What Happened to Non-linear Narrative? A Pedagogical Reflection

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.