Tools of Engagement: Storytelling, Audience Response Systems and Learning Science

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In this presentation, the attendees will:
-Learn how to craft an instructional story that is based on learning science to engage, motivate and educate learners.

-Learn three methods of using an audience response system to engage learners through stories and games.

Published in: Education

Tools of Engagement: Storytelling, Audience Response Systems and Learning Science

  1. 1. Twitter:@kkapp Tools of Engagement:  Storytelling,  Audience Response Systems, and  Learning Science By Karl M. Kapp April 2014
  2. 2. Storytelling
  3. 3. Researchers have found that the  human brain has a natural affinity for  narrative construction. Yep, People tend to remember facts  more accurately if they encounter  them in a story rather than in a list. And they rate legal arguments as more  convincing when built into narrative  tales rather than on legal precedent. Carey, B. (2007) this is Your Life (and How You Tell it). The New York Times. Melanie Green  http://www.unc.edu/~mcgreen/research.html. Chapter 2 “The Gamification of Learning and  Instruction. 
  4. 4. 1. Characters Story Elements 5. Conclusion 2. Plot (something has to happen). 3. Tension 4. Resolution
  5. 5. Let’s Get  Started
  6. 6. meet Hir O’ Winn… (read Heroine) 
  7. 7. an accomplished Professional Team Player Hospital Administrator Slated for Promotion
  8. 8. Too  Basic…
  9. 9. Too Advanced…
  10. 10. Too Late…
  11. 11. Sorry, had you  on mute, could  you repeat the  question.
  12. 12. meet Ann Tagonist…
  13. 13. an accomplished Professional Team Player Member of the Organization Member of Learning and Development Organization Won Training AWARDS
  14. 14. an accomplished Professional Team Player Member of the Organization Member of Learning and Development Organization Won Training AWARDSNumerous
  15. 15. They both work for… Big Hospital
  16. 16. Ann’s Job is to create training E‐learning Training Manuals Classroom instruction
  17. 17. Ann created a great library of courses …
  18. 18. Ann Is… Frustrated Still
  19. 19. Hir O’ Winn… won’t take any classes Ann Develops
  20. 20. DUH!DUH!
  21. 21. Scary problems…
  22. 22. Timing Issue …
  23. 23. Packaging Problem …
  24. 24. Transfer Problem …
  25. 25. I am  frustrated
  26. 26. So am I. 
  27. 27. I Got It!
  28. 28. Self Serve Model …
  29. 29. Real‐time access to people Quick question Broadcasting Thoughts and Opinions Sending Yourself  Reminders. Mentoring Reach across silos of  information Answering one question leads to more questions
  30. 30. Clarification of  Terms Tips and  Techniques Advice from  Veteran Employees Frequently  Asked Questions Posting/Collection of of Valuable Resources Listing of Internal  Experts
  31. 31. Hir Learns when and how she wants and gets Promoted…
  32. 32. Ann Tagonist… Becomes CLO
  33. 33. Profits Increase…
  34. 34. Now let’s begin implementing Self-Serve Learning…
  35. 35. The End
  36. 36. Let’s Examine the  Elements of the Visual  Story
  37. 37. Parts of a  Story…
  38. 38. Stories need Characters…
  39. 39. Stories need Plot… What is happening…
  40. 40. Stories need Tension…
  41. 41. Stories need Resolution…
  42. 42. Stories need Conclusion…
  43. 43. 1. Characters Stories Need 5. Conclusion 2. Plot (something has to happen). 3. Tension 4. Resolution
  44. 44. Character Development who is this? Background One of the audience members Successful, Confident
  45. 45. Use Characters to set mood and tone.
  46. 46. Blended Bullets
  47. 47. Connect with a habit of the audience
  48. 48. Additional Character Adds Tension
  49. 49. Linkindividual and corporate needs…
  50. 50. Graphical Bullets
  51. 51. Image conveys message of old and  outdated approach …
  52. 52. Why? is Ann frustrated …
  53. 53. Why? Won’t she take classes …
  54. 54. Now we provide an answer… Sort of …
  55. 55. Visual Metaphor…
  56. 56. Visual Comparison …
  57. 57. Individual Frustration…
  58. 58. More individual Frustration… Everybody is Frustrated…
  59. 59. Moment of Calm…
  60. 60. Realization of Solution…
  61. 61. The Resolution…
  62. 62. Happy Conclusion…
  63. 63. Call to Action…
  64. 64. Story Type Goal of Story Expressive Teach content or convey existing  information.  Strategic Promote certain ways of working or  thinking—cultural shifts. Reflective Captures complexities embedded  within a situation or points out  absurdities of a current state of affairs.  Transformative Describe a possible new future or a  new way of operating. Alterio,  Maxine & McDrury, Janice. Learning Through Storytelling in Higher Education:  Using Reflection and Experience to Improve Learning. Routledge. 2003.
  65. 65. Become a Story Connoisseur—Observe how movie  makers, television directors, and novelists craft stories.  Ask to Hear Stories—When debriefing a person providing  information for a course, ask for stories illustrating key  points.  Ask Story Questions—Stories follow a structure, ask  structured questions around which stories are built.
  66. 66. Storytelling Exercise Craft a brief story (2 paragraphs) to  convey an instructional objective. Handout
  67. 67. Let’s Play Fact or Fishy… Example   One:
  68. 68. Rules • A statement is presented – Choose the best response • Text Keyword Response: – To 37607 Take out  your text‐ machines Standard Texting Fees  Apply! 
  69. 69. Two Teams teama teamb
  70. 70. How To Respond via Texting 1. Polleverywhere has no access to your phone number 2. Capitalization doesn’t matter, but spaces and spelling do TIPS Amaze Inamaze alright Amaze
  71. 71. First decision about this dragon slaying game is how to start the game…what should the players first in-game experience be? Example   Two:
  72. 72. You have two choices: Tell the player three things he/she needs to know about slaying dragons. or Begin with a fight between the player and a small, dangerous dragon.
  73. 73. Why does this answer make sense? Not Sure?
  74. 74. Good game designers know that games are engaging because they require action right away. Action draws in the player and encourages further engagement. Start by battling a dragon.
  75. 75. Research indicates that learners who used interactive games for learning had the greater cognitive gains over learners provided with traditional classroom training. Vogel, J. J., Vogel D.S., Cannon‐Bowers, J., Bowers, C.A., Muse, K., & Wright, M. (2006). Computer gaming and  Interactive simulations for learning: A meta‐analysis. Journal of Educational Computing Research, 34(3), 229‐243. 
  76. 76. What is the right next step?  A. Check the patient  for unresponsiveness.  B. Push down on the  center of the chest.  C. Call for assistance.  Example   Three
  77. 77. C. Call for assistance. 
  78. 78. People are motivated when they have  autonomy, mastery and relatedness. Interactivity motivates learners because…
  79. 79. That’s called Self‐Determination Theory Deci, E. L., & Ryan, R. M. (2000). The 'what' and 'why' of goal pursuits:  Human needs and the self‐determination of behavior. Psychological Inquiry, 11, 227‐268
  80. 80. Here is a recap… 1) Stories are powerful tools for learning  (character, plot, tension, resolution,  conclusion) 2) Construct the right type of story  (Expressive, Strategic, Reflective,  Transformative) 3) Create interactivity with audience  response software (True/False, Forced  Decision and Branching)

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