Relevant bibliographies by topics / Storyline learning

Academic literature on the topic 'Storyline learning'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Storyline learning"

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Sukirmiyadi, Sukirmiyadi, Roziana Febrianita, Endang Sholihatin, and Arista Pratama. "PELATIHAN PEMBUATAN MEDIA PEMBELAJARAN INTERAKTIF DENGAN ARTIKULATE STORYLINE DI SMK PESANTREN TERPADU KABUPATEN MOJOKERTO." Jurnal Layanan Masyarakat (Journal of Public Services) 5, no. 2 (November 24, 2021): 325. http://dx.doi.org/10.20473/jlm.v5i2.2021.325-332.

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AbstractInteractive learning media with articulate storylines is one of the interactive and fun learning breakthroughs for students when studying from home during the covid-19 pandemic. Specific problems faced by partners of SMK Pesantren Terpadu Mojokerto Regency are: (a) Teachers have difficulty in making interactive learning media based on articulate storylines; (b) Teachers need tutors in transferring appropriate technology using articulate storyline software; (c) Teachers need assistants in transferring appropriate technology to the use of articulate storyline software. Solving the problem of partner needs is carried out with three strategies, namely: (a) knowledge improvement lectures to create interactive learning media based on information and communication technology; (b) training to increase the capacity of teachers in creating interactive learning media based on articulate storylines; (c) assistance to teachers in making interactive learning media based on articulate storylines. The method used in this community service program is a participatory method. In this method partners have the main role as planning managers, starting from the stage of identifying problems and needs. Transfer of knowledge and technology in the manufacture of interactive learning media with articulate storylines during the covid-19 pandemic at the Integrated Islamic Boarding School Vocational High School, Mojokerto Regency, encourages teachers to innovate to create innovative online learning media based on articulate storylines.Keywords: articulate storyline, interactive learning media AbstrakMedia pembelajaran interaktif dengan articulate storyline menjadi satu di antara terobosan pembelajaran yang interaktif dan menyenangkan bagi siswa saat belajar dari rumah saat pandemi covid-19. Permasalahan khusus yang dihadapi mitra SMK Pesantren Terpadu Kabupaten Mojokerto yaitu: (a) Guru kesulitan membuat media pembelajaran interaktif berbasis articulate storyline; (b) Guru membutuhkan tutor dalam mentransfer teknologi tepat guna penggunaan software articulate storyline; (c) Guru membutuhkan pendamping dalam mentransfer teknologi tepat guna penggunaan software articulate storyline. Penyelesaian masalah kebutuhan mitra dilakukan dengan tiga strategi yaitu: (a) ceramah peningkatan pengetahuan membuat media pembelajaran interaktif berbasis teknologi informasi dan komunikasi; (b) pelatihan meningkatkan kapasitas guru dalam membuat media pembelajaran interaktif berbasis articulate storyline; (c) pendampingan kepada guru dalam membuat media pembelajaran interaktif berbasis articulate storyline. Metode yang digunakan dalam program pengabdian masyarakat ini adalah metode partisipatif. Pada metode ini mitra mempunyai peran utama sebagai pengelola perencanaan, mulai dari tahap identifikasi masalah dan kebutuhan. Transfer pengetahuan dan teknologi dalam pembuatan media pembelajaran interaktif dengan articulate storyline pada masa pandemi covid-19 di Sekolah Menengah Kejuruan Pesantren Terpadu Kabupaten Mojokerto mendorong guru untuk berinovasi membuat media pembelajaran daring inovatif berbasis articulate storyline.Kata kunci: articulate storyline, media pembelajaran interaktif
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Si, Jiasheng, Linsen Guo, and Deyu Zhou. "Unsupervised latent event representation learning and storyline extraction from news articles based on neural networks." Intelligent Data Analysis 25, no. 3 (April 20, 2021): 589–603. http://dx.doi.org/10.3233/ida-195061.

