Abstract
This explorative paper discusses experiences from a multidisciplinary research project developing educational multimedia environments for project work in schools. The thematic point of departure is Meno’s paradox (from Plato’s dialogue Mend) which stands: how can you seek and learn something you know nothing of? And that is the paradox that meets the student who comes unassisted to an open-ended, multimediated educational environment. The paper focuses on the challenges for design and pedagogy in designing multimediated technological affordances for constructivist pedagogical settings in schools. The idea of pedagogical software narratives is discussed and related to experiences from field trials testing out software developed in the project. It is argued that integrated pedagogical narratives is not the only possible pedagogical solution to Meno’s paradox.
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Solheim, I., Foyn, B., Maus, E. (2003). Solving Meno’ S Paradox: Task Semantics and Narratives in Multimediated Educational Environments. In: Wasson, B., Ludvigsen, S., Hoppe, U. (eds) Designing for Change in Networked Learning Environments. Computer-Supported Collaborative Learning, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-0195-2_36
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DOI: https://doi.org/10.1007/978-94-017-0195-2_36
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-6321-2
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