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Creating Relevance Through Narrative
Introductions
Bill CochranMultimedia Design Manager at Wiley Education Services
Luke CableSr. Learning
Designer at Wiley Education Services
Cullen GrinnanPh.D., LPC-S, NCC
Associate Professor, School Counseling
Program
What We’re Going to Talk About Today
• Using narratives to help students understand
complexity and demonstrate relevance
• Practical considerations of integrating narrative into
curriculum
• A framework we use for helping course developers
generate relevant, engaging narratives
• Some examples of scenario-based narratives
What do we mean when we
say narrative?
Narrative Creates
Connection
PREMISE
1
• Storytelling gets us out of conceptual boilerplate
• Students’ social presence in the online community
• Storytelling creates social presence by creating
bridges of understanding
Garrison, D. R. (2007). Online Community of Inquiry Review: Social, Cognitive, and Teaching
Presence Issues. Journal of Asynchronous Learning Networks, 11(1), 61-72.
Lowenthal, P. R., & Dunlap, J. C. (2010). From pixel on a screen to real person in your students'
lives: Establishing social presence using digital storytelling. The Internet and Higher Education,
13(1), 70-72.
People are Hardwired to
Respond to Narrative
PREMISE
2
• Humans are storytellers and our natural empathy makes us respond to stories
• Not only do stories make content relevant and accessible,they also provide the emotional spark that trigger whenlearning needs to happen.
• Present conceptual information without a story will not engage the students in evaluating and considering their own schemas.
Schank, R. (1990). Tell Me a Story: Narrative and Intelligence. Evanston, IL: Northwestern University Press.
Storytelling Supports
Cognitive Learning
PREMISE
3Stories transmit a mental
model of how the world
works that students
engage with as they
evaluate their own mental
schemas.
Schank, R. (1990). Tell Me a Story: Narrative
and Intelligence. Evanston, IL: Northwestern
University Press.
Thanks for the theory, guys.
But I need some help: I’m working on an
ethics course that’s part of a master’s in
technology management.
The class is organized around real-tech
cases, but with technology being the fluid
field that it is, our cases are becoming
out of date almost as quickly as we can
update our syllabi.
One of the missions of our program is to
provide practical, relevant learning and
I’m having a hard time finding authentic
practice opportunities.
Our Solution
This sounds great…
but I don’t know if this
is going to work with
my school’s systems.
We have a really bare-
bones LMS and we
don’t have a budget for
any fancy media.
Narrative is Media and
Platform Agnostic
OLLU MEdSC Program:
Ethical Issues in Counseling
First
Session
Does anything that
Evan said warrant
reporting / breaking
confidentiality?
Evan is a 40-year-old man seeking individual counseling. He
states that his husband is "forcing" him to attend counseling
since they have been fighting so much. During the session,
he discloses that he has had multiple affairs …
Is there an
obligation to
report? Is this an
ethical dilemma?
Evan continues to come to counseling. Following the session
where he states that he will take someone out for drinks, he
states that he did take the other person out and that they …
Is there a dilemma
here? If so, what is
it? If not, why not?
There has been a month off for Evan; he has not seen you in
four weeks. … He asks if you will talk to the partner and
explain that Evan had no control over his behavior. … He is
willing to sign whatever …
Second
Session
Third
Session
So maybe technology isn’t
as much of an issue as I
thought.
But I don’t have experience
creating online narrative
content or a background in
creative writing.
These are graduate
students. My concern is that
scenarios or narrative
examples will seem
contrived or childish.
Where do I even start?
A Few
Practical
Steps
Consider The Output
You Want From Your
Students
STEP
1
• Some light application within a scaffolded,
formative assessment opportunity?
• A written analysis for a summative assessment?
Develop Decision Points
Framework
STEP
2
• This is a framework that helps you identify all
the elements you need for a good instructional
scenario or narrative example.
• Let’s talk a look at a concrete example on the
next slide …
Sample Dialogue Decision Making Context
Optimal Behavior
Rationale Critical Mistake Misconception
Student: “Hey, I’m finished with my rotation. I was wondering if you had any thoughts about my performance”
A Student has completed a month long period of work.
Teacher has the opportunity to start feedback interaction…
Teacher proactively uses the Ask Tell Ask Framework before this point.
ATA framework a tool that helps structure feedback in a way that’s heard.
Feedback is an expected and established part of the learning environment.
The Teacher does not proactively provide feedback.
Feedback will happen organically.
Feedback is the responsibility of others.
Teacher: Let’s talk here. There are probably some areas where you could have done better, but I thought you did fine. You definitely need to work on your relationship with the nursing staff.
Teacher is starting a feedback interaction with a student.
There decision about how to contextualize and frame the interaction – do you conduct the conversation in private or in public.
Teacher asks the learner to assess his own performance first in a private, safe environment.
Feedback can’t be accepted outside of a safe environment and a safe space.
Teacher starts conversation in public or by complimenting what the student did well before moving into critical feedback (which is not the Ask Tell Ask model).
The compliment sandwich mode of providing feedback is as effective as the Ask Tell Ask model.
Decision Points Framework
Example
Tie Decision Points
Together with Story
STEP
3
Creative writing becomes the connective tissue between decision points.
When you’re writing:● Let the learner imagine themselves in the scenario● Start with action● Have a decision within the first thirty seconds● Don’t punish the learner for decisions they didn’t make.● Minimize the cognitive load with the fewest characters
possible
Before we get to some examples…
Any questions?
Scenario
Gallery
School of Medicine:
Medical Residency Education
OLLU MEdSC Program:
Career Awareness
Statistics:
Course-Level Scenario
Branch Track:
Branching Formative Assessment
Questions and Discussion