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Storyline extraction aims to generate concise summaries of related events unfolding over time from a collection of temporally-ordered news articles. Some existing approaches to storyline extraction are typically built on probabilistic graphical models that jointly model the extraction of events and the storylines from news published in different periods. However, their parameter inference procedures are often complex and require a long time to converge, which hinders their use in practical applications. More recently, a neural network-based approach has been proposed to tackle such limitations. However, event representations of documents, which are important for the quality of the generated storylines, are not learned. In this paper, we propose a novel unsupervised neural network-based approach to extract latent events and link patterns of storylines jointly from documents over time. Specifically, event representations are learned by a stacked autoencoder and clustered for event extraction, then a fusion component is incorporated to link the related events across consecutive periods for storyline extraction. The proposed model has been evaluated on three news corpora and the experimental results show that it outperforms state-of-the-art approaches with significant improvements.
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Clements, Douglas H., Karen C. Fuson, and Julie Sarama. "Research Commentary: Critiques of the Common Core in Early Math: A Research-Based Response." Journal for Research in Mathematics Education 50, no. 1 (January 2019): 11–22. http://dx.doi.org/10.5951/jresematheduc.50.1.0011.

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We respond to a call to analyze issues of curriculum standards and to present alternative storylines by addressing criticisms of the Common Core State Standards in early childhood. We describe a storyline from multiple media and evaluate this storyline's criticisms, focusing on the criticism that the standards are developmentally inappropriate. We review research and conclude that the criticism is invalid and may reflect a historical belief in the primacy of development over learning rather than the research record. Misinterpreting or ignoring relevant research has equity consequences because it may particularly harm those children most in need of learning support in learning grade-level mathematics. Fortunately, theory and research illuminate learning trajectories that help all children meet these standards.
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Fatikhah, Farah Faridatul, and Mita Anggaryani. "Development of Articulate Storyline-based Dynamic Fluid Learning Media For Grade XI High School Students." PENDIPA Journal of Science Education 6, no. 1 (June 12, 2021): 26–34. http://dx.doi.org/10.33369/pendipa.6.1.26-34.

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Articulate Storyline (AS) is a learning media creation software that presents materials with storylines. The presence of added characters makes the learning media more interactive and more immersed in the story presented. The use of characters is expected to appeal to students learning. The topic used in the learning media developed is Dynamic Fluid. The purpose of this research is to design a physics learning medium that implements Dynamic Fluid theories into a storyline using an Articulate Storyline. According to contextual learning theory, good learning is learning that is applicable to daily life. For further media development, researchers plan to raise the life of a plumber and associate it with Dynamic Fluid materials according to the High School Curriculum. The method used in this study is Research and Development (R&D). Media can be used via web and android. This study stated that the learning media developed is worth using with a validity value of 90.71% classified as very valid. The positive response of students to the media by 99.16%, which belongs to the category, is very good. The percentage of learning activities completed through the comprehension test was 84.4%, which falls into the category of very good. Dynamic fluid learning media based on the Articulate Storyline is suitable for use as a learning resource and as a learning companion for grade 11 high school students.
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Safira, Arum Donna, Iva Sarifah, and Tunjungsari Sekaringtyas. "PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS WEB ARTICULATE STORYLINE PADA PEMBELAJARAN IPA DI KELAS V SEKOLAH DASAR." Prima Magistra: Jurnal Ilmiah Kependidikan 2, no. 2 (August 31, 2021): 237–53. http://dx.doi.org/10.37478/jpm.v2i2.1109.

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Based on the needs analysis, it is necessary to develop interactive learning media. This research and development aims to produce products in the form of articulate storyline web-based interactive learning media for natural science learning and to find out the validation of web articulated storyline-based interactive learning media for science learning in grade V Elementary School. The samples in this study were 9 grade 5 elementary school students in the neighborhood around the researcher's house. The development model used in this study is the ADDIE development model (analyze, design, development, implementation and evaluation). Data collection techniques were carried out by interviews and questionnaires. Data analysis using Miles and Huberman model analysis. The trial results of developing interactive learning media based on web articulate storylines with media experts, materials experts, and learning design experts obtained an average value of 95% with the criteria "very feasible". The results of the one to one trial get an average score of 98.8% and the results of the small group trial get an average value of 99.4%. Referring to the results of data analysis of the Miles and Huberman’s model, the articulate storyline web-based interactive learning media is very suitable for use by fifth grade students in science learning in elementary schools.
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Emo, Wendy, and Jill Wells. "Annual Conference 2013 paper: Storyline: Enhancing learning and teaching through co-constructed narrative." Psychology of Education Review 38, no. 2 (2014): 23–27. http://dx.doi.org/10.53841/bpsper.2014.38.2.23.

