This study analyzed pedagogical strategies for the use of m ultimedia technologies to teach storytelling via distance education to an online learning community. These strategies and technologies offer an alternate paradigm that moves away from text-based online learning to the more experiential-based instruction extant in real-time storytelling courses. The use of digital video recordings of storytelling performances was examined through analysis of discussion posts collected from students over a two-year timeline that revealed unexpected outcomes (emergent properties). The research suggests that there are value-added benefits in the use of multimedia and asynchronous individual/group learning experiences for teaching storytelling online. It also affirms a gap in online learning to experience the pleasures of real-time/live storytelling and the immediacy of the human communication feedback loop.
"The Emergent Properties of Multimedia Applications for Storytelling Pedagogy in a Distance Education Online Learning Community,"
Storytelling, Self, Society:
1, Article 4.
Available at: http://digitalcommons.wayne.edu/storytelling/vol3/iss1/4