The Future of Education

Compulsory assignments in university courses often present challenges for both students and teachers. Students frequently view these tasks as necessary evils that are hastily completed just before deadlines, while teachers may find the repetitive nature of feedback uninspiring. Traditional assignments, such as academic papers or essays, fail to motivate either party effectively. This paper explores the implementation of narrative-based learning paths as an alternative to conventional compulsory assignments. By incorporating various modalities - such as playlists, oral recordings, co-writing, discussions, and quizzes - these learning paths engage multiple intelligences as promoted by American psychologist Howard Gardner.[1] Students follow a narrative-driven path, segmented into smaller, relatable tasks that connect to their lives beyond the classroom, thus fostering in-depth learning. The advantages of narrative-based learning paths allow students to focus intensively on smaller segments of theory and corresponding tasks, distribute their workload over time, and collaborate with peers. This collaborative approach includes peer feedback, discussions, and co-writing, with the teacher following the same learning path and participating alongside the students. This method transforms assessment of compulsory assignments into a continuous, formative process rather than a summative one. Feedback from students confirm that such learning paths that require contributions and reflections tied to real-world experiences enhance mutual understanding and create a more supportive learning environment. The multi-modality of the narrative-based learning path, with many similarities to storyline, promotes engagement and student centred learning. Based on action research in teacher training, this paper shows that personalized narrative learning paths not only improve motivation and learning outcomes, but also foster a more dynamic and inclusive educational experience for students and teachers alike.