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In my 26 years of teaching… I have never come across a more powerful teaching and learning structure than Storyline. (Lindberg, 2007, p.164)Each time I used a Storyline topic, I was struck by its effectiveness in engaging my pupils in a way that brought the best out in them. (Adamson, 2007, p.194)Like the two teachers quoted above, we have been impressed with the effectiveness of the teaching and learning method Storyline. We have seen that Storyline is effective for learners in primary and secondary schools as well as in university and community settings. We believe that this effectiveness is in large part due to how Storyline uses principles from educational psychology which are currently seen as helpful to learners. This paper is a short examination of Storyline from the educational psychology perspective. In this paper we first introduce the Storyline approach to teaching and learning. We lead the readers through a typical class which uses Storyline, and we list a variety of learning situations which have successfully used Storyline. Finally we discuss the links to the field of educational psychology.
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Agustina, Uus, and Elan Elan. "PENGARUH MEDIA PEMBELAJARAN ARTICULATE STORYLINE PADA MATERI KERAGAMAN BUDAYA TERHADAP MINAT BELAJAR SISWA KELAS V SDN SINDANGHEULA 02." JS (JURNAL SEKOLAH) 5, no. 3 (June 20, 2021): 165. http://dx.doi.org/10.24114/js.v5i3.26827.

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Abstrac : The Influence of Articualte Storyline Learning Media on Cultural Diversity Materials on the Learning Interests of Class V SDN Sindangheula 02. This study aims to determine the effectiveness of Articulate Storyline learning media on Civics subjects, especially on cultural diversity material for class V SDN Sindangheula 02. This study uses quantitative research methods. using The One Group Pretest Posttest research design. The samples taken were 14 students using the Saturated Sampling technique. From the results of research analysis, it shows that there is an effect of using Articulate Storyline learning media. The average value of the experimental class has increased from 70 to 90.Keywoards: Articulate Storyline, cultural diversity, student interest in learning.Abstrak : Pengaruh Media Pembelajaran Articualte Storyline Pada Materi Keragaman Budaya Terhadap Minat Belajar Siswa Kelas V SDN Sindangheula 02. Penelitian ini bertujuan untuk mengetahui keefektifan media pembelajaran Articulate Storyline pada mata pelajaran PKn khususnya pada materi keragaman budaya kelas V SDN Sindangheula 02. Penelitian ini menggunakan metode penelitian kuantitatif menggunakan desain penelitian The One Group Pretest Posttest. Sampel yang diambil adalah 14 siswa dengan menggunakan teknik Sampling Jenuh. Dari hasil analisis penelitian, menunjukkan adanya pengaruh penggunaan media pembelajaran Articulate Storyline. Nilai rata-rata kelas eksperimen mengalami peningkatan dari 70 menjadi 90.Kata Kunci : Articulate Storyline, keragaman budaya, minat belajar siswa.
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Fadilah, Rizka, and Lutfi Syauki Faznur. "Pengaruh Metode Joyfull Learning Berbantuan Media Articulate Storyline Terhadap Kemampuan Menulis Naskah Drama." Metafora: Jurnal Pembelajaran Bahasa Dan Sastra 9, no. 2 (October 19, 2022): 93. http://dx.doi.org/10.30595/mtf.v9i2.13555.

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Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan metode Joyfull learning dan media Articulate Storyline terhadap kemampuan menulis naskah drama. Penelitian ini dilaksanakan di MA Islamiyah Ciputat pada kelas XI IIS dan kelas XI MIA semester 2 tahun ajaran 2020/2021. Sampel pada penelitian yaitu kelas XI MIA sebagai kelas eksperimen dan kelas XI IIS sebagai kelas kontrol. Metode pembelajaran yang digunakan dalam penelitian ini yaitu metode joyfull learning berbantuan media articulate storyline. Teknik yang digunakan yakni random sampling di mana diperoleh sampel penelitian meliputi 25 siswa kelas XI MIA sebagai kelas eksperimen dan 34 siswa kelas XI IIS sebagai kelas kontrol. Instrumen yang digunakan dalam pengumpulan data yaitu posttes yang diberikan pada akhir pembelajaran di kelas eksperimen dan kelas kontrol. Dalam kelas eksperimen diberi perlakukan metode joyfull learning dan media articulate storyline, sedangkan kelas kontrol articulate storyline terhadap kemampuan menulis naskah drama siswa kelas XI MA Islamiyah Ciputat.tidak menggunakan metode joyfull learing dan media articulate storyline. Hasil penelitian yang diperoleh menggunakan uji t yaitu thitung 6.394 > 0,05, sehingga dapat disimpulkan bahwa terdapat pengaruh yang signifikan penggunaan metode joyfull learning dan media articulate storyline terhadap kemampuan menulis naskah drama siswa kelas XI MA Islamiyah Ciputat.
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Karim, Abdul, Yogi Wiratomo, and Indah Mayang Purnama. "Workshop Perancangan Story Board dan Story Line dalam Pembuatan Komikstrip Matematika." Jurnal ABDINUS : Jurnal Pengabdian Nusantara 3, no. 2 (February 25, 2020): 226–34. http://dx.doi.org/10.29407/ja.v3i2.13715.

