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Storytelling frameworks for digital pedagogies

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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.

Published in: Education, Technology
  • Hi Patricia,

    I'm a teacher educator in Queensland Australia and am very impressed by what you have put together with this presentation.
    I was wondering if you would give me permission to adapt what you have here and make it into a voice narrated slidecast as it tells the digital storytelling better than any other resource I've found to date?

    I would of course provide the appropriate attribution.

    Best,

    Scot. Aldred
    CQUniversity Australia.
       Reply 
    Are you sure you want to  Yes  No
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Storytelling frameworks for digital pedagogies

  1. 1. STORIES Storytelling Frameworks for Digital Pedagogies Dr. Patricia McGee (UTSA) IOL Conference Austin, TX 5.21.2009
  2. 2. Learning across life through stories
  3. 3. Who are we? • Educator • Technical staff • Instructional Designer • Developer • Other
  4. 4. Cultural identity Personal narrative Knowledge Collective consciousness management Lifelong learning
  5. 5. 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
  6. 6. Digital Pedagogies … those instructional frameworks that are used specifically within technology-mediated learning settings. • Connectivism • Gaming • Virtual/immersive • Informal learning
  7. 7. 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
  8. 8. Storytelling as.. Product Process Instructional Framework Community
  9. 9. How can we make sure learning happens?
  10. 10. How instruction typically gets attention
  11. 11. There will be a test!
  12. 12. There will be a test!
  13. 13. What What Transfer of students learning students know can do Facts Critical thinking Procedures Problem solving Principles Creative thinking Strategies
  14. 14. Stories & Real World • What to do + why to do it • What is valued • Often informal yet enculturated o Measurement of what is known o Indicator of what knowledge means o Conveyor of authority structure
  15. 15. Story as… scenario problem
  16. 16. Traditions Values Norms Integrated real world Individual situations history and human response Rationale for Change/Action
  17. 17. Shared Community Culture Knowledge • Practice & • History & • Intellectual Learning Reference capital
  18. 18. Shared Community Culture Knowledge • Mentoring • Creating new • Bookmarking • Collaborating and enduring • Notetakng contributions
  19. 19. Publication Model of Community Learner Peer Critique Dissemination construction
  20. 20. Portfolio Model of Community Learner Peer/Expert Critique Dissemination Collection/Reflection
  21. 21. Structure and Design What works
  22. 22. What we know about stories … Beginning – Middle -End Characters Context/environment cues Attention getting devices MEMORABLE
  23. 23. A Dramatic Question 7 elements of storytelling Pacing Emotional Content Point of View Gift of Economy Voice Power of Sound The Center for Digital Storytelling
  24. 24. structure design
  25. 25. Empirical Evidence Fidelity
  26. 26. Connect Empirical message to Evidence details Fidelity
  27. 27. Connect message to details Connect Empirical consequence to Evidence message Fidelity
  28. 28. Connect Connect message to consequence details to message Empirical Values relate Evidence to listener Fidelity
  29. 29. Connect consequence to message Connect Values relate message to to listener details Empirical Aspired Evidence Fidelity values
  30. 30. Connect consequence to message Connect Values relate message to to listener details Empirical Aspired Evidence Fidelity values
  31. 31. Design Frameworks Learner Designer • Citizen Journalism • Inquiry • How-to teaching • Learner as Expert/ others SME • Persuasion • Debate • Puzzle • Mystery
  32. 32. Journalistic Storytelling
  33. 33. Connect outcome to goal Connect Values relate objective to to learner process Real world Learning Aspired Connections Design values
  34. 34. Is a digital story ever done? Re-telling and learning
  35. 35. Re-telling Legend Parable Fable
  36. 36. Re-telling? Different archetypes?
