BEYOND STORYTELLING: A New Approach to Story-Learning Design
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Presented at the 2011 National Conference of NASAGA, the North American Simulation & Gaming Association, October 7, 2001, Valley Forge, PA
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BEYOND STORYTELLING: A New Approach to Story-Learning Design
- 1. Beyond Storytelling A new approach to story-learning design
- 2. How do you use stories in your learning designs?
- 4. OUR AGENDA
- 5. OUR AGENDA Merrill’s First Principles
- 6. OUR AGENDA Merrill’s First Principles Duarte’s Visual Story
- 7. AD D I E
- 8. AD Content D I E
- 9. AD Content Activity Design D I E
- 10. AD Content Activity Design Games D I E
- 11. AD Content Activity Design Games Simulations D I E
- 12. AD Content Activity Design Games Simulations D Stories I E
- 13. • First Principles of Instruction • Major contributor to the field of instructional design and technology • Published many books and articles in the field M. David Merrill • Lectures internationally
- 15. Cogni@ve Mul@media 4‐MAT Training Design Model Principles eLearning Principles Minimalist Design 4C/ID Model 5 principles common to all or most
- 16. Cogni@ve Mul@media 4‐MAT Training Design Model Principles eLearning Principles Minimalist Design 4C/ID Model
- 17. Cogni@ve Mul@media 4‐MAT Training Design Model Principles eLearning Principles Minimalist Design 4C/ID Model
- 18. What are the 5 basic principles of good instruction? ZZZzzzzzz …
- 20. WHOLE TASK
- 21. WHOLE TASK Learners work on real world problems
- 22. ACTIVATE WHOLE TASK Learners work on real world problems
- 23. ACTIVATE Activate existing knowledge as a foundation for new knowledge WHOLE TASK Learners work on real world problems
- 24. ACTIVATE Activate existing knowledge as a foundation for new knowledge WHOLE TASK Learners work on real world problems DEMONSTRATE
- 25. ACTIVATE Activate existing knowledge as a foundation for new knowledge WHOLE TASK Learners work on real world problems Demonstrate new knowledge, skill or attitude DEMONSTRATE
- 26. ACTIVATE Activate existing knowledge as a foundation for new knowledge WHOLE TASK Learners work on real world problems Demonstrate new knowledge, skill or attitude APPLY DEMONSTRATE
- 27. ACTIVATE Activate existing knowledge as a foundation for new knowledge WHOLE TASK Learners work on real world problems Learner applies or Demonstrate new practices new knowledge, skill or knowledge attitude APPLY DEMONSTRATE
- 28. INTEGRATE ACTIVATE Activate existing knowledge as a foundation for new knowledge WHOLE TASK Learners work on real world problems Learner applies or Demonstrate new practices new knowledge, skill or knowledge attitude APPLY DEMONSTRATE
- 29. INTEGRATE ACTIVATE Learner integrates Activate existing new knowledge into knowledge as a the real world foundation for new knowledge WHOLE TASK Learners work on real world problems Learner applies or Demonstrate new practices new knowledge, skill or knowledge attitude APPLY DEMONSTRATE
- 30. I‘m ready INTEGRATE ACTIVATE This is similar to go public! What is the Learner integrates Activate existing new knowledge intolearner’s knowledge as a experience? the real world foundation for new knowledge I know how WHOLE TASK The way this to use fits together Learners work on real I can do this Just like world problems Learning this I can do it by myself! my will solve a now that I’ve lot. Learner applies or Demonstrate new practices new knowledge, skill or knowledge attitude I see how I‘m ready to it works! try it on my own now! APPLY DEMONSTRATE 9
- 31. QUICK REVIEW
- 32. QUICK REVIEW Is this session WHOLE TASK/REAL WORLD
- 33. QUICK REVIEW Is this session WHOLE TASK/REAL WORLD When did you observe ACTIVATION in my
- 34. QUICK REVIEW Is this session WHOLE TASK/REAL WORLD When did you observe ACTIVATION in my When did you observe DEMONSTRATION?
- 35. QUICK REVIEW Is this session WHOLE TASK/REAL WORLD When did you observe ACTIVATION in my When did you observe DEMONSTRATION? When did you observe APPLICATION?