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Community service program about workshop design storyboard and storyline in making comic strips present to train MGMP mathematics teachers at Cisarua Commissariat Middle School in Bogor Regency. This program is carried out with the aim of providing services to teachers on developing comic strip learning media with ADDIE instructional designs through training that will be provided by the implementation team. The method of implementing service is preparation, implementation and evaluation. Location of community service at SMP Negeri 1 Ciawi Bogor, Jl. Veteran III Banjarwangi Ciawi Kab. Bogor. the tools needed such as seminar kits, speakers, and LCDs. The number of trainees is 50 mathematics teachers. The training activities were held on June 24, 2019. During the implementation stage, the presenters provided material on the development approach using ADDIE instructional design and how to create storyboards and storylines in the design of mathematical comic strips. The output produced in the community service program is in the form of knowledge and understanding in the development of comic-based learning media and the design of storyboard and storyline for grade VII junior high school.
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Mufidah, Eli, and Nikmatul Khori. "Pengembangan Media Pembelajaran Articulate Storyline untuk Meningkatkan Hasil Belajar Siswa Sekolah Dasar di Masa Pandemi Covid 19." IBTIDA' 2, no. 2 (November 13, 2021): 124–32. http://dx.doi.org/10.37850/ibtida.v2i2.214.

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The general objective of this research and development is to produce a product in the form of an Articulate Storyline learning media that is feasible and effective to improve the learning outcomes of elementary school students during the covid 19 pandemic. The form of research used by the researcher is descriptive with qualitative and quantitative data analysis. This type of research is Research and Development, which refers to the Borg and Gall model, with media development specifications covering 10 stages. The results of the research on the development of the Articulate Storyline learning media show that the qualification level of the Articulate Storyline learning media product meets the very valid criteria with the results of the material expert test of 90%, the learning media expert test of 84.7%, the practicality test by the learning practitioner of 88.8% and field trial by 95%. Meanwhile, the qualification level of the Articulate Storyline learning media product effectiveness level in improving student learning outcomes meets the high criteria. This shows that the product developed has a qualification level of feasibility and effectiveness according to the student's condition, so that this media is feasible and effective to use in distance learning (PJJ).
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Dissertations / Theses on the topic "Storyline learning"

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Wilhelmsson, Andreas. "Presenting learning possibilities through branching storylines : A case study of epic proportions." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5267.

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This paper concerns the creation and evaluation of a branching story written by the author. Branching storylines are unique in that each branch delivers a different experience, wherefore this paper poses and attempts to answer the question, is it possible to offer similar learning experiences regardless of which story path is taken in a branching story structure? As a case study, the story is written for a pervasive game, an application for Android phones. Due to the game’s design and wishing to motivate the players to move around on their own, it was written to be segmented and yet have linear, branching storylines. The case study consisted of creating a game set at a historical site, specifically Karlsborg fort, where the story would give the players an idea of how a day in the life of a sergeant could have looked in 1865. After testing and knowledge-based questionnaires, the data body proved minute, wherefore no significant conclusions are reached; however, it is suggested story nodes are useful for giving each player equal possibility of gleaning specific knowledge from the game, gathering all storylines in event scenes where the specific knowledge is presented.
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Nayler, Jennifer. "Storylines and storyspaces: a folio of learnings related to socially-just pedagogies." University of Southern Queensland, Faculty of Education, 2003. http://eprints.usq.edu.au/archive/00001478/.

