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.

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.^[4]

Storytelling is the oldest form of teaching. It bonded the early human communities, giving children the answers to the biggest questions of creation, life, and the afterlife. Stories define us, shape us, control us, and make us. Not every human culture in the world is literate, but every single culture tells stories.^[5]

"Our wisdom, our intuitive knowing is imbedded in the stories we tell. Storytelling is the oldest form of communication. The first thing people do upon meeting each other is begin telling stories. According to brain/mind research, we organize information in story form. It is how we make sense of the world around us. And it is how we communicate that understanding to another. Stories allow us to bypass the linear and access whole brain learning."^[6]

Stories have also the feature to remain in long term memory and help to solve everyday problems, ensure survival, and pass on this wisdom to other generations. For all these reasons they can be great ways of presenting instruction to learners. In particular because:

• 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;

• Inspires purposeful talking, and not just about the story-there are many games you can play;

• Raises the enthusiasm for reading texts to find stories, reread them, etc;

• Initiates writing because children will quickly want to write stories and tell them;

• Enhances the community in the room;

• Improves listening skills.

A story should challenge, stimulate thinking, create emotional resonance, and live on in the minds of its readers.^[8]

But the most important thing is to keep it simple! When you begin to compose a storyline it is important to focus on just one main concept at a time. You don’t need to convey all of the information you would in class or in a text, but you need to isolate the key points you want the students to remember. What is the most important point for your students to walk away with? Write it out the message and keep it simple.

Other two very important tips are:

• Analyzing the content: select what content you will develop in the first place. Telling good stories means having good stories, and most of us have good stories within our lectures, even if the lecture as a whole cannot fit that structure. Look for the following: Anecdotes, historical narratives, case studies, allegories, thought experiments– these are all great places to start.

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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