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It highlights the project The Ancestral Letter and points out remaining gaps in knowledge about activity contexts and whether learning takes place within them.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\n[nmolascastells@ub.edu](nmolascastells@ub.edu)  \nUniversitat de Barcelona, Spain  \nJosé Luis Rodríguez Illera  \n[jlrodriguez@ub.edu](jlrodriguez@ub.edu)  \nUniversitat de Barcelona, Spain  \nAbstract  \nThe idea of transmedial organisation emerged as the form adopted by much of today’s storytelling, combining different media, at different points in time, placing the user in anew situation with a much more active attitude, having to work out how to understand a set of message and having to engage in the understanding of the story (Jenkins, 2006) . Transmediality has some educational consequences that set it apart from other approaches, even outside specific learning contexts . Some of the ideas discussed led to the creation of a project entitled The Ancestral Letter, a transmedia story, designed and produced specifically for 15-year-old students . The project was implemented in two secondary schools in Barcelona in order to verify the interest in this concept. The journey we have made, from a few starting principles and theoretical problems to a complex case of transmedia storytelling, clearly highlights the difficulty involved in addressing the question of learning between contexts, and through them, especially if it is carried out ina simple and simplified manner; that is, without having a much more elaborate theory of learning contexts, nor a rigorously designed descriptive language . The Ancestral Letter and other transmedia examples offer us a more understandable and effective way of coordinating between the school-based and informal settings, between the digital setting and everyday life (analogical, not mediated by screens), both in terms of the organisation of content and in respect of time-based narrative . Unfortunately, we still do not have enough knowledge about this or about activity contexts (whether or not learning takes place within them) .  \nKeywords  \nTransmedia storytelling; learning contexts  \nN.Molas-Castells & J.L. Rodríguez Illera  \nDigital Education Review – Number 33, June 2018-[http://greav.ub.edu/der/](http://greav.ub.edu/der/ 77)[ 77](http://greav.ub.edu/der/ 77)  \nI. Theoretical framework  \n1. The very idea that one learns in different contexts or through them implies different contexts of activity and learning, which may be distinguished, classified and characterised as similar or distinct. Although the terminology and nuances are different (places, scenarios, situations), the distinction, classification and functions of contexts still constitute an important, open question that addresses their structure, the shift from certain contexts to others, the social determinations they reflect, the different technologies they encapsulate and the personal journey that takes place, along with the forms of learning and the type of knowledge that is constructed (some examples of analysis can be found in Bliss, Säljö & Light, 1999 ; Ludvigsen, Lund, Rasmussen & Säljö, 2011; Erstad et al, 2016) . In other words, a set of unresolved questions exists that is too broad to be dealt with in one or several brief answers .  \nThere are several observations to be made regarding this way of setting out a problem, particularly in respect of how these contexts are characterised, both internally and in terms of the relationship between them . We will return to this issue later on . For now, we would like to discuss and focus on a particular response to the general problem of how the proliferation of digital media has led to a rethinking of some of these questions, as well as generating new questions in the educational sphere .  \nFollowing a line of thinking tightly bound up with technology, with its changes and developments, the novelty of person-machine interaction, forms of immediate feedback orthe encapsulation of knowledge in “expert” systems have constituted milestones in this approach, albeit conditioned by the limitations intrinsic to emerg","cbCaim97ZQ1Cciz2","https://ap.wps.com/l/cbCaim97ZQ1Cciz2","pdf",283813,"English","# Abstract\n# I. Theoretical framework\n## Contexts of activity and learning\n## Technology-driven rethinking and transmedial organisation\n## Media vs. contexts in everyday experience","[{\"question\":\"What does transmedial organisation require from the user?\",\"answer\":\"It combines different media at different times and places the user in a new situation, requiring active work to understand the set of messages and engage with the story.\"},{\"question\":\"How does transmediality relate to educational consequences?\",\"answer\":\"The text argues that transmediality produces educational consequences that distinguish it from other approaches, affecting learning contexts and what happens within them.\"},{\"question\":\"What is the purpose of the project The Ancestral Letter mentioned in the text?\",\"answer\":\"The project is a transmedia story designed and produced for 15-year-old students and implemented in two secondary schools in Barcelona to verify the interest of this concept.\"}]","Activity and learning contexts in educational transmedia | PDF",25]