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The Thematic Analysis Statement demonstrates the ways in which the various texts included in Storylines and storyspaces: a folio of learnings related to socially-just pedagogies, are linked in a common exploration of socially-just pedagogies. The Thematic Analysis Statement constitutes Folio Item 1 and provides an analysis of each of the four texts that constitute this folio of learnings. In Folio Item 2, A research journey: Reflective journal, I explore my own subjectivities and the discourses which led to this study and which shaped the research in particular ways. The journal also explores the ways in which the research journey itself shaped my subjectivities. The largest item of the folio, Pedagogies: Storylines and storyspaces (Folio Item 3, Part A) adopts the genre of teacher professional development materials and consists of theoretical, methodological and practical perspectives related to socially-just pedagogies. This folio item is accompanied by a companion text, Pedagogies: A journal of storylines and storyspaces (Folio Item 3, Part B). The companion text is designed to provide practical support to readers engaged in professional learning associated with the main text. Two papers both written for academic audiences and with similar titles constitute Folio Item 4. These two papers reflect my own learning journey in terms of developing a theoretical framework that resonates with feminist poststructuralism. These texts are all underpinned by feminist poststructural theorising. Each of these texts is considered in relation to three further aspects. First, the ways in which each item addresses the central research questions are explored. Second, each text is examined in terms of its place in relation to the five key stages of the research journey. Third, the place of "head work, field work and text work" (McWilliam, Lather & Morgan, 1997) and heart work is considered in relation to each text.
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Huang, Shuling, and 黃淑鈴. "A Study of Opportunities for Learning in Multiple Intelligences of Storyline Teaching." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/21872477352476649157.

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碩士
臺北市立師範學院
課程與教學研究所
92
This research aims at discussing the progress of the "Reconstructing Hua Hua Park Project", developed by using Storyline Method.By examing the social interactions among teachers and students,I show how social and cultural contexts and diverse learning opportunities are constructed in class. Students of different intelligences are also identified through surveys and observation for understanding how they take learning opportunities and demonstrate their intelligence. This research, based on the taxonomy of Green and Bloome (1997) on ethnographic studies, adopts the approacch and tools of ethnography. The observation lasts for 39 classes in a fifth-grade classroom when teachers and students co-construct the project. The data set includes video recording, audio recording and observation notes, interviews, questionnaires, and the related documents of the teachers, students and school. Through cross-examinations, Findings are hereby outlined as follows: 1. "Time," "Students'' Pre-Knowledge," "Teacher''s Abilities," and "Parents'' Intervention" are the major factors that influence the lessons development. 2. More learning opportunities of "linguistic intelligence," "interpersonal intelligence," "mathematical logical intelligence" as well as "spatial intelligence" are provided; the opportunities of "intrapersonal intelligence" is given the least; and "musical intelligence" opportunity has never appeared.These learning opportunities may extention or break off through teachers redominant or students respond . 3. The teacher and students played different and diverse roles, which changed with teaching activities and teaching strategies. These roles were relative and did not remain fixed. 4. " The ratio of Intelligencel distribution in the lessons" and "the equality of opportunities" are the two major factors that influence students'' response and taking the opportunities 5. The teacher and students'' comments about the lessons are summarized as follows: (1) The teaching and learning are considered. Teachers had a chance to explore different possibilities of teaching, and the students had more opportunities to stimulate their potential; (2) cultivation of cooperation and learning attitudes in group was very important; (3) Diverse opportunities for learning were provided to meet the different needs of students. Finally, according to the research findings, recommendations are proposed in an attempt to serve as a reference for related course development as well as future research.
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Naude, Christo. "Die sosiale konstruksie van geloofsontwikkeling by `n groep katkisante." Thesis, 2006. http://hdl.handle.net/10500/2380.

