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.

1. Twitter:@kkapp
Tools of Engagement: Storytelling,
Audience Response Systems, and
Learning Science
By Karl M. Kapp
April 2014

2. Design Takeaway Challenge
(helps with transferability)

3. Keeping Learners Involved:
Story, Questions, Content,
Team Progress

4. Game Elements?

6. 1) Story/Genre
2) Polling/Audience Input
3) Points/Winners/Teams
4) Mystery/Curiosity
5) Cliff Hanger

7. Storytelling

8. 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.

9. Parts of a Story…

10. Stories need
Characters…
Background
Multi-dimensional

12. Stories need Plot…
What is happening…

13. Stories need Tension…

14. Stories need Resolution…

15. Stories need Conclusion…

16. 1. Characters
Story Elements
5. Conclusion
2. Plot (something has to happen).
3. Tension
4. Resolution

17. Let’s Get
Started

18. meet Hir O’ Winn…
(read Heroine)

19. an accomplished
Professional
Team Player
Hospital Administrator
Slated for Promotion

20. Too Basic…

21. Too Advanced…

22. Too Late…

23. Sorry, had you
on mute, could
you repeat the
question.

24. meet Ann Tagonist…

25. an accomplished
Professional
Team Player
Member of the Organization
Member of Learning and Development Organization
Won Training AWARDS

26. an accomplished
Professional
Team Player
Member of the Organization
Member of Learning and Development Organization
Won Training AWARDSNumerous

27. They both work for…
Big Hospital

28. Ann’s Job is to create training
E-learning
Training Manuals
Classroom
instruction

32. Ann created a great library of
courses …

33. Ann Is… Frustrated
Still

34. Hir O’ Winn… won’t
take any classes Ann
Develops

35. DUH!

36. Scary problems…

37. Timing Issue …

38. Packaging Problem …

39. Transfer Problem …

40. I am
frustrated

41. So am I.

42. I Got It!

43. Self Serve Model …

44. 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

45. Clarification of
Terms
Tips and
Techniques
Advice from
Veteran
Employees
Frequently
Asked Questions
Posting/Collection of
of Valuable
Resources
Listing of Internal
Experts

46. Hir Learns when and how she
wants and gets Promoted…

47. Ann Tagonist…
Becomes CLO

48. Profits
Increase…

49. Now let’s begin implementing
Self-Serve Learning…

50. The End

51. Let’s Examine the
Elements of the Visual
Story

52. 1. Characters
Stories Need
5. Conclusion
2. Plot (something has to happen).
3. Tension
4. Resolution

53. Character Development who is this?
Background
One of the audience members
Successful, Confident

54. Use Characters to set mood and tone.

55. Blended Bullets

56. Connect with a habit of the audience

57. Additional Character Adds Tension

58. Linkindividual and corporate needs…

60. Graphical Bullets

61. Image conveys message of old and
outdated approach …

62. Why? is Ann frustrated …

63. Why? Won’t she take classes …

64. Now we provide an answer…
Sort of …

65. Visual Metaphor…

67. Visual Comparison …

68. Individual
Frustration…

69. More individual
Frustration…
Everybody is Frustrated…

70. Moment of Calm…

71. Realization of Solution…

72. The Resolution…

73. Happy Conclusion…

74. Call to Action…

76. 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.

77. 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.

78. Storytelling Exercise
Craft a brief story (2 paragraphs) to
convey an instructional objective.
Handout

81. Let’s Play
Fact or Fishy…
Example
One:

82. Rules
• A statement is presented
– Choose the best response
• Text Keyword Response:
– To 37607
Take out
your text-
machines
Standard Texting Fees
Apply!

83. Two Teams
teama teamb

84. 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

87. First decision about this dragon slaying
game is how to start the game…what
should the players first in-game
experience be?
Example
Two:

88. 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.

90. Why does this answer make
sense?
Not Sure?

91. 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.

92. 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.

93. 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

94. C. Call for assistance.

95. People are motivated when they have
autonomy, mastery and relatedness.
Interactivity motivates learners because…

96. 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

98. Why is our
inventory forecast
so wrong?

99. Because your team
misjudged the level of
scrap.

100. And Sales over
estimated demand!

101. 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)