- 36. QUICK REVIEW Is this session WHOLE TASK/REAL WORLD When did you observe ACTIVATION in my When did you observe DEMONSTRATION? When did you observe APPLICATION? When did you observe
- 37. •CEO, Duarte Design •Presentation design guru •Speaker, presenter, educator •Authored 2 books: Nancy Duarte
- 38. Designed by Duarte
- 39. Designed by Duarte
- 40. Designed by Duarte
- 41. Nancy’s slide:ology books! The Art and Science of Presentation Design
- 42. Nancy’s slide:ology books! The Art and Science of Presentation Design resonate Present Visual Stories that Transform Audiences
- 43. Nancy says... “Gussying up slides that have meaningless content is like putting lipstick on a pig.” ~ Nancy Duarte
- 44. STORY: the heroʼs journey Based on the work of Joseph Campbell
- 45. STORY: the heroʼs journey Based on the work of Joseph Campbell Likeable hero with a goal!
- 46. STORY: the heroʼs journey Call to Adventure! Based on the work of Joseph Campbell Likeable hero with a goal!
- 47. STORY: the heroʼs journey Hero faces obstacles! Call to Adventure! Based on the work of Joseph Campbell Likeable hero with a goal!
- 48. STORY: the heroʼs journey Hero is transformed! Hero faces obstacles! Call to Adventure! Based on the work of Joseph Campbell Likeable hero with a goal!
- 49. STORY: the heroʼs journey Hero is transformed! Hero faces obstacles! Call to Adventure! Based on the work of Joseph Campbell Likeable hero with a goal!
- 50. STORY: the heroʼs journey Hero is transformed! Hero faces obstacles! Call to Adventure! Based on the work of Joseph Campbell Likeable hero with a goal!
- 51. STORY: the heroʼs journey Hero is transformed! Hero faces obstacles! Call to Adventure! Based on the work of Joseph Campbell Likeable hero with a goal!
- 52. STORY: the heroʼs journey Hero is transformed! Hero faces obstacles! Call to Adventure! Based on the work of Joseph Campbell Likeable hero with a goal!
- 53. Duarte’s “Sparkline” The hero's journey
- 54. Duarte’s “Sparkline” The hero's journey What is
- 55. Duarte’s “Sparkline” The hero's journey What could be What is
- 56. Duarte’s “Sparkline” The hero's journey What could be What could be What is What is
- 57. Duarte’s “Sparkline” The hero's journey What could be What could be What could be What is What is What is
- 58. Duarte’s “Sparkline” The hero's journey What could be What could be What could be What is What is What is What is
- 59. Duarte’s “Sparkline” The hero's journey What could be What could be What could be New Bliss What is What is What is What is
- 60. Duarte’s “Sparkline” The hero's journey What could be What could be What could be New Bliss What is What is What is What is Your audience is the hero. The story is the journey.
- 61. INTEGRATE Instead of ACTIVATE this... Learner integrates Activate existing new knowledge into knowledge as a the real world foundation for new knowledge WHOLE TASK Learners work on real world problems Learner applies or Demonstrate new practices new knowledge, skill or knowledge attitude APPLY DEMONSTRATE 17
- 62. INTEGRATE Instead of ACTIVATE this... Learner integrates Activate existing new knowledge into knowledge as a the real world foundation for new knowledge WHOLE TASK Learners work on real world problems Learner applies or Demonstrate new practices new knowledge, skill or knowledge attitude APPLY DEMONSTRATE 17
- 63. Merrillʼs First Principles corelated to Duarte’s Sparkline What could be What could be What could be New Bliss What is What is What is What is
- 64. Merrillʼs First Principles corelated to Duarte’s Sparkline What could be What could be What could be New Bliss What is What is What is What is WHOLE TASK!
- 65. Merrillʼs First Principles corelated to Duarte’s Sparkline What could be What could be What could be New Bliss ACTIVATE! What is What is What is What is WHOLE TASK!
- 66. Merrillʼs First Principles corelated to Duarte’s Sparkline What could be What could be What could be New Bliss INTEGRATE! ACTIVATE! What is What is What is What is WHOLE TASK!
- 67. Merrillʼs First Principles corelated to Duarte’s Sparkline What could be What could be What could be New Bliss INTEGRATE! DEMONSTRATE! ACTIVATE! What is What is What is What is WHOLE TASK!
- 68. Merrillʼs First Principles corelated to Duarte’s Sparkline What could be What could be What could be New Bliss INTEGRATE! APPLY! DEMONSTRATE! ACTIVATE! What is What is What is What is WHOLE TASK!
