The Story-based Learning Object-mentalist

Considering the various aspects of stories and the richness of media available today, Tata Interactive Systems proposes a Story-based Learning methodology. The Story-based Learning Object will use visual imagery and audio to vivify the learning and achieve interactivity in the true sense of the wordbeyond mere mouse-clicks and multiple-choice questions. Some of the ways in which this will be done are through agents and artificial intelligence that create branching to help the learner explore alternative possibilities. Instructionally, this has the added benefit of reusability of the learning object. Story-based Learning appears to work best when you teach principles and concepts that are: 1.Abstract (e.g., Soft skills and Leadership) 2.Colorless or Uninteresting (e.g., Regulations and Code of Conduct) 3.Difficult to appreciate (e.g., Finance for non-finance managers) Furthermore, Story-based Learning Objects are effective teaching tools because stories facilitate the appreciation of inaccessible concepts by lowering resistance to new ideas. Story-based Learning Objects also make the tedious memorable, concretize abstract notions and unravel complex ideas by making use of story elements in an instructionally structured manner. Components of a Story-based Learning Object The Story-based Learning Object can be constructed around two broad structures, the meta components and the media components. The meta components provide the basis for the instructional design and the media components help create the presentational interface. Meta Components Theme: This is the moral of the story or the talking point that constitutes the story. It can be used to determine the resultant mood of the learner. Plot: This provides the learning object its opening act, sets up the conflict, builds up to the climax, and finally provides the resolution. These familiar components of a story provide the semantic structure of the learning object. Characters: The learner identifies or empathizes with the storys protagonist and internalizes the experiences of the characters. Its also possible that the other characters and the support cast reflect the learners sub-personalities or the characteristics that the learner finds inspirational. Tone: The tone or flavor of the Story-based Learning Object can be derived in accordance with the conventional classification of stories. Categories such as Horror, Humor, Tragedy, Romance,Thriller etc. can help create the backdrop that makes the story interesting and immersive. Media Components Text: Narration, dialogue, and external commentaries form the basic elements of a Story-based Learning Object. Images: Photographs, illustrations, animation, and video can augment the learning experience by providing visual relief and breaking the monotony of reading. They also appeal to other senses, and, instructionally, they broaden the scope of implementation of instructional material. Interactivity: Branching and alternative decision-making paths provide a conceptual level of interactivity as opposed to conventional interactivity that is merely physical. This also enables the learner to explore different possibilities. Sound: Audio, sound effects, and especially music cater for the musical intelligence of the learner and increase the impact of the instructional material by addressing multiple facets of intelligence. Instructor/Narrator: This is essential for Instructor-led Training material and for intertextual explanations, and provides authenticity and credibility. So far, instructional designers have been regarded as teachers and trainers. Perhaps, with Story-based Learning Objects, they can graduate to being storytellers who set the plot, visualize the screenplay, create the characters, pace the action, and choreograph the learners emotions to achieve an instructional paradigm that is as new as it is old. A Story-based Learning Object can be created by aligning storytelling elements with instructional design methodologies. The following example attempts to demonstrate that even software skills, such as using the Calendar function of Microsoft Outlook, can be taught through stories. The Meeting Use Microsoft Outlook, barked the system admin guy and hung up. After six painstaking months working as Junior Business Manager, Dwight needed this meeting to ensure the smooth passage of his proposal. He was not as young as the other business managers and not as aggressive either. But what he lacked in terms of social skills, he made up in earnestness and sincerity. Age had its advantages, however few but knowing a lot about Microsoft Outlook was not one of them. He couldnt use the intercom; it would take too much time calling 20 people. He also had to apply finishing touches to his proposal. How am I going to ensure that they are available? And I have only 2 hours! he wondered, and blurted, What am I going to do? Pardon me, were you talking to me? asked Sue, who happened to be passing by. No, Im trying to set up a meeting, and I have to do it fast. Use Microsoft Outlook. Dwight sighed, Yes, thats what the system admin guy said not a syllable more. Sue flashed her usual, benevolent smile. Dwight could never figure out whether it was maternal or simply friendly. He hoped it wasnt maternalSue was at least seven years younger than him. Let me show you, said Sue, adding, Microsoft Outlook has a Calendar, which checks availability, sets the meeting, and even reminds the invitees! She pulled up a chair and sat close to him. Dwight was going to enjoy his learning. This example shows how: The learning objective can often be presented verbatim,using dialogues. Words such as barked set the mood and initiate action for the unfolding of the story. The main characters or protagonists can have characteristics that map to the learners profile. The learning occurs in the resolution of the story when Sue offers her help. 相关的主题文章: