Mediating Kaj Munk Using Persuasive Learning
3 Further research
In the course of development and testing in the Munk Case it has become obvious that cultural mediation and the dissemination of ideas and relevant discussion is aided by the establishment of multifaceted learning system. This system may consist of several different applications and tools that may be implemented at the relevant time, place and manner as suggested in the classic theory of kairos.
Two
3.1 The Conceptual Pond
In the course of the Kaj Munk Case an application was designed for representing “snapshots” of the reception and understanding of a text, the so-called Conceptual Pond (Sørensen & Sørensen 2013). The Conceptual Pond has been implemented for the evaluation of the reception of Kaj Munks writings. So far mainly plays have been used:
A. Kaj Munk’s play “The Word” in the version of renowned filmmaker Carl.Th.Dreyer presented to confirmation class students at 13/14 years of age and
B. Kaj Munk’s play “Love” presented to university students of applied philoso- phy at Aalborg University.
In case A) the findings of The Conceptual Pond assessment system secured unique knowledge revealing the reception and intuitive response to an unfamiliar style of content related to complex existential and metaphysical questions. This is ground- breaking as such research has not previously been performed for recipients of this age. It may be argued that the intuitive and interactive assessment design of The Con- ceptual Pond was of considerable help in A) acquiring the student’s responses and B) in the process of providing statistical material for further research. Though The Conceptual Pond offers valuable insights the concept could benefit from further testing and development – especially in the field of enhancing the intui- tive interface design and supporting expressions of opinion.
3.2 Immersive Layers Design
In the development of the different learning tools it has become clear that the learning processes in the Munk Case could benefit from an enhanced categorization and navigation system for the handling of the complexity of the subject.
The Immersive Layers Design consists of three separate layers in the interface that function as different portals to a variety of digital learning materials. The three layers are a geographical layer, a temporal layer, and a conceptual layer. The term immer- sion is inspired by Murray (Murray 1997), pointing to deeper level of reflection.
Working with the conceptual approach is inspired by The Conceptual Pond (Søren- sen & Sørensen 2013). The design is expected to be generalizable and applicable in a number of technology enhanced learning environments of some similarity with the Munk Case.
The threefold structure of the Immersive Layers Design is inspired by the rhetori- cal concept of kairos. Acknowledging three aspects of kairos:
1. The opportune moment: Content is mediated at the contextually appropriate time. 2. The opportune location: Content is presented in suitable (virtual) geographical surroundings.
3. The opportune manner: Content is mediated through the appropriate technology (or the omission of technology).
Table 1. Immersive layers overview Immersive layers
design
Layer 1 Layer 2 Layer 3
Description Geographical Temporal chrono-
logical Conceptual
General properti-
es Visual, maps, pic- tures Timeline, time shudder Colour/picture based Persuasive pro-
perties Explorability, vir- tual locationbased, reducing level of abstraction, Explorability, si- mulation, interac- tion, Intuitive access, overview, reduc- tion, handling of complexity Learning value Reducing level of
abstraction, acquir- ing understanding of geographical context and real- life events Recognizing causal events, exploring timelines, reference to world outside the Munk-universe Acquiring over- view, supporting reflection, facilitat- ing deep access to knowledge systems, linking content to other layers The Immersive Layers Design needs prototyping and testing for assessing the po- tential in relation to especially the complex cultural mediation of the Munk Case.
4 Conclusion
In the Kaj Munk Case several applications have been implemented and tested. At the same time the process has revealed that the complexity of the case seems to re- quire an equally complex approach to facilitating technology enhanced learning.
Accordingly the different applications related to the Munk case should be under- stood as parts of a comprehensive digital learning environment facilitating persuasive, interactive learning in a manner relevant to the complexity og the case.
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