**ITPDP** 10-02-2019 - Magnus Sten Andersen, 201609827; Sigurd Dalsgaard Pedersen, 201804767; Frederik Ølgaard Jensen, 201808548; Asger Jark Kappel, 201809488.
**ITPDP** 15-02-2019 - Magnus Sten Andersen, 201609827; Sigurd Dalsgaard Pedersen, 201804767; Frederik Ølgaard Jensen, 201808548; Asger Jark Kappel, 201809488.
# Hyperstories
## Introduction
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@@ -6,7 +6,7 @@ In this design blog post we analyse *Broadening Children’s Involvement as Desi
From Technology to “Experience”* (Gazotto, 2008) using the four pillars of learning presented in the article *Putting Education in “Educational” Apps: Lessons From the Science of Learning* (Hirsch-Pasek et al., 2015).
## Active learning
The hyperstories can be useful for active learning, especially when the children draw by hand, or when they take pictures specific to their hyperstories. When doing such activities, they are more minds-on with active manipulation and can be a tool for better learning. Furthermore, the children compared their work with each other, and as mentioned in the article, the teaching and comparing to other children puts the children in a more minds-on approach and have a higher chance of learning about hyperstories.
The hyperstories can be useful for active learning, especially when the children draw by hand, or when they take pictures specific to their hyperstories. When doing these activities, they are using a more minds-on approach using active manipulation which can be a tool for better learning. Furthermore, the children compared their work with each other, and as mentioned in the article, this process of comparing your own work with other's puts the children in a more minds-on approach which gives them a higher chance of learning about hyperstories.
## Engagement
The fact that these hyperstories were made by children with the intent to teach others about the history of the roman empire, makes them especially engaging since research shows that you learn better, with the intent to teach others. You could also argue that these hyperstories were emotionally engaging for the children since they are from Italy, and in some extent have heritage from the Roman empire. The children also found ways to engage their families in the experience, by visiting Milan with them during the weekend to take pictures from the Roman period for their projects. Lastly the fact that the children had the option to choose their own methods to tell these hyperstories, rather than having it predetermined is cognitively engaging.
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@@ -21,7 +21,7 @@ As mentioned with active learning, the comparing aspect of hyperstories can be a
Finally, educational designs must support a learning goal. For the hyperstories project the goal was to learn about the learning process itself and using hypertext to connect projects with each other. With the specific learning goal, the children could learn new understanding of the history as well as the hyperstories. Another important aspect is that the children made reflexive use of the technology since they had influence upon which technologies, they wanted to incorporate in their projects to best support their learning experience.
## Conclusion
With regards to the hyperstories and study as an educational intervention, we think the reflexive use
With regards to the hyperstories as an educational intervention, we think the reflexive use,
codesign process and social interactive ability to compare your own work with other’s are the most important educational aspects. The fact that the children had impact on the overall design and could reflect upon and chose which technologies they wanted to use resulted in the best educational value according to Gazotto’s study. Thus, it is something we will consider using in our own design. Another aspect we will consider incorporating in our design, is the social interactive ability of comparing your own work with others’ work. Especially because we want to explore the opportunities of making math in the 4th to 6th grade a more social experience.
