Abstract :
This paper discusses findings from two studies and aims at raising awareness about the missed opportunities caused by the little adoption of non-linear narrative in learning and assessment activities. Data gathered from a longitudinal study about museum learning practice and from a semester-long investigation, conducted with circa 60 Multimedia design students, reveal that non-linear narrative is seen as difficult to create and can be met by scepticism. On the other hand, adoption of non-linear narratives as pedagogical material and as students´ assignments, elicits dialogue, critical reflections, and designerly forms of learning. However, non-linearity appears to clash with current assessment techniques, as institutional requirements demand linear narratives in education, both in relation to pedagogical material (textbooks) as well as students´ assessment (essays and dissertations). Even the latest developments in presentation tools do not offer valid support for non-linear stories. An alternative approach is proposed here, that aims at easing authoring, use and assessment of non-linear narratives by means of a pattern language and measures of non-linearity inspired by social network analysis.
