Storytelling: Difference between revisions
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''Storytelling'' has come into use in designing [[Human-computer interaction#Story-based design |human-computer interactions]] and in education and training as a research tool to access memories on experience that can then be used in [[Reflection | reflective practices]]. | |||
See also [[Narrative]]. | |||
==Storytelling in instructional design== | |||
For example stories and anecdotes can be used to '' reveal a users-eye view of the landscape, and, provide an extremely effective way for getting people--both users and designers--involved and talking with one another.'' | For example stories and anecdotes can be used to '' reveal a users-eye view of the landscape, and, provide an extremely effective way for getting people--both users and designers--involved and talking with one another.'' | ||
[[Genre theory |genre]] of anecdote is used for its capacity to : | |||
# force the writer ''to distill the essence of the event'' | # force the writer ''to distill the essence of the event'' | ||
# distillation process provides opportunity for analysis, revelation of embedded stories, bringing to light and formulation of understandings previously unclear. | # distillation process provides opportunity for analysis, revelation of embedded stories, bringing to light and formulation of understandings previously unclear. | ||
Revision as of 15:35, 6 March 2007
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Storytelling has come into use in designing human-computer interactions and in education and training as a research tool to access memories on experience that can then be used in reflective practices.
See also Narrative.
Storytelling in instructional design
For example stories and anecdotes can be used to reveal a users-eye view of the landscape, and, provide an extremely effective way for getting people--both users and designers--involved and talking with one another.
genre of anecdote is used for its capacity to :
- force the writer to distill the essence of the event
- distillation process provides opportunity for analysis, revelation of embedded stories, bringing to light and formulation of understandings previously unclear.
- anacdote are situated in context and detail, providing both example and the building of a shared repertoire to use in the examination of one's belief systems and their evolution. See Community of practice.
Anecdotes can be shared and written collaboratively to encourage critical thinking encouraged the learners to move through the technical, contextual and confrontational levels of reflection to uncover and clarify their understandings of the events described in the anecdote.. (McGill)
The features of an anecdote are as follows:
1. it is a very short and simple story 2. it usually relates one incident 3. it begins close to the central idea 4. includes important concrete detail 5. it often contains several quotes 6. it closes quickly after the climax 7. it requires punctum for the punch line (van Manen 1999, p.20 in McGill 2000)
Stories in problem solving
Instructional design models as varied as methodologies such as Merrill's First principles of instruction, pedagogical strategies like Constructivism, Socio-constructivism, Situated learning like situated learning, and pedagogical scenarios involving microworlds all rely use storytelling to create a problem-solving context.
Stories and storytelling are useful pedagogical tools for problem-based and case-based learning.
See Role of narrative in learning.
References
- Erickson, T. (1999). Rhyme and Punishment: The Creation and Enforcement of Conventions in an On-Line Participatory Limerick Genre [1]
- Jonassen, D., Hernandez-Serrano, J. (2002). Case-Based Reasoning and Instructional Design: Using Stories to Support Problem Solving. ETR&D, Vol. 50, No.2, pp.65-77