Instructional Value of Storytelling - Sloan-C
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The Instructional Value of Storytelling Dr. Patricia McGee (UTSA) Sloan-C Conference San Francisco, CA 6.18.2009 STORIES
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The Instructional Value of Storytelling, Sloan-C Emerging Technologies Conference, June 18, 2009, San Francisco, CA
Transcript of Instructional Value of Storytelling - Sloan-C
The Instructional Value of
StorytellingDr. Patricia McGee (UTSA)
Sloan-C ConferenceSan Francisco, CA
6.18.2009
STO
RIES
Who are we?
• Educator• Technical staff• Instructional Designer• Developer• Other
Learning across life through stories
Personal narrative
Cultural identity
Collective consciousness
Lifelong learning
Knowledge management
Digital Storytelling
… the practice of combining narrative with digital content, including images, sound, and video, to create a short movie, typically with a strong emotional component.
EDUCAUSE 7 things you need to know
Digital Pedagogies
… those instructional frameworks that are used specifically within technology-mediated learning settings.• Connectivism• Gaming• Virtual/immersive • Informal learning
Community of Practice
“… a process of social learning that occurs when people who have a common interest in some subject or problem collaborate over an extended period to share ideas, find solutions, and build innovations
http://en.wikipedia.org/wiki/Community_of_practice
Storytelling as..
How can we make sure learning
happens?
How instruction typically gets attention
There will be a test!
There will be a test!
FactsProceduresPrinciplesStrategies
Critical thinkingProblem solvingCreative thinking
Stories in the real world tell us…
• What to do + why to do it• What is valued• Often informal yet enculturatedoMeasurement of what is knowno Indicator of what knowledge meansoConveyor of authority structure
Story as…
scenario
problem
Publication Model of Community
Portfolio Model of Community
Structure and DesignWhat works
What we know about stories …
7 e
lem
en
ts o
f sto
ryte
lling
The Center for Digital Storytelling
Design Frameworks
Learner• Citizen Journalism• How-to teaching
others• Persuasion• Puzzle
Designer• Inquiry• Learner as Expert/
SME• Debate• Mystery
Journalistic Storytelling
Is a digital story ever done?Re-telling and learning
Re-telling
Legend Parable
Fable
Re-telling?
Different archetypes?
Archetypal plotsArchetype Plot Structure GiftOrphan How I suffered
How I survivedResilience
Wanderer How I escapedHow I found my way in the world
Independence
Warrior How I achieved my goalsHow I defeated my enemies
Courage
Altruist How I gave to othersHow I sacrificed
Compassion
Returned Innocent
How I found happinessThe promised land
Faith
Magician How I changed my world Power
(Pearson, 1998)
Design Frameworks
Learner• Self-reflection• Journalism• Creative Writing• Multiple POVs
Pedagogy• Peer
feedback/interviewing
• Peer reviews• Connected
storytelling
Does it matter how a story is told?Process and intention
Telling a fable
(Snowden, 2004)
Story structure frameworks
Polytrophic
Teleological
Histrionic
Digressive
Dialogic storytelling
Type Dialogue asInclusive-divergent Conversation
Inclusive-convergent Inquiry
Critical-divergent Debate
Critical-convergent Instruction
Burbules (1983)
O’Neill, 2002
ARCS
LOW Color
HIGH Need Fulfillment
HIGHColor
LOW Need Fulfillment
TIME
Keller, 1999
?
Just because we use a method
Doesn’t mean we are telling an effective story or that students are learning
Telling + teaching
PREPARATION of the listener/learner for future learning
ENGAGEMENT of the listener/learner through multiple means
Th
ing
s S
mall
by C
yn
thia
D
assle
r
Co-narration
Learners telling stories
Novices Focus on discrete
details Capture empirical
information Focus on the use of
formulas and previously learned strategies
Operate at lower levels of thinkingCaveat: Learners are not novices at
everything
Experts
Have deep and complex memory of information
Have situational and applied frameworks to quickly retrieve knowledge
‘See’ the underlying theory, models, and principle
Focus on understanding the problemsCaveat: Teachers are not experts at
everything
Mental Function and Skill Level: Five Stage Model
(Dreyfus & Dreyfus, 1980, p. 15)
Workplace experience
SOLO TaxonomyStructure of Observed Learning Outcomes
Many tools operate at novice level
Heroes among us
THIRST
HURRIERModel of Listening
TRANSFER
Process of Digital Processing
TRANSFER
Social Media
TwitterBlogsPhonesiPodsGamesFacebookSkypeYouTubeMeetupFlickrUstreamThe Sims
keitai shousetsu – cell phone novels
Design Frameworks
Learner Portfolio Cases Debate Problem Solving Portfolio
Pedagogy Peer/Expert
critique Cooperation Collaboration Distributed
intelligence Games
Engage
(Bro
okfie
ld 1
987,
199
1, 1
995)
Critical Reflection
Critical Reflection
Data
Connectedness Wisdom
Information
Knowledge
Understanding
Understanding relations
Understanding patterns
Understanding principles
(Bellinger, Castro & Mills, 2004)
Building Community
• Design for growth & change• Create and maintain feedback
loops• Empower members over time
Kim, A. J., (2000). Community building on the web. Peachpit Press.
Contributive Pedagogy
• Social Justice Action• Citizen Journalism• Mentoring• How-to Teaching• Social Network
