Abstract
This paper outlines research which explores the potential of narrative technology: the synergy of storytelling and computing to enhance creativity and creative education. The paper outlines the theoretical basis of the research: n?ogenic narrative, which is informed by contemporary debates and themes in the educational sciences. These include narrativity and storytelling in education; and positive and humanistic psychology. Furthermore, from an empirical/practical perspective, a number of examples of narrative technology are presented and discussed. These exemplify the principal ways in which narrative technology has been deployed in the research-enhanced teaching outlined in this paper: as both a pedagogical, and as a reflective methodology. The paper concludes with insights regarding the deployment of narrative technology to enhance creativity and creative education; and how the synergy of storytelling and computing is potentially affording new possibilities for a digital renaissance in education and educational technology.
Highlights
Narrative: The Big Story in Education?In Against Narrativity (2004), Strawson critiques and refutes what he defines as the two key aspects of the prevailing narratological view in education
He argues against the “psychological Narrativity thesis”: the view that narrative is the principal means by which people live in, and make sense of their world
How might the synergy of storytelling and computing—what we define as narrative technology—create new potential for creative education? The research reported in this paper endeavours to address this question; informed and inspired by a conception of education predicated on meaning, narrative and positive orientation
Summary
Received November 12th, 2011; revised December 10th, 2011; accepted December 26th, 2011. This paper outlines research which explores the potential of narrative technology: the synergy of storytelling and computing to enhance creativity and creative education. The paper outlines the theoretical basis of the research: nöogenic narrative, which is informed by contemporary debates and themes in the educational sciences. These include narrativity and storytelling in education; and positive and humanistic psychology. From an empirical/practical perspective, a number of examples of narrative technology are presented and discussed These exemplify the principal ways in which narrative technology has been deployed in the research-enhanced teaching outlined in this paper: as both a pedagogical, and as a reflective methodology.
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