Storytelling 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.

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]