Difference between revisions of "Storytelling in Instructional Design"
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|[https://vimeo.com/191960985?utm_source=email&utm_medium=vimeo-cliptranscode-201504&utm_campaign=28749 The Basarwa’s right to water and livelihood in Botswana] | |[https://vimeo.com/191960985?utm_source=email&utm_medium=vimeo-cliptranscode-201504&utm_campaign=28749 The Basarwa’s right to water and livelihood in Botswana] | ||
(Video, 4 minutes) | (Video, 4 minutes) | ||
| − | |This short video has been | + | |This short video has been addressed in the course "Human Rights and Environmental Protection for Sustainable Development" and gives a good example of application of the storytelling techniques. |
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Revision as of 12:10, 23 November 2016
 Storytelling in Instructional Design |
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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.
2) to assess the learning progress where the stories appear under the form of problem based or case based exercises.[1][2]
• 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.
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 Outlining a story |
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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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 Additional Materials |
| Document | Content |
|---|---|
| The main elements of a story | This infographic shows what are the main elements that should be used to create a story. |
| What is storytelling? | This infographic explains some very brief points on the connection between storytelling and learning. |
| Storytelling techniques | This infographic highlights some of the storytelling techniques. It is based on the article[6] taken from the website Sparkol.com |
 Web Resources |
| Below you have a list of resources that provide additional information on different aspects of Storytelling. |
| Link | Content |
|---|---|
| The Basarwa’s right to water and livelihood in Botswana
(Video, 4 minutes) |
This short video has been addressed in the course "Human Rights and Environmental Protection for Sustainable Development" and gives a good example of application of the storytelling techniques. |
| The Endorois community of Kenya and their right to development - Episode 1
(Video, 4.01 minutes) |
This video is the 1 episode of the story of the Endorois community of Kenya and has been used in the "Human Rights and Environmental Protection for Sustainable Development" course to give the possibility to reflect on some of the main topics of the course. It's a good example of application of storytelling for learning. |
| The Endorois community of Kenya and their right to development - Episode 2
(Video, 3.55 minutes) |
This video is the 2 episode of the story above. |
| The Endorois community of Kenya and their right to development - Episode 3
(Video, 2.22 minutes) |
This video is the 3 episode of the story above. |
| Social Media Guidelines at Hitachi Data Systems
(Video) |
This video of Hitachi Data Systems Academy gives a good example of how storytelling has been used to explain the correct use of social media. |
| Programme Ibtikari -Sauvons le tourisme algerien-
(Video, 6.43 minutes) |
This video has been used as a hook for a training workshop on entrepreneurship development. It's an introduction to engage the participants with the main assignments they would have through the workshop. |
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
- ↑ Storytelling http://www.comet.ucar.edu/presentations/DesignasStorytellingWebVersionv2PatParrish.htm
- ↑ Storytelling 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/
- ↑ 8 classic storytelling techniques http://www.sparkol.com/engage/8-classic-storytelling-techniques-for-engaging-presentations/