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 xxxx.xx for more details). Preferred methods, tools and approaches 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. Experimentation and self-directed learning 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]. Xxxxx Xxxxxxx 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 xxxxxx a 'fail fast' mentality (MT UOL). It can also empower students to become more ‘self-driven’ [XX XXXX] by taking ownership of the direction of their research and practice [MT UOL] Problem-based learning 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 Xxxxxxxxx, 2010; Xxxxxxx, 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 (Xxxxxxxxx, 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]....
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Interactive Storytelling 
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