Representative welcome screen of the Milia online platform. 

Contexts in source publication

Context 1

... example, an AppleTree story may consist of sound leaves, image apples, text flowers etc. When a user clicks on a tree-element icon, the element expands and reveals the hidden content ( Figure 13). Every element has control buttons in order to be moved, closed, zoomed in and zoomed out. ...

Context 2

... free placement of story elements on a tree, in contrast to the common practice of using book pages or storyboards, offers the ability to access the story content in any order, in a non-linear way. Milia also supports linear storytelling, using the tree element description (Figure 14), a metadata text field where a story writer may give a short description for the tree-element, and/or define its sequence in the story. In order to become a storywriter, a user should register in the corresponding webpage of the Milia online platform. ...

Context 3

... order to become a storywriter, a user should register in the corresponding webpage of the Milia online platform. From the corresponding welcome screen (Figure 15), a writer may create new AppleTree stories, and also enable (making publicly visible), edit, delete or disable (making hidden from public view) existing ones. When creating a new story, a writer fills in mandatory fields Title and Description, whose values are stored in The Milia Database and can be altered at any time. ...

Context 4

... "Edit Appletree Story" screen ( Figure 16) displays a detailed view of the uploaded content of a story. From there, a writer may add or change the element description, change element type (from apple to leaf, for example), enable or disable an element from being displayed on the AppleTree, delete the element or preview it. ...

Context 5

... (Figure 17) is a story created by a group of 12 adolescent students named "cinephiles". All group members are high-school students of the 9th High School of Athens, Greece, and the group collaborated outside the formal schooling hours. ...

Context 6

... this case, using the Milia platform and digital storytelling led to turning material which was already taught into a departure point for an interactive experience of creativity and learning. Figure 17. Snapshot from the Miliada story. ...

Context 7

... more interactive non-linear story that has been developed by students on the Milia platform is "Get Into the Museum" (Figure 18). This story, developed by students of the Figure 18. ...

Context 8

... more interactive non-linear story that has been developed by students on the Milia platform is "Get Into the Museum" (Figure 18). This story, developed by students of the Figure 18. Snapshot from the "Get Into The Museum" story. ...

Context 9

... photos and details from implementation of this project are uploaded as a narration in the Milia platform. It is important to note that, in this case, although students remained readers (rather than creators) of a story, educators managed to use the Milia platform as a means for presenting educational material in a much more attractive and playful way ( Figure 19). Figure 19. ...

Context 10

... is important to note that, in this case, although students remained readers (rather than creators) of a story, educators managed to use the Milia platform as a means for presenting educational material in a much more attractive and playful way ( Figure 19). Figure 19. Snapshot from the "Magic Apple Tree" story. ...

Context 11

... a visitor previews it that would trigger the appearance of the next element and so on. On top of that, in a nodal story there could be branching points (Figure 21a) where different paths could be proposed (Figure 21b) and the visitor could then decide which one to follow: by clicking the flower element, (Figure 21c) the flower path would be automatically revealed or by clicking the leaf element, (Figure 21d) the leaf path would be revealed. ...

Context 12

... a visitor previews it that would trigger the appearance of the next element and so on. On top of that, in a nodal story there could be branching points (Figure 21a) where different paths could be proposed (Figure 21b) and the visitor could then decide which one to follow: by clicking the flower element, (Figure 21c) the flower path would be automatically revealed or by clicking the leaf element, (Figure 21d) the leaf path would be revealed. ...

Context 13

... a visitor previews it that would trigger the appearance of the next element and so on. On top of that, in a nodal story there could be branching points (Figure 21a) where different paths could be proposed (Figure 21b) and the visitor could then decide which one to follow: by clicking the flower element, (Figure 21c) the flower path would be automatically revealed or by clicking the leaf element, (Figure 21d) the leaf path would be revealed. ...

Context 14

... a visitor previews it that would trigger the appearance of the next element and so on. On top of that, in a nodal story there could be branching points (Figure 21a) where different paths could be proposed (Figure 21b) and the visitor could then decide which one to follow: by clicking the flower element, (Figure 21c) the flower path would be automatically revealed or by clicking the leaf element, (Figure 21d) the leaf path would be revealed. ...