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Posts Tagged ‘narrative

In a few weeks, yet another batch of future faculty will pass through my hands. I can only hope that they remember to teach with learning and the learner in mind.

Another related task that they have to do is start a teaching philosophy statement. As this piece of writing is a challenge even for established faculty, I will be providing them links to two resources I shared in this blog:

  1. 10 tips for crafting a teaching philosophy
  2. Writing tips for future faculty

Today, I add one more simple tip: Find a balance between storytelling and citing pedagogical research.
 

 
Narratives can be compelling because they are often personal stories. However, one person’s story does not necessarily represent a system nor is it credible.

Citing pedagogical research that has rigour and respect goes a long way to providing some credibility to an approach to teaching. However, it lacks personalisation.

I recommend blending the two. For example, a personal story of a bad learning experience could provide context for a new pedagogical approach.

When the strength of one method compensates for the weakness of another, it makes sense to combine the both in a delicate balance.

You do not have to be an Apple fan to enjoy this video. It could have been shot on any device with a decent camera. It took good storytellers to put it together and that is what matters.


Video source

The video was a short movie commissioned by Apple to be shot on an iPhone X. It was Apple’s agenda and in their interest to promote the technical capabilities of its latest flagship phone.

But the technology without skill, passion, and a good story is pointless. One need only look at the phone libraries of wannabe food Instagrammers. A superior tool does not guarantee a superior outcome.

The video was technically well-shot and edited. It was also skilfully managed to tell the story of a mother connecting with her son even though she had to work over the Lunar New Year.

I liked how the movie “ended” so that the viewer could get involved. How so? I imagine an educator asking her students to suggest how the rest of the story continues and why.

The story also revealed the director’s agenda. He made a statement about modern parenting and the pressure of schooling without throwing it like pie in the face. He tugged at heartstrings to make his point firmly but gently.

The video is a lesson on narrative design, leveraging on emotions to create impact, and letting viewers or learners draw their own conclusions by generating discussion. These are the new standards for what makes a resource high in quality and effective for facilitation.


Video source

I find Rube Goldberg machines fascinating. They are basically just chains of immediate cause-and-effect, but when well done, the whole is better than the sum of its parts.

So how did this Japanese group make a better Rube Goldberg machine? They added a narrative to it. The rolling balls were characters in a story that featured friendship, misadventure, a rescue, suspense, and a happy ending.

It is one thing to build a creative and intricate Rube Goldberg machine; it is another to let a narrative drive it. But ask almost anyone which they will remember and they are likely to say the one with the narrative. We are just programmed that way.

Now what do your change initiatives look and sound like? Be they piecemeal or systemic, is there a narrative that drives it? Does your change process look like a checklist, a spreadsheet, or a story? What connects and moves people? What is your next move?

The best video games are the ones that are driven by narrative. The stories are a product of the game designers, the players, or a combination of both.


Video source

The latest games seem to take on another dimension, that of cinematic yet personal narratives. These reel in players emotionally, provide elements of control, and give players a stake in the story.

Video game-based learning needs to have these same design elements. Drill-and-practice games and games tacked over traditional instruction typically do not leverage on these strategies.

If modern instructors want to be learner-centred, they must leverage on learners’ emotion and control so that they tell their own stories.


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