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15, 4-14.
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http://www.bibliotecadigital.unicamp.br/document/?code=000919649&fd=y [43] Souza, M. I. F., & do Amaral, S. F. (2014). Educational Microcontent for Mobile Learning Environments. Creative Education, 5, 672-681.
http://dx.doi.org/10.4236/ce.2014.59079 [44] Souza, M. I. F., Torres, T. Z., & Amaral, S. F. (2010). Produção de conteúdos educativos baseada na aprendizagem significativa [Educational Content Production Based on Meaningful Learning]. Revista Latinoamericana de Tecnología Educativa (RELATEC), 9, 89-105.
http://relatec.unex.es/article/view/625/461 [45] Souza, M. I. F., Torres, T. Z., de Carvalho, J. R. P., Evangelista, S. R. M., & do Amaral, S. F. (2015). Non-Formal Education for Technology Transfer in Embrapa: Microlearning, Microtraining and Microcontent by Mobile Devices. Proceedings of the 7th International Conference on Education and New Learning Technologies, EDULEARN15, Barcelona, 6-8 July 2015, 5728-5736. [46] Sturken, M., & Cartwright, L. (2009). Practices of Looking: An Introduction to Visual Culture (2nd ed.). New York: Oxford University Press. [47] Szulborski, D. (2005). This Is Not a Game: A Guide to Alternate Reality Gaming (396 p). Macungie, PA: New Fiction. [48] Thwaites, H. (2000). Visual Design in Three Dimensions. In R. Jacobson (Ed.), Information Design (pp. 221-245). Cambridge, MA: The MIT Press. [49] Torres, T. Z., & Souza, M. I. F. (2011). Cultura da convergência e a perspectiva transmidiática na produção de conteúdos pedagógicos [Convergence Culture and Transmedia Perspective in the Production of Educational Content]. 34th Congresso Brasileiro de Ciências da Comunicação, INTERCOM, Recife, 2-6 September 2011.
http://ainfo.cnptia.embrapa.br/digital/bitstream/item/42059/1/cultura6-2342-1.pdf [50] Vigotski, L. S. (2009). A formação social da mente [The Social Formation of the Mind] (7th ed., 182 p). São Paulo: Martins Fontes. [51] von Stackelberg, P. (2011). Creating Transmedia Narratives: The Structure and Design of Stories Told accross Multiple Media (340 p). Dissertation (Master of Science in Information Design and Technology), New York: School of Information Design and Technology, Institute of Technology, State University of New York. [52] Yang, Y.-T. C., & Wu, W. C. I. (2012). Digital Storytelling for Enhancing Student Academic Achievement, Critical Thinking, and Learning Motivation: A Year-Long Experimental Study. Computers & Education, 59, 339-352.
http://dx.doi.org/10.1016/j.compedu.2011.12.012
[1] Almeida, M. E. B., & Valente, J. A. (2011). Tecnologia e currículo: Trajetórias convergentes ou divergentes? [Technology and Curriculum: Convergent or Divergent Trajectories]. São Paulo: Paulus. [2] Almeida, M. E. B., & Valente, J. A. (2012). Integração currículo e tecnologias e a produção de narrativas digitais [Curriculum Integration and Technology and Production of Digital Storytelling]. Currículo sem Fronteiras, 12, 57-82,
http://www.curriculosemfronteiras.org/vol12iss3articles/almeida-valente.pdf [3] Ayas, C. (2006). An Examination of the Relationship between the Integration of Technology into Social Studies and Constructivist Pedagogies. The Turkish Online Journal of Educational Technology—TOJET, 5, 14-24. [4] Bruner, J. (2001). A cultura da Educação [The Culture of Education]. Porto Alegre: Artmed Editora. [5] Buchem, I., & Hamelmann, H. (2010). Microlearning: A Strategy for Ongoing Professional Development. eLearning Papers, (21), 1-15, Sept. [6] Comentários de aula—o design e a narrativa transmídia—transmodalidade [Class Comments—Design and Transmedia Narrative—Transmodality] (2015, May 30).
http://www.geminis.ufscar.br/2012/06/comentarios-da-aula-o-design-e-a-narrativa-transmidia-transmodalidade-3005/ [7] de Freitas, S., & Neumann, T. (2009). The Use of “Exploratory Learning” for Supporting Immersive Learning in Virtual Environments. Computers & Education, 52, 343-352.