- 69. A STORY LEARNING EXAMPLE PROJECT: Leadership Training for Harley Owner’s Group, Harley-Davidson’s brand
- 70. A STORY LEARNING EXAMPLE PROJECT: Leadership Training for Harley Owner’s Group, Harley-Davidson’s brand TRAINEES: Rally Coordinators and chapter officers responsible for organizing and producing
- 71. A STORY LEARNING EXAMPLE PROJECT: Leadership Training for Harley Owner’s Group, Harley-Davidson’s brand TRAINEES: Rally Coordinators and chapter officers responsible for organizing and producing COURSE: How to gather and use feedback to
- 72. Here’s a bunch of riders just back from a great ride!
- 73. You’re a NASA engineer. What would you say to the returning astronauts? ! OR
- 74. You’re a NASA engineer. What would you say to the returning astronauts? ! Thanks, guys and gals! Weʼll call you for the next flight. Bye! OR
- 75. You’re a NASA engineer. What would you say to the returning astronauts? ! Thanks, guys and gals! Weʼll call you for the next flight. Bye! OR Okay, tell us everything!
- 76. Silly question, right? You can bet there’s going to be a major feedback session after a ride into space! Okay, tell us EVERYTHING!! The comparison with your rally isn’t so far off. You’ve engineered the ride, sent them out to experience it and now the best way to find out what worked is to ask the riders: “Okay, tell us everything!” Your feedback program is as important to better rallies as NASA’s is to the space program.
- 77. QUICK REVIEW
- 78. QUICK REVIEW Does this learning module support WHOLE
- 79. QUICK REVIEW Does this learning module support WHOLE How might this story ACTIVATE learners?
- 80. QUICK REVIEW Does this learning module support WHOLE How might this story ACTIVATE learners? Was there DEMONSTRATION in this example?
- 81. QUICK REVIEW Does this learning module support WHOLE How might this story ACTIVATE learners? Was there DEMONSTRATION in this example? Was there an opportunity for learners to APPLY?
- 82. QUICK REVIEW Does this learning module support WHOLE How might this story ACTIVATE learners? Was there DEMONSTRATION in this example? Was there an opportunity for learners to APPLY? Was there any INTEGRATION opportunity?
- 83. Demonstrate ? Apply ? How will Hero's Journey ? Whole Task ? Activate ? Integrate ? you use stories in your learning designs NOW ? ?
- 84. Thanks for your JAN SAGE Senior Learning & Development Specialist at Panduit Corporation
- 85. Beyond Storytelling A new approach to story-learning design
Editor's Notes
- Surprise – I’ve lured you here under false pretenses. I don’t have the the new approach completely worked out yet. I’ve lured you here to help me develop it. I propose that we work on it together in this session. \n\nSo if you came to sit back and listen, you’re welcome to leave now. If you’d like to work with me to figure out something new together, let’s get started.\n
- [SNOWBALL FIGHT]\nWe’re going to start by sharing the wealth of what we’re already doing.\nGrab a sheet of paper and write your best idea (legibly because you’re going to give it away and someone else will be reading it) / wad it up into a ball / \nAre you ready for a blizzard of ideas? / We’re going to have a SNOWBALL FIGHT! / Throw and catch as many snowballs as you can in 30 seconds – GO!\n\nKeep one snowball, open and share with your table. Each table pick your favorite to share with the room. 1 MINUTE.\n
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- WHERE does this work happen in our design process? It can happen at any point, early in the process, sometimes you come across good stories in the ANALYSIS phase.\n\nBut most often it's USUALLY in DESIGN. \n\nAll of us probably have some framework we use for making sure we’ve covered the basic principles of good instruction. I use Merrill’s FIRST PRINCIPLES.\n
- WHERE does this work happen in our design process? It can happen at any point, early in the process, sometimes you come across good stories in the ANALYSIS phase.\n\nBut most often it's USUALLY in DESIGN. \n\nAll of us probably have some framework we use for making sure we’ve covered the basic principles of good instruction. I use Merrill’s FIRST PRINCIPLES.\n
- WHERE does this work happen in our design process? It can happen at any point, early in the process, sometimes you come across good stories in the ANALYSIS phase.\n\nBut most often it's USUALLY in DESIGN. \n\nAll of us probably have some framework we use for making sure we’ve covered the basic principles of good instruction. I use Merrill’s FIRST PRINCIPLES.\n
- WHERE does this work happen in our design process? It can happen at any point, early in the process, sometimes you come across good stories in the ANALYSIS phase.\n\nBut most often it's USUALLY in DESIGN. \n\nAll of us probably have some framework we use for making sure we’ve covered the basic principles of good instruction. I use Merrill’s FIRST PRINCIPLES.\n
- WHERE does this work happen in our design process? It can happen at any point, early in the process, sometimes you come across good stories in the ANALYSIS phase.\n\nBut most often it's USUALLY in DESIGN. \n\nAll of us probably have some framework we use for making sure we’ve covered the basic principles of good instruction. I use Merrill’s FIRST PRINCIPLES.\n
