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SCÉAL Design-Based Research Framework

  • Tony Hall
Chapter
  • 406 Downloads
Part of the Digital Education and Learning book series (DEAL)

Abstract

The book concludes with a synthesis of the preceding chapters, and provides a DBR framework, SCÉAL. SCÉAL can be deployed in the design of storytelling 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 is therefore intended that elements of SCÉAL would be adopted, appropriated and, or repurposed to support creativity with computing through the design of storytelling in cognate and diverse educational settings. Importantly, SCÉAL proposes to expand our unit of analysis and design to look at the development of whole educational environments, and the interconnection of formal and informal learning spaces and settings. This focus on learning environments is important for contemporary educational design, especially in an age of increasingly pervasive and ubiquitous computing, and where we need to explore and envision innovative educational spaces, which challenge and de-privilege the traditional and anachronistic classroom as a predominant model of education. Alongside enumerating the SCÉAL framework and design sensitivities, key areas for future research are identified and considered, including digital convergence in the design of multi-site storytelling, mediating creativity with computing through narrative technology across educational settings: elective, semi-formal and compulsory.

Keywords

storytellingStorytelling Diverse Educational Settings Informal Learning Spaces creativityCreativity Educational technologyEducational Technology 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Reference

  1. Könings, K. D., & McKenney, S. (2017). Participatory Design of (Built) Learning Environments. European Journal of Education, 52(3), 247–252.CrossRefGoogle Scholar
  2. Rigolon, A. (2010). European Design Types for 21st Century Schools: An Overview. Retrieved February 2, 2017, from http://www.oecd-ilibrary.org/education/european-design-types-for-21st-century-schools_5kmh36gpvmbx-en

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Tony Hall
    • 1
  1. 1.School of EducationNational University of Ireland GalwayGalwayIreland

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