Transmedia storytelling usually ends up in the shape of alternate reality games, which all-too-often become scheduled, passive on-rales experiences for the user. How can content creators make it more meaningful?
“Well, despite much recent evangelising about transmedia storytelling as a revolutionary and innovative progression, too often these digital manifestations become scheduled, passive, on-rails experiences for the user….The web excels at democratising creation. It does not want to simply be another channel, another delivery system. It wants to be a toolbox, a sandbox and a toybox all rolled into one. So when we think about transmedia and multiplatform, we should also be talking about transexperience and multicontributor. We need to stop creating more closed narratives and finite tales, and instead concentrate on fragmenting the stories we already have into a million pieces and sparking the imaginations of our audiences so they want to put them back together in the way that feels right to them.”
KF: This closing statement also resonsates with innovative educators embracing student-centredness. In an educational model that is ast once connectivist and constructionist this same principle applies. Rather than creating the totality of the content of a unit of study, teachers could look at how they can enable revolutionary and innovative education. Open up the learning and assessment activities to invit further development and input from the learner; break the cycle of delivery and assessment to allow the same type of fragmentation that Hindcliffe proposes in this article.
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