  37. 37. (Pearson, 1998) Archetypal plots Archetype Plot Structure Gift Orphan How I suffered Resilience How I survived Wanderer How I escaped Independence How I found my way in the world Warrior How I achieved my goals Courage How I defeated my enemies Altruist How I gave to others Compassion How I sacrificed Returned How I found happiness Faith The promised land Innocent Magician How I changed my world Power
  38. 38. Design Frameworks Learner Pedagogy • Self-reflection • Peer feedback/interv • Journalism iewing • Creative • Peer reviews Writing • Connected • Multiple POVs storytelling
  39. 39. Does it matter how a story is told? Process and intention
  40. 40. Telling a fable Message Turning Point Context Context (3) Reverse/Resolve Message (3) Slogan (Snowden, 2004)
  41. 41. Story structure frameworks Histrionic Digressive Polytrophic Teleological
  42. 42. Dialogic storytelling Type Dialogue as Inclusive-divergent Conversation Inclusive-convergent Inquiry Critical-divergent Debate Critical-convergent Instruction Burbules (1983)
  43. 43. O’Neill, 2002 HIGH Need Fulfillment TIME A Script Epic R LOW HIGH C Color Color S Descriptive Anecdotal Keller, 1999 LOW Need Fulfillment
  44. 44. ? Heuristic Algorithm
  45. 45. Socratic Method Case- Scenario- based based Problem- based
  46. 46. Just because we use a method Doesn’t mean we are telling an effective story or that students are learning
  47. 47. Telling + teaching ENGAGEMENTof the listener/learner through multiple means PREPARATION of the listener/learner for future learning
  48. 48. Co-narration Select story Individually (spontaneous Reflect Tell the story reflect upon or in together the story advance) Determine story (in Tell the story advance or (guide Individually Reflect in the listeners reflect upon together moment- about what the story teller OR to attend to) listeners)
  49. 49. What about the learners?
  50. 50. Focus on discrete details Capture empirical Novices information Focus on the use of formulas and previously learned strategies Operate at lower levels of thinking Caveat: Learners are not novices at everything
  51. 51. Have deep and complex memory of information Have situational and Experts 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
  52. 52. Routine • Automatic recall • Declarative knowledge Expertise • Predictable situations Adaptive • Connective thinking • Non-declarative Expertise • Unpredictable (Hatano, 1998)
  53. 53. Mental Function and Skill Level: Five Stage Model (Dreyfus & Dreyfus, 1980, p. 15)
  54. 54. SOLO Taxonomy Structure of Observed Learning Outcomes Pre- Uni- Multi- Extended Relational structural structural structural Abstract
  55. 55. HURRIER Model of Listening Respond Hear Evaluate TRANSFER Understand Interpret Remember
  56. 56. Process of Digital Processing See/h Contribute ear Evaluate/Rate TRANSFER Comment Connect to Identify other details
  57. 57. Design Frameworks Learner Pedagogy Portfolio Peer/Expert critique Cases Cooperation Debate Collaboration Problem Solving Distributed intelligence Portfolio
  58. 58. Engage
  59. 59. Public Owned Interpreted Collaborative/ Communicative Cooperative/P articipative
  60. 60. Situational Awareness
  61. 61. Transfer/Apply
  62. 62. MIT Museum w/o Walls
  63. 63. Critical Reflection Question accepted assumptions Reframe Replace Take on alternative perspectives (Brookfield 1987, 1991, 1995) Ideas, actions, forms of reasoning and ideologies Understand natural vs. hegemonic Think outside the box
  64. 64. Critical Reflection Question accepted assumptions Citizen reporting Collaborative writing Take on alternative perspectives (Brookfield 1987, 1991, 1995) Virtual/Immersive Worlds Understand natural vs. hegemonic Intergenertional/ Cross-cultural Interactions
  65. 65. Connectedness Wisdom Understanding principles Knowledge Understanding patterns Information Understanding relations Understanding Data (Bellinger, Castro & Mills, 2004)
  66. 66. 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.
  67. 67. Contributive Pedagogy • Social Justice Action • Citizen Journalism • Mentoring • How-to Teaching • Social Network
  68. 68. Jennifer Poo
  69. 69. Thank you!
  70. 70. Patricia.mcgee@utsa.edu

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