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Ten spyte daarvan dat die meeste skoolgaande jongmense in die Ned Geref Kerk kategese deurloop, en self in die finale jaar van kategese, word daar nie veel aandag aan lewenstories van die katkisante geskenk nie. Hierdie studie oor geloofsontwikkeling by `n groep katkisante word gedoen vanuit pastoraal teologiese perspektief en `n sosiale konstruksieteorie diskoers. Oor `n tydperk van `n jaar is daar deur middel van kwalitatiewe navorsing `n proses gevolg met `n finalejaarsgroep van nege-en-twintig katkisante met die doel om geloofsontwikkeling te laat plaasvind, deur aandag aan hulle geloofsverhale te gee met die oog op die skryf van `n eie geloofsbelydenis. Na die tyd is oor die proses gereflekteer. Drie aspekte het die studie gerig. Die konteks waarbinne die studie plaasgevind het, wat bestaan uit die gemeente, breër samelewing, paradigmas, verbande en verhoudinge waarbinne die proses plaasgevind het. Die inhoud van die kategese, wat deelnemend gekonstrueer was. Die groep van nege-en-twintig jongmense wat met finalejaarkategese besig was, word binne konteks betrek by deelnemende pastorale kategese. My metode was om binne die gemeente, in die kategese, `n ruimte te skep waarbinne die katkisante deelnemend die kategetiese proses gekonstrueer het. Sodoende sou die klem op deelname val wat die hooffokus van die studie is. Die aandag wat daar aan die katkisante se lewensverhale gegee word maak die narratiewe diskoers relevant vir hierdie studie. Kategese binne hierdie studie het 'n deelnemende karakter. Die volgende benaderings het die deelnemende karakter ondersteun. Die kategesepraktyk skuif na `n pastorale benadering. Die leerinhoude se klem verskuif na verhoudings. Die kategetiese inhoud word sosiaal gekonstrueer. Despite the fact that most youth from the Dutch Reformed Church are of school going age during their final year of catechism, insufficient attention is given to the life stories of these young people. My research project on faith development with a group of young people involved in catechism was shaped by a pastoral theological perspective and a social constructionist discourse. Over a period of a year a process of qualitative research was conducted with a group of twenty-nine young conformants. The aim was to encourage faith development by given attention to their faith stories with the intention for them to write their own confessions of faith. Afterwards the process was reflected on. The study was guided by three themes. The context in which the study was conducted, consisted of the congregation, society at large, paradigms and relationships in which the process took place. The context of the catechism was conducted is a participatory manner. The third theme was the group of twenty-nine young people that participated in their final year of catechism in which the context of participatory pastoral catechism was focused on. The approach that was followed, was create space within the congregation for catechism to be conducted in a participatory manner with the twenty-nine young participants. In this way participation which is the main focus of this study is accentuated. The attention to the life stories of these young people makes the narrative discourse relevant to the study. Catechism according to this study has a participatory character that is supported by the following approaches. The practice of catechism shifts to a pastoral approach. The content of the catechism shifts to relationships. The content of the catechism becomes socially constructed.
Practial Theology
D. Th. (Pastoral Therapy)
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Isidoro, Anabela Ramos. "Alunos com necessidades educativas especiais : o digital storylling como estratégia de aprendizagem da língua materna." Master's thesis, 2014. http://hdl.handle.net/10400.2/4085.

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Dissertação de Mestrado em Comunicação Educacional Multimédia apresentada à Universidade Aberta
A sociedade vive atualmente um processo de mudança em que as novas tecnologias estão a tornar-se omnipresentes nas nossas vidas. O professor enquanto agente educativo deverá acompanhar essa mudança, através de novas descobertas e inovações tecnológicas enfrentando novos desafios e procurando novas soluções que potenciem o desenvolvimento da qualidade dos contextos em que atua. E é esse o nosso objetivo neste estudo de caso com alunos de necessidades educativas especiais: explorar e analisar o contributo do digital storytelling para promover o desenvolvimento da proficiência na língua materna. Designadamente no que respeita à compreensão, interação e produção oral do aluno, de acordo o Quadro Europeu Comum de Referência para as Línguas (QECR). Queremos experienciar e averiguar de que modo esta metodologia pode ser utilizada no ensino especial, ajudando e promovendo o potencial destes alunos. Procurámos, a nível teórico aprofundar conhecimentos sobre o digital storytelling e a sua importância e o impacto da educação especial. Abordámos o ensino português no estrangeiro (EPE), uma modalidade especial de ensino, como forma de aperfeiçoar o ensino português e a difusão da cultura portuguesa junto das comunidades portuguesas. Neste contexto, tentámos demonstrar que as novas tecnologias de informação (TIC) podem constituir um instrumento poderoso para as crianças que utilizam o português como a sua língua de expressão e de afeto. A nível metodológico optámos pelo paradigma qualitativo no desenvolvimento do estudo de caso, tendo em vista analisar e refletir sobre esta experiência pedagógica. Adotou-se uma perspetiva descritiva, centrando os objetivos no entendimento da forma como os alunos interpretam e dão sentido às suas experiencias e como estas se refletem quer no processo quer nos resultados de aprendizagem. Constatámos que o DST proporcionou aos alunos a oportunidade de aprender, criar, pensar, interagir, conhecer, partilhar e realizar tarefas de uma forma estimulante e criativa, permitindo-lhes melhorar as suas competências na língua materna.
Currently our society lives in a process of change where the new technologies are becoming omnipresent in our lives. Teachers as educational agents should keep updated with these changes and should search for new solutions that improve the quality development of the teacher‘s acting context. This study aims to explore and analyze its contribute of the digital storytelling to promote the development of the mother tongue in students with educational needs. The study has the focus on student‘s comprehension, interaction and oral production, as agreed with the the Common European Framework of Reference for Languages. It will be experienced how this methodology can be used in the special teaching, helping and promoting these students‘ potential. At a theoretical level, the objective was to improve our knowledge about digital storytelling and its importance and impact in the special education. Teaching Portuguese in a foreign country is considered a special way of teaching and has the goal to improve the Portuguese teaching and to spread the Portuguese culture to Portuguese communities. In this context, it will be shown that the new information technologies can be a powerful instrument for children that use Portuguese as their language used for expression and show affection. At the methodological level, a qualitative paradigm was used in the development of the case studied, considering the analysis and reflection on this pedagogical experience. A descriptive perspective was used. The goal is about the understanding how students interpret and give sense to their experience and how these experiences reflect themselves in the learning process and results. Our results show that the DST enabled the students with the opportunity to learn, create, think, interact, know, share and execute tasks in a stimulating and creative fashion allowing them to improve their mother tongue skills.
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Books on the topic "Storyline learning"

