1 Department of Curriculum Research, Danish School of Education, Aarhus University, Aarhus University2 Forskningsprogram for Medier og IT i læringsperspektiv, Danish School of Education, Aarhus University, Aarhus University3 Department of Education - Curriculum Research, Danish School of Education, Arts, Aarhus University
This paper will present findings from a European project on developing methods for teaching with animation. This project, which is focused on the learners? production of digital animations as a multidisciplinary learning tool, is also providing insight into how this approach can be a tool for narrative and imaginative learning. Doing storytelling with animation provides for a collaborative narrative learning environment, allowing all of the learners to contribute from their own perspective, and from their chosen modality of expression, as it allows for visual, as well as verbal communication. The concept of narrative encompasses both the narrative expression of story making and narrative as a cognitive tool for the construction of knowledge. This includes the construction of culturally embedded knowledge as well as being a vehicle for knowledge sharing. This type of learning experience tends to motivate the learner to participate from a level of personal involvement that resonates with aesthetic choice making, and with the learners? construction of identity and expression. The motivation also seems to be based on experiences of serious play, as well as striving towards mastery of the tools and the refinement of the expression. For some of the learners this type of learning environment, did present potentials for the experience of accomplishment, success and excellence, which they had rarely enjoyed in other types of learning environments. The notion of excellence will be reconsidered in relation to this type of imaginative learner centred environment, and the motivation and self-efficacy it affords the learner.