The hook of a story without a story. Reflections from a transmedia experience in higher education

The potentialities of transmedia learning are numerous; and they allow to conceive generous expectations in relation to the personalization of learning and digital inclusion. A transmedia literacy that is undergoing abundant development, especially linked to didactic approaches of transmedia storytelling, in which the development of a narrative, fictional or not, becomes the catalyst for planned and conscious learning, both of transversal skills and of specific competences. However, it is not always easy to convey the content based on these narratives, especially when the learning objectives are not related in the first instance to the development of core or transversal competencies. The purpose of this article is to reflect on a transmedia learning experience without fictional narrative in the context of teacher training, and to focus on the challenges, opportunities and limitations of carrying out a didactic approach in a higher educational context, in which the transmedia story, in the strict sense, disappears.