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author, Pinder Desirée, ed. E-learning uncovered: Articulate Storyline. Jacksonville, FL: Alcorn Ward & Partners, Inc, 2012.

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author, Elkins Diane, and Pinder Desirée author, eds. E-learning uncovered: Articulate Storyline 2. Jacksonville, FL: Alcorn Ward & Partners, Inc, 2014.

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Creating worlds, constructing meaning: The Scottish storyline method. Portsmouth, NH: Heinemann, 1997.

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Harnett, Stephanie. Learning Articulate Storyline. Packt Publishing, Limited, 2013.

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Harnett, Stephanie. Learning Articulate Storyline. Packt Publishing, 2013.

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Tarrant, Peter. Using Storyline for Cross-Curricular Learning. Taylor & Francis Group, 2018.

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Tarrant, Peter. Using Storyline for Cross-Curricular Learning. Taylor & Francis Group, 2018.

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Tarrant, Peter. Using Storyline for Cross-Curricular Learning. Taylor & Francis Group, 2018.

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Tarrant, Peter. Using Storyline for Cross-Curricular Learning. Taylor & Francis Group, 2018.

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Tarrant, Peter. Using Storyline for Cross-Curricular Learning. Taylor & Francis Group, 2018.

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Book chapters on the topic "Storyline learning"

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Ahlquist, Sharon. "9. Opportunities for Formative Assessment in the Storyline Approach." In Integrating Assessment into Early Language Learning and Teaching, edited by Danijela Proši-Santovac and Shelagh Rixon, 140–52. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788924825-012.

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Tavakoli, Parvaneh. "Storyline complexity and syntactic complexity in writing and speaking tasks." In Task-Based Language Learning – Insights from and for L2 Writing, 217–36. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tblt.7.09tav.

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Rea, Paul, and Aileen Linn. "Creation of E-Tutorials to Enhance Medical Student Anatomy Learning Experience Using Articulate Storyline 2." In Serious Games and Edutainment Applications, 203–21. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51645-5_9.

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Sigurdsson, Gunnar A., Xinlei Chen, and Abhinav Gupta. "Learning Visual Storylines with Skipping Recurrent Neural Networks." In Computer Vision – ECCV 2016, 71–88. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46454-1_5.

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"Appendix B: Storyline for the Physics Force and Motion Unit." In Learning Science, 135–40. Yale University Press, 2020. http://dx.doi.org/10.12987/9780300252736-012.

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Tarrant, Peter. "Learning and pedagogy." In A Practical Guide to Using Storyline Across the Curriculum, 23–33. Routledge, 2018. http://dx.doi.org/10.4324/9781351055666-4.

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Tarrant, Peter. "Learning and the curriculum." In A Practical Guide to Using Storyline Across the Curriculum, 12–22. Routledge, 2018. http://dx.doi.org/10.4324/9781351055666-3.

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Ahlquist, Sharon. "The Storyline approach: promoting learning through cooperation in the second language classroom." In Learning to Learn Together, 36–50. Routledge, 2018. http://dx.doi.org/10.4324/9781315619781-5.

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Tarrant, Peter. "Ways of presenting and assessing the learning." In A Practical Guide to Using Storyline Across the Curriculum, 100–108. Routledge, 2018. http://dx.doi.org/10.4324/9781351055666-12.

