Titlebook: Education, Narrative Technologies and Digital Learning; Designing Storytelli Tony Hall Book 2018 The Editor(s) (if applicable) and The Auth

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https://doi.org/10.1057/978-1-137-32008-7creativity; education; interaction; learning; creativity and education; digital education and technology;

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Gender and Representing the Unrepresentable,mework. As will be described in the subsequent chapters, the book’s empirical work and evolving theoretical framework worked effectively together to produce an interactive exhibition and a series of design guidelines for narrative technology to enhance education and learning.

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New Realism: Mamet, Mann and Nelsong for creativity with computing through narrative technology in education. As with all DBR models, SCéAL is a working framework, and therefore, it must be adapted and finessed to suit the constraints and exigencies, and exploit the potential and possibilities of any given educational context(s). It

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Educational Design with a Capital D,l, 2016). Therefore, the effective deployment and use of narrative technology in education necessitates genuinely principled and participatory engagement by learners/users as co-designers, collaboratively exploring and realising the potential of digital media and storytelling in context. Further, ed