course design and narrativity

1. WORKSHOP: Narrativity in
Course Design -Rikke Toft Nørgård &
Niels Henrik Helms
We are setting the scene
What is this about
Negotiating expectations
Defining roles
Folding and unfolding stories..

2. Designed Learning Paths vs
Learning Trajectories

3. Follow the Learner??

4. Storytelling performs the dual cultural functions of making the
strange familiar and ourselves public and distinctive.
If learners are encouraged to think about the different outcomes
that could have resulted from a set of circumstances, they are
demonstrating useability of knowledge about a subject.
Rather than just retaining knowledge and facts, they go beyond
them to use their imaginations to think about other outcomes, as
they don't need the completion of a logical argument to
understand a story. This helps them to think about facing the
future, and it stimulates the lecturer/teachers too.

5. We are never outside stories
Our lives are structured in time – we are thrown into time
Everything we do is structured in time
And then, and then, and then
Restructured through plots
And then this happened which meant – sensemaking the
timely bits

6. The overall story
When we participate in education we become educated – an
educated person
We are becomming someone - and someone in this fragmented
globalized world means someone different, someone who stands
out
We tell our story

9. Two groups with shared language but divided by ontology
Need to retell stories
Change perspective
Find the ”learners perspective” the stories they should or could
tell

11. The
Process
Indentify the Critical
Learning Incidents in
your course
Re-think them as events
in a story
Illustrate them on the
Storyboard
Use the graphic
facilitator

12. Back to the Stage
Narratives connect the educational intentions with the individual
understandings
We transform intentions and spaces into learning spaces and
learning expiriences
Understanding that learning takes place

13. The Challenge of Education and of
Learning Design
• The Intention – Education
• Framing for interaction
• Form for formatting for transcending the format
• The learner should meet the unknown, the unexpected – in a scaffolded way
• Learning environments should invite into estrangement
• Strangeness are transformed into
Become like the Others or get a
Future

14. Picture Credits:
https://guycookson.com/2015/06/26/design-vs-user-
experience/http://www.streetviewphotography.net/wp-
content/uploads/2013/11/Ivy-Wong.jpg Dourish, P. 2004. What We Talk About When
We Talk About Context. Personal and Ubiquitous Computing, 8(1), 19-30.
Helms, N.H., Heilesen, S. (2015). Velfærdsteknologi og læringsteknologi med MOOC
som eksempel i Eriksen, K. K., Hansbøl, M., Helms, N. H., Schlüntz, D. A. & Vestbo,
M. 2015 Velfærd, teknologi og læring: i et professionsperspektiv. University College
Sjælland, Sorø: UCSJ Forlag,
Syvanen, A., Nokelainen, P. & Ruohotie, P. (2005). From Mobile Learning to
Pervasive Learning Environments. In P. Kommers & G. Richards (Eds.),
Proceedings of EdMedia: World Conference on Educational Media and Technology
2005 (pp. 2960-2966). Association for the Advancement of Computing in
Education (AACE).
Winn, W. (2002). Learning in Virtual Environments: Embodyment, Embeddedness
and Dynamic Adoption. Tech.Inst. Cognition and Learning. Vol1.