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Novak, Elena, and Tristan E. Johnson. "Design and Development of a Simulation for Testing the Effects of Instructional Gaming Characteristics on Learning of Basic Statistical Skills." In Gamification in Education, 256–77. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5198-0.ch014.

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Considerable resources have been invested in examining the game design principles that best foster learning. One way to understand what constitutes a well-designed instructional game is to examine the relationship between gaming characteristics and actual learning. This report discusses the lessons learned from the design and development process of instructional simulations that are enhanced by competition and storyline gaming characteristics and developed as instructional interventions for a study on the effects of gaming characteristics on learning effectiveness and engagement. The goal of the instructional simulations was to engage college students in learning the statistics concepts of standard deviation and the empirical rule. A pilot study followed by a small-scale experimental study were conducted to improve the value and effectiveness of these designed simulations. Based on these findings, specific practical implications are offered for designing actual learning environments that are enhanced by competition and storyline gaming elements.
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Conference papers on the topic "Storyline learning"

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Chen, Zhiqian, Xuchao Zhang, Arnold P. Boedihardjo, Jing Dai, and Chang-Tien Lu. "Multimodal Storytelling via Generative Adversarial Imitation Learning." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/554.

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Deriving event storylines is an effective summarization method to succinctly organize extensive information, which can significantly alleviate the pain of information overload. The critical challenge is the lack of widely recognized definition of storyline metric. Prior studies have developed various approaches based on different assumptions about users' interests. These works can extract interesting patterns, but their assumptions do not guarantee that the derived patterns will match users' preference. On the other hand, their exclusiveness of single modality source misses cross-modality information. This paper proposes a method, multimodal imitation learning via Generative Adversarial Networks(MIL-GAN), to directly model users' interests as reflected by various data. In particular, the proposed model addresses the critical challenge by imitating users' demonstrated storylines. Our proposed model is designed to learn the reward patterns given user-provided storylines and then applies the learned policy to unseen data. The proposed approach is demonstrated to be capable of acquiring the user's implicit intent and outperforming competing methods by a substantial margin with a user study.
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"Authoring Storyline-based Adaptive 3D Virtual Learning Environments." In 5th International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004347700150024.

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Letonsaari, Mika, Jukka Selin, and Mikko Lampi. "Co-creative Serious Games Design Process using Nonlinear Storyline Editing." In Special Session on Serious Games on Computer Science Learning. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006320305820588.

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Syah, Dedy Husrizal, Eko Wahyu Nugrahadi, Taufik Hidayat, and Azizul Kholis. "The Development of Taxation Learning Media Based on Articulate Storyline." In International Conference on Strategic Issues of Economics, Business and, Education (ICoSIEBE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210220.047.

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Taffe, John. "Leanring methods involving communication by students." In Proceedings of the First Scientific Meeting of the IASE. International Association for Statistical Education, 1993. http://dx.doi.org/10.52041/srap.93509.

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Citra, Amalia Dinda Permata, and Ari Wibowo Kurniawan. "Subbmission Technique (Osaekomi Waza) Learning Media Based on Articulate Storyline Application." In 5th International Conference on Sport Science and Health (ICSSH 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/ahsr.k.220203.008.

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Kurniawan, Ari Wibowo, and Muhammad Fahmi Amiruddin. "Development of Massage Therapy Learning Media Based on Articulate Storyline Applications." In 5th International Conference on Sport Science and Health (ICSSH 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/ahsr.k.220203.009.

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Solis, Augusto-Pavel. "Capability approach in the storyline of student short films written during pandemics." In 2021 IEEE 1st International Conference on Advanced Learning Technologies on Education & Research (ICALTER). IEEE, 2021. http://dx.doi.org/10.1109/icalter54105.2021.9675128.

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Molnar, Andreea, and Jose Garcia Estrada. "A Comparative Study of In-Game and Out-Game Assessment for Storyline-Based Games." In 2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2018. http://dx.doi.org/10.1109/icalt.2018.00040.

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Gupta, A., P. Srinivasan, Jianbo Shi, and L. S. Davis. "Understanding videos, constructing plots learning a visually grounded storyline model from annotated videos." In 2009 IEEE Conference on Computer Vision and Pattern Recognition (CVPR). IEEE, 2009. http://dx.doi.org/10.1109/cvprw.2009.5206492.

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