Ch.

7
Modeling
Experiences:
Capturing and
Indexing Stories

Section 1: Analyzing Stories

Section 2: Modeling Experiences in Databases

Section 3: Learning by Indexing

Section 4: Modeling Experiences with Hypermedia

Negotiate Medium for Understanding
meaning Assists in learning Substitute for others
understanding direct
… experience

We get We speak We can

meanings to each understan
from our Human action: other in We learn from d what
experience What we did narrative experience people
s, which form, know by
Intentionality: Why
we explaining analyzing
we did it
understan & offering the stories
d in justificatio they tell
narrative Temporality: When ns for our We learn from us
form, we did it thinking other’s
which we and experiences: their
evaluate actions stories
CBR: what
people
know is
stored in
memory as
stories

Articulate our Identity!

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 Collect stories
about Store them
Interviewing,
experiences Decide what
Index them *Database
Research they teach

Experience
about The experience
Subjects’ people talk itself Search
Theme
Algorithm
goals
Goals Motivate the
accomplishing the
experience
approaches to
Personal Plans
Compares
similarities
Results
Outcome of the
story
experience
Moral of the
Lessons

Each index becomes

Find excerpts in the stories that a field
represent each index & add each record
record
Each story becomes a to the correct field

*Databases are the most common tool used to store & access stories. They enable learners
to search or sort on any field (index) to locate similar cases or results in all cataloged
stories/experiences.

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 5).
, p g. 7
n
a s s e es
(Jon ipl ries
rinc t heo e
or p a n c
er th xperien
rath e
Students reviewed and discussed recorded problem solving thro
ugh earn
l
nts ause
sessions of other students. st u d e bec e
s s r oo m
o l in th
cla nt to
n i fica
si g is a
e x ing
Ind

Students then had to categorize the different aspects of the problem solving session
individually. Each message was categorized according to specific criteria. Each student did
this processing alone.

Students then met in groups again to discuss and debate where they
classified each message. In general, students were able to agree on
many aspects.

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 Modeling Experiences with
Hypermedia

One way of experiencing hypermedia is to tell

stories about people. Those stories may be in the
form of biographies or
ethnographies.

Biography
EthnographyStudents become active partic
Students become active participants through hypermedia by choosing a relevant person, then d

When students
design their own
story, they create
a video culture.

There are many

hypermedia tools to
help students organize,
collaborate, and Learning Constellatons allows student
Storyspace allows students to collect
construct sounds, images, videos, and texts.
stories.

“The level of student involvement was incredible. They came to school

early and stayed late…their sense of ownership was overwhelming.”
(Jonassen, 2000, 77)

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 Biographic stories help students execute episodic
models of peoples lives expressed through narratives.
Research has consistently shown that narrative forms of
representation constructed by the student are much better
remembered and understood than declarative forms
(Jonassen, 2000, 76).

Return to Modeling Experiences with Hypermedia

Multimedia environments may be used to engage both

conversational and reflective learning through multimedia
ethnography (Jonassen, 2000, 77). Conversational learners
seek opinions from others in order to build knowledge, and
reflective learners articulate what they are doing while
reflecting on the meaningfulness of it all. Ethnographic
media allows students to construct knowledge that can be
presented in a video format on their topic of investigation.

Return to Modeling Experiences with Hypermedia

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 Return

Student storytelling with

Learning Constellations
leads to social construction of
knowledge. Imagine your
students going out in the real
world to investigate socially
relevant problems! They
collect evidence, analyze and
digitalize ethnographic
information and assemble
these videos into multiple story
chucks called “stars”, which
are grouped into larger groups
called “constellations.”
Students learn to collaborate Learning Constellation allows students to collect and
and become navigators. organize ethnographic information and present a complex and
Return important video story (Jonsassen, 2000, 79).

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