- \n
- Merrill reviewed a number of instructional design theories and models in an attempt to identify underlying prescriptive principles common to all or most of these approaches. \n
- Merrill reviewed a number of instructional design theories and models in an attempt to identify underlying prescriptive principles common to all or most of these approaches. \n
- Merrill reviewed a number of instructional design theories and models in an attempt to identify underlying prescriptive principles common to all or most of these approaches. \n
- Merrill reviewed a number of instructional design theories and models in an attempt to identify underlying prescriptive principles common to all or most of these approaches. \n
- Merrill reviewed a number of instructional design theories and models in an attempt to identify underlying prescriptive principles common to all or most of these approaches. \n
- Merrill reviewed a number of instructional design theories and models in an attempt to identify underlying prescriptive principles common to all or most of these approaches. \n
- Merrill reviewed a number of instructional design theories and models in an attempt to identify underlying prescriptive principles common to all or most of these approaches. \n
- Merrill reviewed a number of instructional design theories and models in an attempt to identify underlying prescriptive principles common to all or most of these approaches. \n
- Merrill reviewed a number of instructional design theories and models in an attempt to identify underlying prescriptive principles common to all or most of these approaches. \n
- Merrill reviewed a number of instructional design theories and models in an attempt to identify underlying prescriptive principles common to all or most of these approaches. \n
- Merrill reviewed a number of instructional design theories and models in an attempt to identify underlying prescriptive principles common to all or most of these approaches. \n
- Merrill reviewed a number of instructional design theories and models in an attempt to identify underlying prescriptive principles common to all or most of these approaches. \n
- Merrill reviewed a number of instructional design theories and models in an attempt to identify underlying prescriptive principles common to all or most of these approaches. \n
- If you’re already familiar with Merrill’s 5 Principles, please stand up. You can restrain yourself and not give away the answers, but you can coach your table.\n\nWith your table group, answer this: what are the 5 most important and basic principles of good instruction. Take 2 minutes.\n
- Merrill reviewed a number of instructional design theories and models in an attempt to identify underlying prescriptive principles common to all or most of these approaches. \n\nsurvey of 1400 online courses in marriage relationships from five countries demonstrated that most of the instructional programs reviewed failed to implement even one of these principles\n
- Merrill reviewed a number of instructional design theories and models in an attempt to identify underlying prescriptive principles common to all or most of these approaches. \n\nsurvey of 1400 online courses in marriage relationships from five countries demonstrated that most of the instructional programs reviewed failed to implement even one of these principles\n
- Merrill reviewed a number of instructional design theories and models in an attempt to identify underlying prescriptive principles common to all or most of these approaches. \n\nsurvey of 1400 online courses in marriage relationships from five countries demonstrated that most of the instructional programs reviewed failed to implement even one of these principles\n
- Merrill reviewed a number of instructional design theories and models in an attempt to identify underlying prescriptive principles common to all or most of these approaches. \n\nsurvey of 1400 online courses in marriage relationships from five countries demonstrated that most of the instructional programs reviewed failed to implement even one of these principles\n
- Merrill reviewed a number of instructional design theories and models in an attempt to identify underlying prescriptive principles common to all or most of these approaches. \n\nsurvey of 1400 online courses in marriage relationships from five countries demonstrated that most of the instructional programs reviewed failed to implement even one of these principles\n
- Merrill reviewed a number of instructional design theories and models in an attempt to identify underlying prescriptive principles common to all or most of these approaches. \n\nsurvey of 1400 online courses in marriage relationships from five countries demonstrated that most of the instructional programs reviewed failed to implement even one of these principles\n
- Merrill reviewed a number of instructional design theories and models in an attempt to identify underlying prescriptive principles common to all or most of these approaches. \n\nsurvey of 1400 online courses in marriage relationships from five countries demonstrated that most of the instructional programs reviewed failed to implement even one of these principles\n
