Educational Technology and Narrative

Story and Instructional Design
Herausgegeben:Hokanson, Brad; Clinton, Gregory; Kaminski, Karen

• Broschiertes Buch

Produktbeschreibung

This volume is the result of a 2016 research symposium sponsored by the Association for Educational Communications and Technology (AECT) focused on the growing theoretical areas of integrating story and narrative into educational design. Narrative, or storytelling, is often used as a means for understanding, conveying, and remembering the events of our lives. Our lives become a series of stories as we use narrative to structure our thinking; stories that teach, train, socialize, and create value. The contributions in this volume examine stories and narrative in instructional design and offer a diverse exploration of instructional design and learning environments.

Among the topics discussed:

The narrative imperative: creating a story telling culture in the classroom.
Narrative qualities of design argumentation.
Scenario-based workplace training as storytelling.
Designing for adult learners' metacognitive development &narrative identity.
Using activity theory in designing science inquiry games .
Changing the narrative of school: toward a neurocognitive redefinition of learning.

Educational Technology and Narrative is an invaluable resource offering application-ready ideas to students of instructional design, instructional design practitioners, and teachers seeking to utilize theories of story and narrative to the ways that they convey and express ideas of instructional design and educational technology.

Produktdetails

• Verlag: Springer / Springer International Publishing / Springer, Berlin
• Artikelnr. des Verlages: 978-3-319-88861-3
• Softcover reprint of the original 1st ed. 2018
• Seitenzahl: 316
• Erscheinungstermin: 6. September 2018
• Englisch
• Abmessung: 235mm x 155mm x 18mm
• Gewicht: 486g
• ISBN-13: 9783319888613
• ISBN-10: 3319888617
• Artikelnr.: 55126450

Autorenporträt

Dr. Brad Hokanson  is a professor in Graphic Design at the University of Minnesota. He has a diverse academic record, including degrees in art, architecture, urban design, and received his Ph.D. in Instructional Technology. He teaches in the area of creative problem solving and has published research in the fields of creativity and educational technology. He also is currently the Buckman Professor of Design Education. He won his colleges' awards for outstanding teaching in 2002 and 2008. He served as President of the Association of Educational Communication and Technology in 2017. Visits to Buenos Aires support his Argentine tango habit. Dr. Karen Kaminski  received her Ph.D. in Adult Learning and Technology from the University of Wyoming in 2000. She is an Assistant Professor and Area of Study Chair: Instructional Leadership PhD Learning, Teaching, and Culture, PhD Interdisciplinary Studies at Colorado State University. In 2010 and 2009, she received the Outstanding Advisor Award from two different colleges. Dr. Kaminski's background includes a bachelor's degree in Elementary Education from the University of Wisconsin and a master's degree is in Instructional Technology from the University of Wyoming. She has an extensive publication record in the field of Educational Technology. Dr. Gregory Clinton  received his Ph.D. in Instructional Technology from UGA in 2007. He is a Senior Lecturer in the Learning, Design, and Technology program as well as the Instructional Design and Development coordinator. He conducted his dissertation research on the role of creativity in instructional design and development. Dr. Clinton's varied background includes a bachelor's degree is in Music Composition (UGA, 1980) and a master's degree is in Special Education (UGA, 1996). He has been doing instruction technology work since 1993. Prior to joining the LDT faculty, he served as the Instructional Multimedia Project Manager at UGA's Center for Teaching and Learning. He has taught in various capacities over the years, and has been working with undergraduate and graduate students since 2002. Dr. Clinton is also a jazz musician and can be seen and heard from time to time with other players in live performance as part of the local Northeast Georgia music scene.

Inhaltsangabe

The Spirit of Storytelling.- The Narrative Imperative: Creating a Story Telling Culture in the Classroom.- Stories as Decision-Scaffolds: Understanding Nonlinear Storytelling Using Case-Based Reasoning and Educational Design Research.- Using Trust Telling and Amicable Inquiry for Open Educational Resources to Strengthen a University Network in Thailand.- Narrative Qualities of Design Argumentation.- Scenario-Based Workplace Training as Storytelling.- It is a Two-way Street: Using Storytelling and Narration as a Formalized Method to Promote Partnership Between The Instructors and ID Team in Higher Education Context.- Personal Tales of Instructional Design from the Facilitator's Perspective.- Storytelling as Transdisciplinarity: An Experiment in First-Year Composition and Communication.- Advancing Social Narrative Intervention Tools for Students with Autism: The Role of Educational Technology.- Designing for Adult Learners' Metacognitive Development & Narrative Identity.- Using the Design Thinking Cycle to Tell the Story of Innovative Learning Spaces.- Show and Tell: The Steps to Keeping the End in Mind.- Empowered Guinea Pigs: Stories of Cross-disciplinary Projects in an Experimental Educational Software Design Course.- Use of a Content-Based Science Narrative to Develop Situational Interest within a Digital Game.- Indiana University Plagiarism Tutorials and Tests: 14 Years of Worldwide Learning Online.- Using Activity Theory in Designing Science Inquiry Games.- An Instructional Designer's Story of Designing Gender and Sexuality Courses.- Minding the Stories We Tell: Acknowledging and Addressing Implicit Narratives in IDT.- Designing for Narrative-like Learning Experiences.- Use of Precedent as a Narrative Practice in Design Learning.- Promoting Creativity and Critical Thinking Through Digital Storytelling: Perceptions of Undergraduate Students.- Changing the Narrative of School:Toward a Neuro-Cognitive Redefinition of Learning.