Title: 2018 ICLS Workshop Presentation: Interactive Storytelling
Date: 2018-06-24
template: slides

class: center, middle

# Unfold Studio: Collaborative Interactive Storytelling

Chris Proctor<br/>
cproctor@stanford.edu<br/>

ICLS 2018<br/>
Organising and analysing<br/>
computer-supported collaborative writing

.refs[
Slides & resources at chrisproctor.net
]

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The presentation format is 8 minutes to present to the whole group, then 15 minutes for a 
demo and discussion in small group. Slides 2-4 are to be sent to the whole group. 
TODO: Add logos

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background-image: url(/media/slides/unfold.png)
background-size: contain

.refs[
Slides & resources at chrisproctor.net
]

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I was an English teacher before I was a CS teacher. This work was motivated by my observation
that a lot of the practices that I had seen in my English class were also happening in my CS classes.

Interactive storytelling is having a renaissance.

Developed Unfold Studio through 3+ iterations of participatory design research

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# Research questions
1. What kind of medium and pedagogy might support textual-computational multiliteracy?.cite[1]
2. What practices might emerge in such a textual-computational multiliteracy space?
3. How might such practices support critical awareness and resistance to racism, sexism, and 
other oppressive ideologies?.cite[2]

.refs[
.anchor[1] New London Group, 1996
.anchor[2] Fairclough, 1992; Morrell, 2015
<br/>Slides & resources at chrisproctor.net
]

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Answers:
1. interactive storytelling webapp. Codesign at multiple levels:
    - affordances (unicode, line-wrap)
    - social features (private stories, feed)
2. critical discourse models, for one. (Go back to prior slide to show example)
    - As Deana mentioned, dialogic model helpful
    - Immersion and interactivity (microworlds)
        - Simon mentioned identifying discourse markers in text. These can be enacted in critical discourse models.
        - Shibani: rhetorical moves.
    - 4-layer analytical framework: affordances, techniques, figured meanings, critical possibilities
3. conceptual framework. The importance of critical computational literacy
    - particularly dialogue between Learning Sciences and Critical Literacies
    - This echoes the socio-cognitive / socio-cultural divide Hilde mentioned

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# Next study: Tracing collaborative writing practices

A cohort of 70 students (55 consented) used Unfold Studio in their CS class for 3 months. Captured:
- 700 stories; average of 23 revisions per story
- 500 social events: loving stories, following users, forking stories
- Server events: page navigation, session lengths
- summative assessment, modified Fairy assessment.cite[1]
- summative reflection

Three units of analysis: 
- How did individual stories develop?
- How did authors change develop?
- How did the community develop?

.refs[
.anchor[1] Werner, et al, 2012
<br/>Slides & resources at chrisproctor.net
]

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# Conceptual framework

- Literacy as a form of situated learning.cite[1] in 
which a network of actors.cite[2] collaborate to do semiotic work.
- Figured meanings.cite[3] within literacy spaces.cite[4].
- Identities self-authored at the interface between unconstrained inner speech and an external subject position made 
available by social meanings.cite[5]

.refs[
.anchor[1] Collins & Greeno, 2011
.anchor[2] Latour, 2005
.anchor[3] Holland, et al, 2001
.anchor[4] Gee, 1990
.anchor[5] Vygotsky, 1980; Bakhtin, 1981; Holland, et al, 2001
]

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