- Merrill reviewed a number of instructional design theories and models in an attempt to identify underlying prescriptive principles common to all or most of these approaches. \n\nsurvey of 1400 online courses in marriage relationships from five countries demonstrated that most of the instructional programs reviewed failed to implement even one of these principles\n
- Merrill reviewed a number of instructional design theories and models in an attempt to identify underlying prescriptive principles common to all or most of these approaches. \n\nsurvey of 1400 online courses in marriage relationships from five countries demonstrated that most of the instructional programs reviewed failed to implement even one of these principles\n
- Merrill reviewed a number of instructional design theories and models in an attempt to identify underlying prescriptive principles common to all or most of these approaches. \n\nsurvey of 1400 online courses in marriage relationships from five countries demonstrated that most of the instructional programs reviewed failed to implement even one of these principles\n
- Merrill reviewed a number of instructional design theories and models in an attempt to identify underlying prescriptive principles common to all or most of these approaches. \n\nsurvey of 1400 online courses in marriage relationships from five countries demonstrated that most of the instructional programs reviewed failed to implement even one of these principles\n
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- Nancy says that when she wrote slide:ology she thought the most pressing need was for people to learn to communicate ideas clearly, so they did not overwhelm an audience’s ability to process.\n \nShe calls Resonate a “prequel” to slideology, saying that the deeper problem was that people didn’t know how to build a meaningful story. [CLICK]\n
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- Clive Shepherd in his new book The New Learning Architect quotes Dr. Sebastian Graeb-Konneker, that learning design at Shell International is activity-driven, not content-driven, working back from the performance goal. \n
- Clive Shepherd in his new book The New Learning Architect quotes Dr. Sebastian Graeb-Konneker, that learning design at Shell International is activity-driven, not content-driven, working back from the performance goal. \n
- Clive Shepherd in his new book The New Learning Architect quotes Dr. Sebastian Graeb-Konneker, that learning design at Shell International is activity-driven, not content-driven, working back from the performance goal. \n
- Clive Shepherd in his new book The New Learning Architect quotes Dr. Sebastian Graeb-Konneker, that learning design at Shell International is activity-driven, not content-driven, working back from the performance goal. \n
- Clive Shepherd in his new book The New Learning Architect quotes Dr. Sebastian Graeb-Konneker, that learning design at Shell International is activity-driven, not content-driven, working back from the performance goal. \n
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- \n
- Here’s a bunch of riders just back from a REALLY great ride.\n\n
- You’re a NASA engineer. What would you say to the returning team of astronauts?\nSilly question, right? You can bet there’s going to be a major feedback session after a ride into space. \nThe comparison with your rally isn’t so far off. You’ve engineered the ride, sent them out to experience it and now the best way to find out what worked is to ask the riders: “Okay, tell us everything!”\nYour feedback program is as important to better rallies as NASA’s is to the space program.\n\n
- You’re a NASA engineer. What would you say to the returning team of astronauts?\nSilly question, right? You can bet there’s going to be a major feedback session after a ride into space. \nThe comparison with your rally isn’t so far off. You’ve engineered the ride, sent them out to experience it and now the best way to find out what worked is to ask the riders: “Okay, tell us everything!”\nYour feedback program is as important to better rallies as NASA’s is to the space program.\n\n
- \n
- \n
- \n
- \n
- \n
- \n
- [SNOWBALL FIGHT]\nWe’re going to start by sharing the wealth of what we’re already doing.\nGrab a sheet of paper and write your best idea (legibly because you’re going to give it away and someone else will be reading it) / wad it up into a ball / \nAre you ready for a blizzard of ideas? / We’re going to have a SNOWBALL FIGHT! / Throw and catch as many snowballs as you can in 30 seconds – GO!\n\nKeep one snowball, open and share with your table. Each table pick your favorite to share with the room. 1 MINUTE.\n
- \n
- Surprise – I’ve lured you here under false pretenses. I don’t have the the new approach completely worked out yet. I’ve lured you here to help me develop it. I propose that we work on it together in this session. \n\nSo if you came to sit back and listen, you’re welcome to leave now. If you’d like to work with me to figure out something new together, let’s get started.\n