Business narrative is a set of techniques based on the collection and interpretation of stories collected from a workplace. This technique is most effective when applied to seemingly intractable problems such as culture change, trust, innovation, leadersh
how-to videos or, more commonly, audio/slideshows; useful rhetorically for both technical writing and instructional video learning; web2.0 sharing of video that is perhaps instructionally more useful than YouTube.
a very large historical archive, often from advertising, "to provide for all levels of possible viewer a visually orientated taxonomy of the ways in which pictures are used to tell stories." unique collection, also useful for many other purposes
useful for teachers making clips to analyze in class; "personalize any video with your story. With visual spotlights, you can narrate your personal videos, add captions or subtitles, or comment on any scene."
like postsecrets but in prose; "type a note about a fault of your own, something you did or thought about and are not proud of"; filters out obvious lies, overtly vulgar, identifying specific others.
uses the duration of video to make kinetic poetry that has a narrative in the words and beyond them; nice example for students of simple form with complex effects
K. Juuti, and J. Lavonen. NorDiNa, (2006)Construction of research based teaching sequences through Developmental research (Linsje, 1995), Educational reconstruction (Duit, Komorek & Wilbers, 1997), or Ingenierie Didactique (Artigue, 1994), can be considered very similar with design-based research. On the one hand, these approaches take into careful consideration students’ previous knowledge and emphasise basic scientific concepts and how they are related to the teaching sequence (Méhuet, 2004) and on another hand they aim to design the artefacts. For example, Andersson and Bach (2005) produced a teacher guide as an artefact describing the research-based sequence for teaching geometrical optics. However, these approaches focus on research-based design and the adoption of the innovations needs, for example, teachers’ in-service training.
(p 56).
Y. Mor, H. Mellar, N. Pachler, and C. Daly. Problems Investigations of E-Learning Patterns: Context Factors Solutions, Information Science Publishing, Hershey, PA, (2011)
F. Decortis, A. Rizzo, and B. Saudelli. Interacting with Computers, 15 (6):
801 - 830(2003)From Computer Artefact to Instrument for Mediated Activity .Part 2 Learning Environments.
C. Nehaniv. Narrative Intelligence: Papers from the 1999 AAAI Fall Symposium, (5-7 November 1999 - North Falmouth, Massachusetts), page 101-104. AAAI Press, Technical Report FS-99-01, (1999)