Narrative Learning Environments (NLE)
12th International Conference on Artificial Intelligence in Education Proceedings of Workshop W7: Organising Committee Isabel Machado Alexandre (chair), INESC-ID and ISCTE, Portugal Ana Paiva, INESC-ID and Instituto Superior Técnico, Portugal Paul Brna, University of Glasgow, United Kingdom Ruth Aylett, Heriot-Watt University, United Kingdom Giuliana Dettori, ITD, Italy Program Committee Ruth Aylett, Heriot-Watt University, UK Paul Brna, University of Glasgow, UK Justine Cassell, Northwestern University, USA Kerstin Dautenhahn, University of Hertfordshire, UK Giuliana Dettori, ITD, Italy W. Lewis Johnson, University of Southern California, USA Rosemary Luckin, University of Sussex, UK Isabel Machado Alexandre (chair), INESC-ID and ISCTE, Portugal Rosella Magli, Italy Stacy Marsella, USC Information Sciences Institute, USA Claire O'Malley, University of Nottingham, UK Ana Paiva, INESC-ID and Instituto Superior Técnico, Portugal Antonio Rizzo, University of Sienna, Italy Judy Robertson, University of Glasgow, UK Karl Steffens, University of Cologne, Germany Nicolas Szilas, Macquarie University, Australia Bregje de Vries, University of Twente, the Netherlands Michael Young, North Carolina State University ,USA July, 2005 Amsterdam, The Netherlands 2 Preface Narrative has been an important form to transmit knowledge across generations, and is innate to the human nature. Narrative is also a valuable vehicle to structure knowledge and to help us in the process of meaning making. Due to the explorative and complex nature of narrative, an intelligent learning environment (ILE) based on a narrative approach can promote several kinds of activities for learners: co-construction: participate in the construction of a narrative; ∑ exploration: engage in active exploration of the learning tasks, following a narrative approach and trying to understand and reason about an environment and its elements; ∑ reflection: engage in consequent analysis of what happened within the learning session.
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