“ストーリーテリングは、複雑な状況を説明するのほとんどのヒトで強力な形態の一つです。” – エヴァ・ドミンゲス
Students of the digital era are preparing themselves for an increasingly connected world, どこからでも動作するようにそれらを可能にします, 時事問題についての好奇心と精通されるように, 常に適応し、まだ存在しない仕事のために自分のスキルを磨くために. デジタル能力は疑いを持っている重要なスキルです, but what is equally important is the ability to interact with data and information in an effectively and efficiently.
Eva Dominguez is Founder and Director of MINUSHU, 起動ARとVR技術と革新的なストーリーテリングの経験を作成するに専念, そしてNUSHUのクリエーター, 子どもたちに世界のニュース記事を提示する拡張現実とバーチャルリアリティ技術を使用して、国際時事上のアニメーションの冒険シリーズ. ドミンゲスは、子どもたちが同じ「大人としての情報にアクセスする権利」を有するべきであり、彼らの世界でそれらを従事するための最良の方法であることを魅力的で説得力のある方法で、話や物語を伝えるためにと考えています.
教育のためのグローバル検索 is pleased to welcome Eva Dominguez to talk about the new age of storytelling in the digital era.
“It teaches empathy for other nations’ problems and imparts understanding and respect towards other cultures, which will increase children’s understanding of foreign places.” – エヴァ・ドミンゲス
エバ, what research have you done on the impact of using AR technology with 8-to 12-year-olds? 何を学んだの? How does it enhance the user’s experience?
Our team at NUSHU has conducted two types of research since our conception in 2016. The first research is an ethnographic research study conducted with our initial clients, which lasted for the entire school year. This project helped with our understanding of how exactly NUSHU would be implemented in a live classroom setting. For the second round of research, we created a pilot for 60 teachers to use for 3 ヶ月. The teachers then evaluated our pilot and we continue to use these evaluations to better craft our product.
How can a virtual character like NUSHU help to narrow the “skills gap” and even the “global citizen gap”?
Storytelling is one of the most human and powerful forms of explaining complex situations. Through the virtual character of NUSHU, it becomes a fun and interactive method of learning for children. NUSHU is a series of adventures for an extraterrestrial that has been tasked on a mission to understand humanity and to come up with possible solutions to the problems that will be left for future generations on earth. At NUSHU, we emphasize media literacy and critical reasoning on global issues. It teaches empathy for other nations’ problems and imparts understanding and respect towards other cultures, which will increase children’s understanding of foreign places.
“We have found that through the conversational nature of NUSHU, students are rendered the opportunity to reflect on what they are taking in and then apply it to their curriculum.” – エヴァ・ドミンゲス
How are teachers using NUSHU within curriculum? Do you have an example?
Each of our missions provides different opportunities within the curriculum. An example that comes to mind is when one of our teachers needed to implement a Digital Health segment into their classroom. 私たちは、教師がカバーするために望んだのトピックに適用された偽のニュースを抑止し、デジタルプライバシーを定義するように複数のミッションを持っていました. そして、我々の指導ガイドを通して, 彼らは準備ができて自分の指先での補足資料は、教室の設定に適用されなければなりませんでした. 私たちの教育ガイドを通して, 我々は、実験などの活動を奨励します, プロジェクト, ディベート, 演劇, そして、さらに研究. We have found that through the conversational nature of NUSHU, 生徒たちは、彼らがに取っているかを反映して、そのカリキュラムにそれを適用する機会を与えられています. Teachers have utilized our teaching guides and NUSHU’s mission on Suffragettes and their influence on women’s rights.
How do kids participate/interact with the NUSHU narratives? Can you share any specific stories that would illustrate the impact of the interaction, or share a video clip?
Because of NUSHU’s conversational nature, the learning occurs very organically and the participation from children is essential to the concept of the product. So when they begin to play games and explore the world with our augmented alien, they will develop a sort of repertoire with NUSHU and will be more inspired to learn because they’re also teaching themselves. At the end of every mission, we ask students to do their own research on the topic. After they have felt this sense of ownership and mastered the topic, they are more inclined to continue their search for knowledge. Children have interacted with NUSHU to create plays about the topics they covered.
“At the end of every mission we ask students to do their own research on the topic.” – エヴァ・ドミンゲス
How would you quantify your feedback/achievements to date with students aged from 8 へ 12 歳? あなたが直面してきた最大の課題は何ですか?
Teachers and children have absolutely loved NUSHU and their experiences with the product. We have a 100 percent recommendation rate from schools that have implemented NUSHU into their classrooms, and our feedback from students has been very positive. ここに is a link to our YouTube channel which shows children’s responses to NUSHU and why they enjoyed their experience with the app. Our biggest challenge up to this point has been exposure to markets outside of Catalonia. As a small startup, resources are very limited and time is of the essence.
How are you planning to build/develop the NUSHU intellectual property in the next 10 年? あなたの主な目標は何ですか?
NUSHU is a transmedia concept, a new age of storytelling. Kids see NUSHU as a friend or a resource to help them understand the world. In the next 10 年, we hope to develop and expand NUSHU to almost all media platforms, which will include TV, VR, 図書, comics and video games. We hope to be a global brand with impact in both public and private schools all over the world. In order to do this, we have been looking for distributors in different countries and have already started looking into how to expand into untapped platforms.
C.M. Rubin and Eva Dominguez
私たちにありがとう 800 プラスグローバル貢献, 教師, 起業家, 研究者, ビジネスリーダー, 学習の未来とのあなたの視点を共有するためのすべてのドメインからの学生と思想的指導者 教育のためのグローバル検索 毎月.
C言語. M. ルービン (キャシー) CMRubinWorldの創設者であります, オンライン出版社は、世界的な学習や惑星教室の共同創設者の将来に焦点を当てました. 彼女は3ベストセラー本や2つの広く読まオンラインシリーズの著者であります. ルービンは、受信しました 3 「教育のためのグローバル検索」のアプトン・シンクレア賞. 青少年のための支持者が中に発売されたシリーズ 2010 そして国が直面している重要な教育問題を探求するために世界中から著名な思想的指導者を結集.
Cに従ってください. M. Twitterでルビン: www.twitter.com/@cmrubinworld
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