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Instructional Value of Storytelling - Sloan-C
 

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The Instructional Value of Storytelling, Sloan-C Emerging Technologies Conference, June 18, 2009, San Francisco, CA

The Instructional Value of Storytelling, Sloan-C Emerging Technologies Conference, June 18, 2009, San Francisco, CA

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    Instructional Value of Storytelling - Sloan-C Instructional Value of Storytelling - Sloan-C Presentation Transcript

    • STORIES
      The Instructional Value of Storytelling
      Dr. Patricia McGee (UTSA)
      Sloan-C Conference
      San Francisco, CA
      6.18.2009
    • Who are we?
      • Educator
      • Technical staff
      • Instructional Designer
      • Developer
      • Other
    • Learning across life through stories
    • Cultural identity
      Personal narrative
      Knowledge management
      Collective consciousness
      Lifelong learning
    • 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!
    • Facts
      Procedures
      Principles
      Strategies
      Critical thinking
      Problem solving
      Creative thinking
    • Stories in the real world tell us…
      • What to do + why to do it
      • What is valued
      • Often informal yet enculturated
      • Measurement of what is known
      • Indicator of what knowledge means
      • Conveyor of authority structure
    • Story as…
      scenario
      problem
    • Publication Model of Community
    • Portfolio Model of Community
    • Structure and Design
      What 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
      Parable
      Legend
      Fable
    • Re-telling?
      Different archetypes?
    • Archetypal plots
      (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
      Histrionic
      Digressive
      Polytrophic
      Teleological
    • Jennifer Poo
    • Dialogic storytelling
      Burbules (1983)
    • O’Neill, 2002
      HIGH Need Fulfillment
      TIME
      A
      R
      C
      S
      LOW
      Color
      HIGH
      Color
      Keller, 1999
      LOW Need Fulfillment
    • Interactive storytelling
    • ?
    • Just because we use a method
      Doesn’t mean we are telling an effective story or that students are learning
    • Telling + teaching
      ENGAGEMENTof the listener/learner through multiple means
      PREPARATION of the listener/learner for future learning
    • Things Smallby Cynthia Dassler
    • 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 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 principle
      Focus on understanding the problems
      Caveat: Teachers are not experts at everything
    • Mental Function and Skill Level: Five Stage Model
      Workplace experience
      (Dreyfus & Dreyfus, 1980, p. 15)
    • SOLO Taxonomy
      Structure 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
      keitaishousetsu– cell phone novels
      Twitter
      Blogs
      Phones
      iPods
      Games
      Facebook
      Skype
      YouTube
      Meetup
      Flickr
      Ustream
      The Sims
    • Design Frameworks
      Learner
      Portfolio
      Cases
      Debate
      Problem Solving
      Portfolio
      Pedagogy
      Peer/Expert critique
      Cooperation
      Collaboration
      Distributed intelligence
      Games
    • Engage
    • MIT Museum w/o Walls
    • Critical Reflection
      (Brookfield 1987, 1991, 1995)
    • Critical Reflection
    • Connectedness
      Wisdom
      Understanding principles
      Knowledge
      Understanding patterns
      Information
      Understanding relations
      Understanding
      Data
      (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
    • And that’s the end of the story!
      Patricia.mcgee@utsa.edu