http://dx.doi.org/10.1016/j.compedu.2008.09.010 [8] de Vries, P., Lukosch, H. K., & Overschie, G. F. (2009). Microtraining as an Effective Way towards Sustainability. In: International Conference on Education and New Learning Technologies. EDULEARN09 Proceedings (pp. 31-38). Barcelona: IATED.
http://library.iated.org/view/DEVRIES2009MIC [9] Freire, P. (1977).Pedagogia do oprimido [Pedagogy of the Oppressed]. Rio de Janeiro: Paz e Terra. [10] Gomez, J. (2010). Storyworlds: The New Transmedia Business Paradigm.
https://www.youtube.com/watch?v=81Ol6Tbjt5k&feature=player_embedded [11] Horn, R. E. (2000). Information Design: Emergence of a New Profession. In R. Jacobson (Ed.), Information Design (pp. 15-33). Cambridge, MA: The MIT Press. [12] Hug, T. (Ed.) (2007). Didactics of Microlearning: Concepts, Discourses and Examples (424 p). Münster: Waxmann Verlag. [13] Hug, T., & Friesen, N. (2007). Outline of a Microlearning Agenda. In T. Hug (Ed.), Didactics of Microlearning: Concepts, Discourses and Examples (pp. 15-31). Münster: Waxmann Verlag. [14] Jenkins, H. (2003). Transmedia Storytelling: Moving Characters from Books to Films to Video Games Can Make Them Stronger and More Compelling. MIT Technology Review.
http://www.technologyreview.com/news/401760/transmedia-storytelling/ [15] Jenkins, H. (2007). Transmedia Storytelling 101 [Blog Post].
http://henryjenkins.org/2007/03/transmedia_storytelling_101.html [16] Jenkins, H. (2011). Transmedia 202: Further Reflections [Blog Post]. 6 p.
http://henryjenkins.org/2011/08/defining_transmedia_further_re.html [17] Kinke, N. (2010). Producers Guild of America Agrees on New Credit: “Transmedia Producer”.
http://deadline.com/2010/04/producers-guild-of-america-vote-on-creation-of-new-credit-transmedia-producer-30751/ [18] Kress, F., & Van Leueen, T. (2001). Multimodal Discourse: The Modes and Media of Contemporary Communication. London: Edward Arnold. [19] Leene, A. (2006). Microcontent Is Everywhere (on Microlearning). In T. Hug, M. Lindner, & P. A. Bruck (Eds.), Micromedia & E-Learning 2.0: Gaining the Big Picture: Proceedings of Microlearning Conference 2006 (pp. 20-40). Innsbruck: Innsbruck University Press. [20] Marandino, M., Silveira, R. V. M., Chelini, M. J., Fernandes, A. B., Rachid, V., Martins, L. C., Lourenço, M. F., Fernandes, J. A., & Florentino, H. A. (2004). A educação não formal e a divulgação científica [Non-Formal Education and Science Communication].
http://fep.if.usp.br/~profis/arquivos/ivenpec/Arquivos/Orais/ORAL009.pdf [21] Mayer, R. E. (2008). Multimedia Literacy. In J. Coiro, M. Knobel, C. Lankshear, & D. J. Leu (Eds.), Handbook of Research on New Literacies (pp. 359-376). New York: Lawrence Erlbaum Associates. [22] Mayes, T., & de Freitas, S. (2004). Review of E-Learning Theories, Frameworks and Models (43 p). London: Joint Information Systems Committee.
https://curve.coventry.ac.uk/open/file/8ff033fc-e97d-4cb8-aed3-29be7915e6b0/1/Review%20of%20e-learning%20theories.pdf [23] McClean, S. T. (2007). Digital Storytelling: The Narrative Power of Visual Effects in Film. Cambridge, MA: The MIT Press. [24] Miller, C. H. (2008). Digital Storytelling: A Creator’s Guide to Interactive Entertainment (2nd ed.). Amsterdam: Elsevier. [25] Mulholland, P., & Collins, T. (2002). Using Digital Narratives to Support the Collaborative Learning and Exploration of Cultural Heritage. Proceedings of the 13th International Workshop on Database and Expert Systems Applications (DEXA ’02), Los Alamitos, 2-6 September 2002, 527-531.
http://dx.doi.org/10.1109/DEXA.2002.1045951 [26] Multisilta, J. (2012). Designing Learning Ecosystems for Mobile Social Media. In A. D. Olofsson, & J. Lindberg (Eds.), Informed Design of Educational Technologies in Higher Education (pp. 270-291). Hershey, PA: IGI Global.
