GOLD DUST is a peer-reviewed educational content, written under an open license [1] and gives everyone the freedom to use or modify the material to suit his or her own needs.

This 21^st century textbookis the merging of imagination and scientific facts [2] and allows a 3-dimensional view on the recommended topical focus.

Figure 1

GOLD DUST - The great dynamic book of inspiration -

where imagination meets reality - interactive, adaptable, updatable, interdisciplinary

„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.You can embed multimedia such as photos, videos, and audio files directly into the book. That’s a cool outstanding feature for textbooks.

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 find your interest when you read, click and learn.

Step II

The dynamic textbook GOLD DUST inspires teachers and students to adapt collaborative learning strategies in the classroom. Not just to chat, send e-mail, listen to music or search for information it is available, but for the global knowledge acquisition, for education. Children who correctly master the Internet can benefit from knowledge in an unlimited quantity in order to apply it to their own hobbies, projects and life plans. Be inspired.

The interactive textbook teaches skills that are needed in a global world, such as interdisciplinary working, good general education, language and orientation ability, emotional intelligence, lifelong learning, thinking in global contexts, combinatorial intelligence, creativity, imagination, learning motivation and media literacy.

Internet literacy is impossible without a minimum level of personal experience in dealing with the technology. Where young people can acquire these skills? A fortuitous result of activities in their leisure time, or all systematically in school? Although we live in a media society no one explains children how to deal appropriately with the media. Through the support of the teacher, the children learn to distinguish important from the unimportant, genuine from spurious and a targeted filtering of information.

If you have included the Online Schoolbook GOLD DUST in your lessons, we would love to know what experiences you have made. Please contact info@einstein21.org

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.

4.1 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 [4]

Literacy is a basic right. It is a fundamental condition for being part of today's knowledge societies. Literacy is a key to reduce poverty and increase economic opportunities.[5]

4.2 Level of interaction

In the process of the narrative a thematic orientation will be recommended which will allow a 3-dimensional 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.

“Playing and learning are two sides of the same coin. If one side is omitted, the development is insufficient“, opines Prof. Vassilios Fthenakis [6] , a renowned pedagogy scholar and Professor for Developmental psychology and anthropology at the Free University of Bolzano Italy. Therefore, play-related elements should be integrated more into the formally organised learning process in order to challenge the students to the proper extent [7].

4.3 Delimitation 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 knowledge 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.

External links: