Storytelling as an Instructional Method In Search of

Storytelling as an Instructional Method: In Search of Theoretical and Empirical Foundations WELCOME Dr. Dee Andrews Senior Scientist Air Force Research Laboratory 1

Purpose and Goals of the Workshop Purpose - explore storytelling as an instructional technique – what do we believe theoretically and know empirically? Goals • • Form key research questions is there a theory of storytelling as instruction? If not, should there be, and can there be? define empirical gaps – why does it work so well? 2

Purpose and Goals of the Workshop (cont. ) Key questions continued: – What are the features and characteristics of stories that make them work? – How can we make them more instructionally effective 3

Administration • • Workshop Agenda is in your packets • Dinner at 6: 30 pm – 8: 30 pm Ms. Brooke Castaneda from the Cognitive Engineering Research Institute can help with all admin details – Group Dinner at Anzio Landing Italian Restaurant (please allow for a 15 minutes drive) – Falcon Field Airport – 2613 N. Thunderbird Cir. Mesa, 4

Presentations • Gagne’s Theories of Instruction and Campbell’s Theories of Mythology: How They Help Us Understand Why Stories Work in Teaching • Dee Andrews, Air Force Research Laboratory • Design Theory for Story Based Instruction • Charles Reigeluth, Indiana University • William Watson, Indiana University/Purdue University at Indianapolis • Scenario Based Training – Lessons from Development and Implementation • Alan Spiker, Anacapa Sciences, Inc. 5

Presentations (cont. ) • What’s So Special About Stories? A Review of Relevant Cognition Literature • Russell Branaghan, Arizona State University • AXL. Net: Web-Enabled Multimedia Case Method Instruction for Accelerating Tacit Knowledge Acquisition in Leaders • Julia Kim, (Randy Hill) University of Southern California • Interactive Storytelling for Experience Management in Virtual World Training Simulations • Mark Riedl, University of Southern California • Tactical Knowledge Elicitation • Barbara Black, Army Research Institute 6

Presentations (cont. ) • Interactive Digital Storytelling: Synthesizing Storytelling Theory, Training Theory, and Video Game Design Theory • William Watson, Indiana University/Purdue University at Indianapolis • IMAT – Interactive Multisensor Analysis and Training • Sandra Wetzel-Smith and Wallace Wulfeck, Space and Navy Warfare Systems Center • Generating and Assessing Stories in Support of Instruction • J. Michael Spector, Florida State University 7

Breakout Groups • • Scenario-based learning Problem-based learning Narrative-based learning Case-based learning 8

Breakout Groups • Definition – Define the instructional method (i. e. , case, scenario, narrative, or problem) and discuss how the method is typically used in learning situations. Try to find consensus among group members regarding the definition. – Discuss various theories that support the instructional method. – Address any theory gaps. If there any theory gaps, what needs further development? 9

Breakout Groups (cont. ) • Research – What research issues exist for the instructional method? – Again, address any theories gaps that may exist. What needs to be done to fill such gaps? – Create a list describing some examples of research studies that could/should be performed to increase our knowledge of how and when the instructional method might be best be used. 10

Breakout Groups (cont. ) • Approach – How should we go about addressing the research questions formed the day before? – Which research approach may work better: qualitative or quantitative approaches? Or both? – Develop some general research designs for the instructional method. 11

Breakout Groups (cont. ) • Real World Applications – If we can do the research that we have outlined in the first three sessions, what are the overall applications? – What are the different applications that could exist in different contexts (e. g. , business, law, military, medical, etc. )? 12

Breakout Groups (cont. ) • Real World Applications (cont. ) – How do we foresee these applications being generated? – If we do such research, what difference does it really make? – Are there possible metrics for determining the “real world” impact? How can we measure if it really makes a difference? 13

Gagne’s Theories of Instruction and Campbell’s Theories of Mythology: How they help us understand stories of instruction Dr. Dee H. Andrews Senior Scientist Human Effectiveness Directorate Air Force Research Laboratory 14

Joseph Campbell’s Mythic Storytelling Patterns • “Mythologist” or “mythographer” who examined great stories from around the world – – “The Hero with a Thousand Faces” “The Hero’s Journey” “The Mythic Image” “Joseph Campbell and the Power of Myth with Bill Moyers” • All stories have the same patterns 15

Joseph Campbell’s Mythic Storytelling Patterns (cont. ) • Twelve stages of the hero myth 1. Hero introduced to his ordinary world 2. Call to adventure 3. Reluctant hero 4. Hero encouraged by wise old man 5. Hero passes first threshold 6. Hero encounters tests and helpers 16

Joseph Campbell’s Mythic Storytelling Patterns (cont. ) 7. Hero reaches perilous place 8. Hero undergoes serious test 9. Hero takes control of the prize 10. Hero makes final escape 11. Hero is transformed by the quest 12. Hero uses prize to benefit mankind 17

Joseph Campbell’s Mythic Storytelling Patterns (cont. ) • Carl Jung – All cultures and their myths have “archetypes” – These archetypes of myths (e. g. , hero-myth, young hero, evil nemesis) map to the archetypes of the human mind – Hence, all myths have psychological power because they map our psyches – Come from a collective unconsciousness • Key questions all mankind asks 18

Robert Gagne’s Theories of Instruction • Learning is a change in human disposition or capability which is not simply ascribable to processes of growth. • Different types of learning – 5 domains • Each domain of learning requires different conditions of learning • Internal conditions - learning • External conditions - instruction 19

Gagne’s Domains of Learning • • • Verbal information Motor skills Intellectual skills – Discrimination – Concepts (concrete and defined) – Rule Using X – Problem solving X • • Cognitive strategies Attitudes X X 20

Gagne’s Events of Instruction (1) gaining attention (reception) X (2) informing learners of the objective (expectancy) X (3) stimulating recall of prior learning (retrieval) (4) presenting the stimulus X (selective perception) (5) providing learning guidance X (semantic encoding) 21

Gagne’s Events of Instruction (cont. ) (6) eliciting performance (responding) (7) providing feedback (reinforcement) (8) assessing performance (retrieval) (9) enhancing retention and transfer (generalization) X 22

Gagne’s Conditions of Learning – Intellectual Skills • Intellectual Skills – Call attention to distinctive features. – Stay within the limits of working memory. – Stimulate the recall of previously learned component skills. – Present verbal cues to the ordering or combination of component skills. – Schedule occasions for practice and spaced review. – Use a variety of contexts to promote transfer 23

Gagne’s Conditions of Learning – Cognitive Strategies • • Describe or demonstrate the strategy. • Provide informative feedback as to the creativity or originality of the strategy or outcome. Provide a variety of occasions for practice using the strategy. 24

Gagne’s Conditions of Learning – Attitudes • Establish an expectancy of success associated with the desired attitude. • Assure student identification with an admired human model. • Arrange for communication or demonstration of choice of personal action. • Give feedback for successful performance; or allow observation of feedback in the human model. 25

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Mission Effective Performance Naturalistic Learning Environment Live, Virtual, & Constructive Modeling & Simulation Mission Critical Training, Rehearsal, & Aiding Continuous Learning & Aiding Immersive Technologies Training & Rehearsal Behavioral Representations Performance Aiding 29