http://dx.doi.org/10.4018/978-1-61350-080-4.ch014 [27] Murray, J. H. (2003). Hamlet on the Holodeck: The Future of Narrative in Cyberspace (282 p). São Paulo: Unesp. [28] Niemi, H., Harju, V., Vivitsou, M., Viitanen, K., Multisilta, J., & Kuoukkanen, A. (2014). Digital Storytelling for 21st-Century Skills in Virtual Learning Environments. Creative Education, 5, 657-671.
http://dx.doi.org/10.4236/ce.2014.59078 [29] O’Malley, C., Vavoula, G., Glew, J. P., Taylor, J., Sharples, M., Lefrere, P., Lonsdale, P., Naismith, L., & Waycott, J. (2005). MOBIlearn. WP 4—Pedagogical Methodologies and Paradigms. Guidelines for Learning/Teaching/Tutoring in a Mobile Environment (82 p). Nottingham: University of Nottingham.
https://curve.coventry.ac.uk/open/file/8ff033fc-e97d-4cb8-aed3-29be7915e6b0/1/Review%20of%20e-learning%20theories.pdf [30] Overschie, M., Lukosch, H., & de Vries, P. (2010). The Evaluation Process of Short Training Sessions in Organizations. 14th European Roundtable on Sustainable Production and Consumption (ERSCP), ERSCP-EMSU Conference, Delft, 25-29 October 2010, 18 p. [31] Preece, J., Rogers, Y., & Sharp, H. (2013). Design de interação: Além da interaçãohomem-computador [Interaction Design: Beyond Human-Computer Interaction]. Porto Alegre: Artmed Editora. [32] Primo, A. (2007). O aspecto relacional das interações na Web 2.0 [The Relational Aspect of the Interactions on Web 2.0].
http://www.ufrgs.br/limc/PDFs/web2.pdf [33] Robin, B. R. (2006). The Educational Uses of Digital Storytelling. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber, & D. Willis (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 709-716). Chesapeake, VA: AACE.
http://faculty.coe.uh.edu/brobin/homepage/Educational-Uses-DS.pdf [34] Robin, B. R. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory into Practice, 47, 220-228.
http://dx.doi.org/10.1080/00405840802153916 [35] Ryan, M.-L. (1997). Postmodernism and the Doctrine of Panfictionality. Narrative, 5, 165-187. [36] Ryan, M.-L. (2004). Narrative across Media: The Languages of Storytelling (pp. 1-40). Lincoln, NE: University of Nebraska Press. [37] Saccol, A. I. C. Z., Schlemmer, E., Barbosa, J. L. V., Reinhard, N., & Sarmento, C. (2009). M-Learning Adoption in Brazil. In: R. Guy (Ed.), The Evolution of Mobile Teaching and Learning (Chap. 5, pp. 103-118). Santa Rosa, CA: Informing Science Press. [38] Santaella, L. (2009). Matrizes da linguagem e pensamento: Sonora, visual e verbal: Aplicações na hipermídia [Matrixes of Language and Thought: Oral, Visual and Verbal: The Hypermedia Applications] (3rd ed., 431 p). São Paulo: Iluminuras; Fapesp. [39] Schrum, L., Thompson, A., Maddux, C., Sprague, D., Bull, G., & Bell, L. (2007). Editorial: Research on the Effectiveness of Technology in Schools: The Roles of Pedagogy and Content. Contemporary Issues in Technology and Teacher Education (Online Serial), 7, 456-460.
http://www.citejournal.org/vol7/iss1/editorial/article1.cfm [40] Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15, 4-14.
http://dx.doi.org/10.3102/0013189X015002004 [41] Simmons, A. (2006). The Story Factor: Secrets of Influence from the Art of Storytelling. New York: Basic Books. [42] Souza, M. I. F. (2013). Produção de microconteúdoeducacional para ambientesvirtuais de aprendizagem com mobilidade [Production of Educational Microcontents for Virtual Mobile Learning Environments] (146 p). Tese (Doutorado em Ciências Sociais na Educação), Campinas: Faculdade de Educação, Universidade Estadual de Campinas.
http://www.bibliotecadigital.unicamp.br/document/?code=000919649&fd=y [43] Souza, M. I. F., & do Amaral, S. F. (2014). Educational Microcontent for Mobile Learning Environments. Creative Education, 5, 672-681.
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