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Summary: GOLD DUST is the first interdisciplinary digital textbook that works on the basis of the "Papillon" educational concept - a new building block for learning in the networked world. The completely new self-learning method is a combination of grand adventure, multimedia effects and global learning. By linking the book with the Internet, teaching books are transformed into a huge dynamic ecosystem of knowledge and allows children to see our world in a global context. They acquire the key skill networked thinking and learn on the latest state of knowledge.
You may be surprised! The GOLD DUST story is the merging of imagination and scientific facts. By clicking on each chapter you can read an exciting and fantastic story. By applying the Papillon-method the story transforms into an unique experience. Conditions of Use: Creative Commons Attribution-Noncommercial-Share Alike 3.0
„I have no special talents. I am only passionately curious.” Albert Einstein, 1952
The Papillon-method makes books come alive and connects you with the world.
Step I
Read the "GOLD DUST" tale chapter by chapter (1-33) and discuss topics of your interest. Return often to experience the magical adventure and discover your couriosity and passion when you read, click and learn.
Step II
Teaching and learning with the Internet to learn and go exploring.
Learn how to use the Internet as a great treasure chest of teaching and learning. Not just to chat, send e-mail, listen to music or search for information it is available, but for the global knowledge acquisition. Be inspired.
This online schoolbook is written under an open license and gives teacher the freedom to use or modify the material to suit his or her own needs.
If you have included the Online Schoolbook GOLD DUST in your lessons, we would love to know. Please contact info@pio-pio.de. On this level the potential of "Papillon"-method is not yet exhausted, only a first presentation.
The architecture of the "Papillon" educational concept is based on narration and interaction. The hybrid system combines the advantages of static and dynamic representation of contents.
3.1 Level of narration
Classes need pictures and stories which stay in mind to show brittle, abstract contents in a vivid and understandable way. Therefor virtual characters are included into the real learning process. They represent various attitudes and behaviour. Their contrary opinions include learners in the discussion and enable an educational entrance due to dialogue. The applied narrative structure is suitable for controverse dialogues.
Fantasy story "GOLD DUST" - The Book GOLD Dust symbolizes the vision we all are searching for, our dearest wish.
Fairy tales are interculturally. They can be build about all cultures golden bridges of understanding.
Open Books, Open Doors – How to Promote Reading [2]
3.2 Level of interaction
In the process of the narrative a thematic orientation will be recommended which will allow a 3-dimentional view on the topical focus through the merger of book and internet. It will also help to develop networked and multifunctional thinking. Seemingly diverse themes will be linked into a unique interdisciplinary universe of knowledge and due to the level of narration knowledge will be produced multimedia-based. This system of komplex universal spirit allows children to see our world in a global context, fosters a creative mind as well as analytical abilities, teaches playful learning and motivates students to develop their own ideas.
The narrative keeps the priority even when the learner follows his/her thematic interest.
3.3 Delimination to conventional methods
The learning concept presents a new way of conception of contents which differs fundamentally from traditional learning methods and the already known e-learning. It goes way beyond pure e-learning-usage and outlines a contrast towards the known click and pick. The space of knownledge will be flexible shaped by the virtual world. In todays e-learning-usage learners can often get forward only page by page or navigate at most via the fixed structure of the index. But exploratory learning, the discovery of the contents over its coherences fails because of missing links. To tie contextual links among and between study units offers in this concept the possibility to provide flexibly linked information due to an attractive concept. The advantage reaches to the emotional and motivating effects which are generated due to the identification with the characters, the exciting narrative level and the variety of themes of the active level. With this kind of learning can be the germ of curiosity in the students planted. Learning results and motivation will be achieved when knowledge coherences are exploit and this exploration can be repeated self-dependent by the learner.
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More about this module: Metadata | Version History
This work is licensed by Hardyna Vedder under a Creative Commons Attribution License (CC-BY 2.0), and is an Open Educational Resource.
Last edited by Hardyna Vedder on Mar 29, 2010 3:30 am GMT-5.
Interactive online book