Difference between revisions of "Storytelling in Instructional Design"

Storytelling is a pedagogical tool used also in instructional design. It is an instructional tool with which designers deliver information dynamically as opposed to the conventional method where information is delivered statically.

The designers outline stories with two main purposes:

1) to deliver information in a narrative way based on facts and experiences;

2) to assess the learning progress where the stories appear under the form of problem based or case based exercises.^[1][2]

Common traits of the two are: they are learner-centered, require collaboration and cooperation between the learners and aim to solve real life problems.

Storytelling can provide variety in the learning experience and enhance the “chalk and talk” approach. They can be used in the very beginning of the sequence as a way to gain the attention of the learner, in the middle when introducing a complex concept or at the end as a way to summarize information. Depending on which part we want to facilitate or to focus the attention of the learner we can decide where to apply storytelling. ^[3]

Storytelling for Learning

" Stories engage our thinking, emotions, and imagination all at once. As listeners we participate in the story with both mind and body as we enter the narrative world and react to it. Storytelling is a human art form that teaches about the human experience”

Stories can be great ways of presenting instruction to learners:

• Humans are wired to stories;

• We pay attention to stories and want to know the ending;

• It helps us connect our own lives with stories;

• We remember good stories.

Using storytelling to deliver information in the instructional design process implies following few steps, also known as the ADDIE model: design as storytelling

       Step 1. Analyse:

• Identify the conflict: consists in identifying the problem that needs to be solved to achieve the performance wanted.

• Getting to know the learners: Who are the learners? How does one of their day to day lives look like?

• Consider the learners’ environment.

• Decide the form of the story: What kind of story shall be used? A fictional story? A longer story? What multimedia supporting elements should the story include?

       Step 2. Design: Design the plot of the story.

• Introduction: How do we relate the instructional story to their own lives?

• Escalating action: the information is delivered progressively starting with the most basic concepts and ending with the most complex ones. The modules need to be scaffolded.

• Climax (the peak): assessment activities should challenge the learners in accordance with what has been previously provided engaging the learners in critical thinking.

• Resolution: provide learners support to transfer the information provided into their lives. At the end they have to see the relevance of the training they have been provided with.

       Step 3. Development/Implementation/Evaluation:

• These three stages take place almost simultaneously when creating an instructional story. Evaluate the objectives, design and instructional methods constantly throughout the development and implementation phase.

• Keep only the content that supports the plot (need-to-know content).

• Answer the questions: What facts, concepts and principles could support the learners in solving their real life problems? Did you provide them with the big picture? In other words: do they know the context?

• Hand out the story for reviewers to see the story from the eyes of the audience.

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