Difference between revisions of "Storytelling in Instructional Design"

Revision as of 11:22, 8 September 2014

Story-telling in Instructional Design

Storytelling is a pedagogical tool used also in instructional design. It is an instructional tool wherewith designers deliver information dynamically as oppose to the conventional method in which case the information is delivered statically. The designers outline stories with two main purposes: to deliver information in a narrative way based on facts and experiences; and to assess the learning progress in which case the stories appear under the form of problem based or case based exercises.^[1]^[2] Common traits of the two are: learner-centred, collaboration and cooperation between the learners and solving real life problems.

Stories can be great ways of presenting instruction to learners:

• Humans are wired to stories;

• We pay attention to stories and want to know how it ends;

• It helps us connect our own lives with stories;

• We remember good stories.

A story should challenge, stimulate thinking, create emotional resonance, and live on in the minds of its readers.^[3]

Outlining a story

Using storytelling to deliver information in instructional design process implies following few steps known as ADDIE: 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.

^[4]^[5]

References

↑ Problem based learning http://edutechwiki.unige.ch/en/Problem-based_learning
↑ Case based learning http://edutechwiki.unige.ch/en/Case-based_learning#Instructional_Models
↑ Story telling http://www.comet.ucar.edu/presentations/DesignasStorytellingWebVersionv2PatParrish.htm
↑ Story telling and Instructional Design http://instructionaldesignfusions.wordpress.com/2010/07/13/the-instructional-designer-as-storyteller/
↑ Instructional Design https://instructionaldesignfusions.wordpress.com/category/instructional-design-approaches/digital-storytelling/

[1] Problem based learning http://edutechwiki.unige.ch/en/Problem-based_learning

[2] Case based learning http://edutechwiki.unige.ch/en/Case-based_learning#Instructional_Models

[3] Story telling http://www.comet.ucar.edu/presentations/DesignasStorytellingWebVersionv2PatParrish.htm

[4] Story telling and Instructional Design http://instructionaldesignfusions.wordpress.com/2010/07/13/the-instructional-designer-as-storyteller/

[5] Instructional Design https://instructionaldesignfusions.wordpress.com/category/instructional-design-approaches/digital-storytelling/

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[2]

[3]

[4]

[5]

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Difference between revisions of "Storytelling in Instructional Design"

From Learning and training wiki

Revision as of 11:22, 8 September 2014

References

@@ Line 1: / Line 1: @@
 {{Term|Story-telling in Instructional Design|
-Story-telling is a dynamic pedagogical tool and is used also in instructional design to create problem solving context and deliver information. It is opposed to conventional rhetoric in which case the information is delivered statically. It is considered an efficient method of delivering information by triggering people’s emotions. In order for the method to achieve its purpose, that is to deliver sticky information, the story has to stimulate people’s thinking, to create emotional resonance and to have the ability to become alive in their minds.<ref>Story telling http://www.comet.ucar.edu/presentations/DesignasStorytellingWebVersionv2PatParrish.htm</ref>}}
+Storytelling is a pedagogical tool used also in instructional design. It is an instructional tool wherewith designers deliver information dynamically as oppose to the conventional method in which case the information is delivered statically.
+The designers outline stories with two main purposes: to deliver information in a narrative way based on facts and experiences; and to assess the learning progress in which case the stories appear under the form of '''problem based''' or case '''based exercises'''.<ref>Problem based learning http://edutechwiki.unige.ch/en/Problem-based_learning</REF><ref>Case based learning http://edutechwiki.unige.ch/en/Case-based_learning#Instructional_Models</ref>
+Common traits of the two are: learner-centred, collaboration and cooperation between the learners and solving real life problems.
+Stories can be great ways of presenting instruction to learners:
+•	     Humans are wired to stories;
+•	     We pay attention to stories and want to know how it ends;
+•	     It helps us connect our own lives with stories;
+•	     We remember good stories.
+A story should challenge, stimulate thinking, create emotional resonance, and live on in the minds of its readers.<ref>Story telling http://www.comet.ucar.edu/presentations/DesignasStorytellingWebVersionv2PatParrish.htm</ref>}}
 {{Tool|Outlining a story|
-Outlining a story with the purpose of delivering information in a narrative way that the audience finds captivating and interesting implies identifying few aspects:
-•	the problem to be solved
+Using storytelling to deliver information in instructional design process implies following few steps known as ADDIE: design as storytelling
-•	the learners/audience
+        '''Step 1. Analyse:'''
-•	the learners’ environment and
+•	     Identify the conflict: consists in identifying the problem that needs to be solved to achieve the performance wanted.
-•	the format of the story: the beginning (the characters are introduced), the body (the plot reaches the climax) and the resolution (the conflicts are solved)<ref>Story telling and Instructional Design http://instructionaldesignfusions.wordpress.com/2010/07/13/the-instructional-designer-as-storyteller/</ref><ref>Instructional Design https://instructionaldesignfusions.wordpress.com/category/instructional-design-approaches/digital-storytelling/ </ref>
+•	     Getting to know the learners: Who are the learners? How does one of their day to day lives look like?
-Storytelling is also used with the purpose of assessing the learning progress being commonly met within two instructional design methods: problem-based and case-based learning.<ref>Problem based learning http://edutechwiki.unige.ch/en/Problem-based_learning</REF><ref>Case based learning http://edutechwiki.unige.ch/en/Case-based_learning#Instructional_Models</ref>
+•	     Consider the learners’ environment.
-Common traits of the two are: learner-centred, collaboration and cooperation between the learners and solving real life problems.
+•	     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.
+<ref>Story telling and Instructional Design http://instructionaldesignfusions.wordpress.com/2010/07/13/the-instructional-designer-as-storyteller/</ref><ref>Instructional Design https://instructionaldesignfusions.wordpress.com/category/instructional-design-approaches/digital-storytelling/ </ref>