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Our lives are replayed through our stories, suggesting that stories used in learning experiences help to integrate new meaning into existing schemas. This session draws upon research analyzing theory and methods of storytelling for learning, and illustrates instructional applications within digital learning environments an to support communities.
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Storytelling Frameworks for
Digital Pedagogies
Dr. Patricia McGee (UTSA)IOL Conference
Austin, TX5.21.2009
STO
RIES
Learning across life through stories
Who are we?
• Educator
• Technical staff
• Instructional Designer
• Developer
• Other
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 7things you need to know
Digital Pedagogies
… those instructional frameworks that are used specifically within technology-mediated learning settings.• Connectivism• Gaming• Virtual/immersive • Informal learning
“… 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
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 & Real World
• What to do + why to do it
• What is valued
• Often informal yet enculturatedo Measurement of what is knowno Indicator of what knowledge meanso Conveyor 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 elements of storytelling
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)
Polytrophic
Teleological
Histrionic
Digressive
Story structure frameworks
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
Co-narration
What about the learners?
Novices
Focus on discrete details
Capture empirical information
Focus on the use of formulas and previously learned strategies
Operate at lower levels of thinking
Caveat: 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 principles
Focus on understanding the problem
Caveat: Teachers are not experts at everything
(Hatano, 1998)
Mental Function and Skill Level: Five Stage Model
(Dreyfus & Dreyfus, 1980, p. 15)
SOLO TaxonomyStructure of Observed Learning Outcomes
HURRIERModel of Listening
TRANSFER
Process of Digital Processing
TRANSFER
Design Frameworks
Learner
Portfolio
Cases
Debate
Problem Solving
Portfolio
Pedagogy
Peer/Expert critique
Cooperation
Collaboration
Distributed intelligence
Engage
(Bro
okfie
ld 1
987,
199
1, 1
995)
Critical Reflection
(Bro
okfie
ld 1
987,
199
1, 1
995)
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
Thank you!
