Interactive Storytelling Sample Clauses

Interactive Storytelling. The consortium has explored various modes of interactive storytelling [MT UOL; BS FUB]. Students at FUB, for example, have developed prototypes for interactive TV and interactive web documentaries [BS FUB]. Innovations to televisual content have also been addressed by RBB. RBB were partners on a previous Horizon 2020 project that developed the ‘Multi Platform Application Toolkit’ (MPAT) and a range of interactive TV applications (visit ▇▇▇▇.▇▇ for more details). This category relates to the preferred methods, tools and approaches that have been adopted across the EMEX consortium in the context of project-based learning with emerging media. As was the case above, these methods are often inter-related. The EMEX partners emphasise the importance of providing opportunities for practical, ‘hands-on’ experimentation, which they suggest can support self- directed and discovery-based learning [SF UOL; LS FUB; TJ TAMK; CF TAMK; MT UOL; BS FUB]. ▇▇▇▇▇ ▇▇▇▇▇▇▇ calls this process, ‘learning by doing’, which often leads to students acquiring further knowledge on their own [TJ TAMK; LS FUB]. A ‘guided exploration’ approach is advised, whereby students are acquainted with emerging media before being encouraged to discover novel applications and uses of the technology [BS FUB; CF TAMK; SF UOL]. This emphasis on experimentation can ▇▇▇▇▇▇ a 'fail fast' mentality (MT UOL). It can also empower students to become more ‘self-driven’ [▇▇ ▇▇▇▇] by taking ownership of the direction of their research and practice [MT UOL] Having students respond to a particular ‘real-world problem’ can be a useful way to engage them in emerging media projects [OB UCLAN]. This can be considered a form of problem-based or scenario-based learning (see ▇▇▇▇▇▇▇▇▇, 2010; ▇▇▇▇▇▇▇, et al. 2015), where the focus on a specific brief, challenge or provocation presents the opportunity for students to immerse themselves in the situation [MT UOL]. This approach can engage learners in processes of creative problem- solving, decision making and critical thinking, as well situating practice in relation to the assumed roles, responsibilities, dilemmas and challenges of the professional culture (▇▇▇▇▇▇▇▇▇, 2010). Problem-based learning can therefore provide a more authentic and professional context, particularly when project briefs and challenges are set by a broadcaster or similar commissioning editor [BS FUB]. It was suggested that intensive modes of teaching can be particularly useful for supporting problem-based...