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< dc:creator > Meyerhofer-Parra, Rafel </ dc:creator >
< dc:creator > González-Martínez, Juan </ dc:creator >
< dc:subject > Narrativa transmèdia </ dc:subject >
< dc:subject > Estratègies d'aprenentatge </ dc:subject >
< dc:subject > Transmedia narrative </ dc:subject >
< dc:subject > Learning strategies </ dc:subject >
< dc:description > The article contextualizes the origin, genesis and use in the educational field of transmedia narratives, as well as the challenges and limitations of their application in teaching and learning processes. To respond to the challenges, in this article, transmedia contentelling is presented: a transmedia logic that does not have a story to unfold, but content. The origins of this transmedia logic are contextualized, its initial definition, and an alternative definition proposal is developed. It is established which differences can be identified between this logic and others, as well as the benefits and imitations of deciding to use transmedia contentelling over other transmedia logics, especially in relation to transmedia storytelling. Finally, and with a future perspective, it is assessed what contribution transmedia contentelling can generate, and what challenges it ca help to respond to within transmedia in the educational field </ dc:description >
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< dc:creator > González-Martínez, Juan </ dc:creator >
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< dc:subject > Estratègies d'aprenentatge </ dc:subject >
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< dc:subject > Learning strategies </ dc:subject >
< dc:description > The article contextualizes the origin, genesis and use in the educational field of transmedia narratives, as well as the challenges and limitations of their application in teaching and learning processes. To respond to the challenges, in this article, transmedia contentelling is presented: a transmedia logic that does not have a story to unfold, but content. The origins of this transmedia logic are contextualized, its initial definition, and an alternative definition proposal is developed. It is established which differences can be identified between this logic and others, as well as the benefits and imitations of deciding to use transmedia contentelling over other transmedia logics, especially in relation to transmedia storytelling. Finally, and with a future perspective, it is assessed what contribution transmedia contentelling can generate, and what challenges it ca help to respond to within transmedia in the educational field </ dc:description >
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< dc:title > 'Transmedia Contentelling': l'ús d'experiències 'Transmedia' amb absència de 'Storytelling' en l'àmbit educatiu </ dc:title >
< dc:creator > Meyerhofer-Parra, Rafel </ dc:creator >
< dc:creator > González-Martínez, Juan </ dc:creator >
< dc:subject > Narrativa transmèdia </ dc:subject >
< dc:subject > Estratègies d'aprenentatge </ dc:subject >
< dc:subject > Transmedia narrative </ dc:subject >
< dc:subject > Learning strategies </ dc:subject >
< dcterms:abstract > The article contextualizes the origin, genesis and use in the educational field of transmedia narratives, as well as the challenges and limitations of their application in teaching and learning processes. To respond to the challenges, in this article, transmedia contentelling is presented: a transmedia logic that does not have a story to unfold, but content. The origins of this transmedia logic are contextualized, its initial definition, and an alternative definition proposal is developed. It is established which differences can be identified between this logic and others, as well as the benefits and imitations of deciding to use transmedia contentelling over other transmedia logics, especially in relation to transmedia storytelling. Finally, and with a future perspective, it is assessed what contribution transmedia contentelling can generate, and what challenges it ca help to respond to within transmedia in the educational field </ dcterms:abstract >
< dcterms:abstract > L'article contextualitza l'origen, gènesi i ús en l'àmbit educatiu de les narratives transmedia, així com els reptes i limitacions que té la seva aplicació en els processos d'ensenyament i aprenentatge. Per donar resposta als reptes, en aquest article, es presenta el transmedia contentelling: una lògica transmedia que no té una història a desplegar, sinó continguts. Es contextualitza els orígens d'aquesta lògica transmedia, la seva definició inicial, i s'elabora una proposta alternativa de definició. S'estableixen quines diferències es poden identificar entre aquesta lògica i d'altres, així com els beneficis i limitacions de decidir emprar el transmedia contentelling per sobre d'una de les altres lògiques transmedia, especialment en relació amb el transmedia storytelling. Per últim, i en perspectiva de futur, es valora quina aportació pot generar el transmedia contentelling, i a quins reptes pot ajudar a donar resposta dins del transmedia en l'àmbit educatiu </ dcterms:abstract >
< dcterms:issued > 2023-07-01 </ dcterms:issued >
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< dc:publisher > Universitat de Barcelona </ dc:publisher >
< dc:source > Meyerhofer-Parra, Rafel González Martínez, Juan 2023 'Transmedia Contentelling': l'ús d'experiències 'Transmedia' amb absència de 'Storytelling' en l'àmbit educatiu Temps d'Educació 64 83 100 </ dc:source >
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< dc:title > 'Transmedia Contentelling': l'ús d'experiències 'Transmedia' amb absència de 'Storytelling' en l'àmbit educatiu </ dc:title >
< dc:creator > Meyerhofer-Parra, Rafel </ dc:creator >
< dc:creator > González-Martínez, Juan </ dc:creator >
< dc:subject > Narrativa transmèdia </ dc:subject >
< dc:subject > Estratègies d'aprenentatge </ dc:subject >
< dc:subject > Transmedia narrative </ dc:subject >
< dc:subject > Learning strategies </ dc:subject >
< dc:description > The article contextualizes the origin, genesis and use in the educational field of transmedia narratives, as well as the challenges and limitations of their application in teaching and learning processes. To respond to the challenges, in this article, transmedia contentelling is presented: a transmedia logic that does not have a story to unfold, but content. The origins of this transmedia logic are contextualized, its initial definition, and an alternative definition proposal is developed. It is established which differences can be identified between this logic and others, as well as the benefits and imitations of deciding to use transmedia contentelling over other transmedia logics, especially in relation to transmedia storytelling. Finally, and with a future perspective, it is assessed what contribution transmedia contentelling can generate, and what challenges it ca help to respond to within transmedia in the educational field </ dc:description >
< dc:description > L'article contextualitza l'origen, gènesi i ús en l'àmbit educatiu de les narratives transmedia, així com els reptes i limitacions que té la seva aplicació en els processos d'ensenyament i aprenentatge. Per donar resposta als reptes, en aquest article, es presenta el transmedia contentelling: una lògica transmedia que no té una història a desplegar, sinó continguts. Es contextualitza els orígens d'aquesta lògica transmedia, la seva definició inicial, i s'elabora una proposta alternativa de definició. S'estableixen quines diferències es poden identificar entre aquesta lògica i d'altres, així com els beneficis i limitacions de decidir emprar el transmedia contentelling per sobre d'una de les altres lògiques transmedia, especialment en relació amb el transmedia storytelling. Per últim, i en perspectiva de futur, es valora quina aportació pot generar el transmedia contentelling, i a quins reptes pot ajudar a donar resposta dins del transmedia en l'àmbit educatiu </ dc:description >
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< field name =" bin " > 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 </ field >
</ element >
</ metadata >