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

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This breakout session will examine tools instructors can use to help motivate students, engage learners and bring the classroom to life using techniques that are backed by learning science research. The session will provide hands-on work with an audience response system and discuss digital, in-class storytelling techniques.

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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. Design Takeaway Challenge (helps with transferability)
  3. 3. Keeping Learners Involved: Story, Questions, Content, Team Progress
  4. 4. Game Elements?
  5. 5. 1) Story/Genre 2) Polling/Audience Input 3) Points/Winners/Teams 4) Mystery/Curiosity 5) Cliff Hanger
  6. 6. Storytelling
  7. 7. 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.
  8. 8. Parts of a Story…
  9. 9. Stories need Characters… Background Multi-dimensional
  10. 10. Stories need Plot… What is happening…
  11. 11. Stories need Tension…
  12. 12. Stories need Resolution…
  13. 13. Stories need Conclusion…
  14. 14. 1. Characters Story Elements 5. Conclusion 2. Plot (something has to happen). 3. Tension 4. Resolution
  15. 15. Let’s Get Started
  16. 16. meet Hir O’ Winn… (read Heroine)
  17. 17. an accomplished Professional Team Player Hospital Administrator Slated for Promotion
  18. 18. Too Basic…
  19. 19. Too Advanced…
  20. 20. Too Late…
  21. 21. Sorry, had you on mute, could you repeat the question.
  22. 22. meet Ann Tagonist…
  23. 23. an accomplished Professional Team Player Member of the Organization Member of Learning and Development Organization Won Training AWARDS
  24. 24. an accomplished Professional Team Player Member of the Organization Member of Learning and Development Organization Won Training AWARDSNumerous
  25. 25. They both work for… Big Hospital
  26. 26. Ann’s Job is to create training E-learning Training Manuals Classroom instruction
  27. 27. Ann created a great library of courses …
  28. 28. Ann Is… Frustrated Still
  29. 29. Hir O’ Winn… won’t take any classes Ann Develops
  30. 30. DUH!
  31. 31. Scary problems…
  32. 32. Timing Issue …
  33. 33. Packaging Problem …
  34. 34. Transfer Problem …
  35. 35. I am frustrated
  36. 36. So am I.
  37. 37. I Got It!
  38. 38. Self Serve Model …
  39. 39. 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
  40. 40. Clarification of Terms Tips and Techniques Advice from Veteran Employees Frequently Asked Questions Posting/Collection of of Valuable Resources Listing of Internal Experts
  41. 41. Hir Learns when and how she wants and gets Promoted…
  42. 42. Ann Tagonist… Becomes CLO
  43. 43. Profits Increase…
  44. 44. Now let’s begin implementing Self-Serve Learning…
  45. 45. The End
  46. 46. Let’s Examine the Elements of the Visual Story
  47. 47. 1. Characters Stories Need 5. Conclusion 2. Plot (something has to happen). 3. Tension 4. Resolution
  48. 48. Character Development who is this? Background One of the audience members Successful, Confident
  49. 49. Use Characters to set mood and tone.
  50. 50. Blended Bullets
  51. 51. Connect with a habit of the audience
  52. 52. Additional Character Adds Tension
  53. 53. Linkindividual and corporate needs…
  54. 54. Graphical Bullets
  55. 55. Image conveys message of old and outdated approach …
  56. 56. Why? is Ann frustrated …
  57. 57. Why? Won’t she take classes …
  58. 58. Now we provide an answer… Sort of …
  59. 59. Visual Metaphor…
  60. 60. Visual Comparison …
  61. 61. Individual Frustration…
  62. 62. More individual Frustration… Everybody is Frustrated…
  63. 63. Moment of Calm…
  64. 64. Realization of Solution…
  65. 65. The Resolution…
  66. 66. Happy Conclusion…
  67. 67. Call to Action…
  68. 68. 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.
  69. 69. 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.
  70. 70. Storytelling Exercise Craft a brief story (2 paragraphs) to convey an instructional objective. Handout
  71. 71. Let’s Play Fact or Fishy… Example One:
  72. 72. Rules • A statement is presented – Choose the best response • Text Keyword Response: – To 37607 Take out your text- machines Standard Texting Fees Apply!
  73. 73. Two Teams teama teamb
  74. 74. 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
  75. 75. First decision about this dragon slaying game is how to start the game…what should the players first in-game experience be? Example Two:
  76. 76. 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.
  77. 77. Why does this answer make sense? Not Sure?
  78. 78. 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.
  79. 79. 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.
  80. 80. 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
  81. 81. C. Call for assistance.
  82. 82. People are motivated when they have autonomy, mastery and relatedness. Interactivity motivates learners because…
  83. 83. 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
  84. 84. Why is our inventory forecast so wrong?
  85. 85. Because your team misjudged the level of scrap.
  86. 86. And Sales over estimated demand!
  87. 87. 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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