Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitioners
Transmedia storytelling has the potential to be an effective approach for non-formal education. Previous research has suggested that there may be a reciprocal relationship between transmedia storytelling and the characteristics of non-formal learners. However, there is limited literature on how to s...
| Authors: | ; |
|---|---|
| Format: | Article |
| Status: | Published version |
| Publication date: | 2023 |
| Country: | España |
| Institution: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repository: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10459.1/463695 |
| Online Access: | https://doi.org/10.30935/cedtech/13338 https://hdl.handle.net/10459.1/463695 |
| Access Level: | Open access |
| Keyword: | Transmedia education Non-formal education Educative design Transmedia educational process |
| _version_ | 1878742918785662976 |
|---|---|
| author | Erta-Majó, Arnau |
| author2 | Vaquero Tió, Eduard |
| author2_role | author |
| author_browse | Erta-Majó, Arnau Vaquero Tió, Eduard |
| author_facet | Erta-Majó, Arnau Vaquero Tió, Eduard |
| author_role | author |
| collection | Recercat. Dipósit de la Recerca de Catalunya |
| description | Transmedia storytelling has the potential to be an effective approach for non-formal education. Previous research has suggested that there may be a reciprocal relationship between transmedia storytelling and the characteristics of non-formal learners. However, there is limited literature on how to structure and design educational processes using this approach in non- formal settings, and even less literature that integrates the perspectives of stakeholders on the necessary components for instructional design. To address this gap, a qualitative analysis of multiformat focus groups was conducted to describe the necessary items to be considered when developing transmedia educational process (TEP) in non-formal educational proposals when these are designed to families, children, and/or adolescents. Based on the findings, seven important levels were identified for instructional designing of TEPs: level of intentions (1), level of facilitators' indications (2), level of participants' needs (3), level of narrative integrations (4), level of elaboration and production (5), level of means and technological/physical support (6), and level of sharing willingness (7). The study discusses the importance to consider multiple perspectives, including those of facilitators, children and adolescents, and parents, when designing TEPs. Additionally, it is important to use a variety of media platforms, formats, and channels to engage diverse and heterogeneous groups of participants in non-formal educational settings. Further research could focus on developing and validating tools and strategies to guide instructional design in these types of educational processes. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | ES_fe9ea3c03b1dfffa4e2aac1b4680d66e |
| institution | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| instname_str | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| network_acronym_str | ES |
| network_name_str | España |
| oai_identifier_str | oai:recercat.cat:10459.1/463695 |
| publishDate | 2023 |
| publishDateSort | 2023 |
| publisher | Bastas Publications |
| publisherStr | Bastas Publications |
| reponame_str | Recercat. Dipósit de la Recerca de Catalunya |
| spelling | Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitioners Erta-Majó, Arnau Vaquero Tió, Eduard Transmedia education Non-formal education Educative design Transmedia educational process Transmedia storytelling has the potential to be an effective approach for non-formal education. Previous research has suggested that there may be a reciprocal relationship between transmedia storytelling and the characteristics of non-formal learners. However, there is limited literature on how to structure and design educational processes using this approach in non- formal settings, and even less literature that integrates the perspectives of stakeholders on the necessary components for instructional design. To address this gap, a qualitative analysis of multiformat focus groups was conducted to describe the necessary items to be considered when developing transmedia educational process (TEP) in non-formal educational proposals when these are designed to families, children, and/or adolescents. Based on the findings, seven important levels were identified for instructional designing of TEPs: level of intentions (1), level of facilitators' indications (2), level of participants' needs (3), level of narrative integrations (4), level of elaboration and production (5), level of means and technological/physical support (6), and level of sharing willingness (7). The study discusses the importance to consider multiple perspectives, including those of facilitators, children and adolescents, and parents, when designing TEPs. Additionally, it is important to use a variety of media platforms, formats, and channels to engage diverse and heterogeneous groups of participants in non-formal educational settings. Further research could focus on developing and validating tools and strategies to guide instructional design in these types of educational processes. This study was developed in the framework of the research group GRISIJ (Research Group for Social and Educational Interventions in Child and Youth) (2017SGR905), and it was funded by the program Santander Predoc 2020, the Chair Adolescent and Education and by the Ministry of Science, Innovation and Universities, the Spanish State Research Agency and the European Regional Development Fund (RTI2018-099305-B-C21) Bastas Publications https://doi.org/10.30935/cedtech/13338 https://hdl.handle.net/10459.1/463695 |
| spellingShingle | Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitioners Erta-Majó, Arnau Transmedia education Non-formal education Educative design Transmedia educational process |
| status_str | publishedVersion |
| title | Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitioners |
| title_full | Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitioners |
| title_fullStr | Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitioners |
| title_full_unstemmed | Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitioners |
| title_short | Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitioners |
| title_sort | Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitioners |
| topic | Transmedia education Non-formal education Educative design Transmedia educational process |
| topic_facet | Transmedia education Non-formal education Educative design Transmedia educational process |
| url | https://doi.org/10.30935/cedtech/13338 https://hdl.handle.net/10459.1/463695 |