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The story of Storybase. Storybase is an instructional design tool that uses a story as its basis. The following slides provide background information and a prototype for your review. <<. Home. >>. Overview. Welcome. Community. Storybase Designing Instruction with Stories.

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slide1

The story of Storybase

Storybase is an instructional design tool that uses a story as its basis.

The following slides provide background information and a prototype for your review.

<<

Home

>>

Overview

Welcome

Community

Storybase

Designing Instruction with Stories

Getting Started

Open Project

DKKTools (Davis, Kearney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide2

Storybase

Foundation

Storybase owes its foundation to several, well-established Instructional Design (ID) principles and models.

Story -based

Integration

Application

First Principles

Story

Demonstrate

Coaching

Activate

Pebble-in-the-Pond

Gagne’s

Nine Events

<<

Home

>>

S2 - DKKTools (Davis, Kearney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide3

“We can't solve problems by using the same kind of thinking we used when we created them. “

-- Albert Einstein

<<

Home

>>

S3 - DKKTools (Davis, Kearney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide4

Story is the core.

Storybase uses story as the kernel of instruction. Drawing on the power of story-telling and the constructivist influence of problem-based learning (PBL), Storybase employs key story elements along with other proven instructional design models to help novices design effective instruction.

Benefiting from the added motivation and relevance a story can provide, the resulting instruction promises to be more engaging. Using stories for learning does require a bit more effort and creativity to design and develop, however. Therefore, story-based learning may not be the right strategy for every type of learning goal. Stories are best suited for learning outcomes in the cognitive domain, especially those concepts, principles and processes that are “abstract”, “uninteresting or colorless”, or “difficult to appreciate”.

References:

Chaitanya Hakkaladaddi. (, n.d). Vivifying instruction through story-based learning.

StoBLs - Story-based Learning Objects from Tata Interactive Systems. Retrieved November 12, 2008, from http://www.tatainteractive.com/pdf/StoBLs.pdf.

Story

<<

Home

>>

S4 - DKKTools (Davis, Kearney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide5

“One's destination is never a place but rather a new way of looking at things.“

-- Henry Miller

<<

Home

>>

S5 - DKKTools (Davis, Kearney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide6

Storybase uses

Pebble-in-the-Pond.

Storybase provides a design and development process that is inspired by the five phases of the Pebble-in-the-Pond instructional design model.

Problem

Production

Analysis

Design

Strategy

Story

<<

Home

>>

S6 - DKKTools (Davis, Kearney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide7

Pebble-in-the-Pond

Design Model

Five phases: building from the identification of a problem which represents a whole task. Talk about properties of each phase.

References:

M. David Merrill. (2002). A pebble-in-the-pond model for instructional design.

Performance Improvement, 41(7), 41-46.

Story =

Problem

<<

Home

>>

S7 - DKKTools (Davis, Kearney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide8

“If you've heard this story before, don't stop me, because I'd like to hear it again.“

-- Groucho Marx

<<

Home

>>

S8 - DKKTools (Davis, Kearney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide9

Storybase incorporates

First Principles

First Principles - talk about both layers. And task centered.

References:

Merrill, M. D. (2009). First principles of instruction. In C. M. Reigeluth & A.Carr (Eds.), Instructional design theories and models: Building a common knowledge base. New York: Routledge Publishers.

Task-centered

First Principles

<<

Home

>>

S9 - DKKTools (Davis, Kearney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide10

“The answer is always in the entire story, not a piece of it.“

-- Jim Harrison

<<

Home

>>

S10 - DKKTools (Davis, Kearney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide11

Storybase is guided by Gagne’s Nine Events

Talk about Gagne’s Nine Events

References:

Killpatrick, L. Gagne's nine events of instruction. Encyclopedia of educational technology. Retrieved November 19, 2008, from http://coe.sdsu.edu/eet/articles/gagnesevents/.

<<

Home

>>

S11 - DKKTools (Davis, Kearney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide12

Storybase Prototype

  • The following screens will take you through the main sections of the Storybase tool.
  • For demonstration purposes, navigation is possible using the tabbed buttons which describe the four main activities:
  • Build a Story
  • Analyze Problems
  • Design Instruction
  • Produce Instruction

<<

Home

>>

S12 - DKKTools (Davis, Kearney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide13

Build a Story

Analyze Problems

Design Instruction

Produce Instruction

QuickSelect

?

What makes a good story?

Characters

Click on any of the labeled frames to begin.

To see a recommend set of steps

for building a story, click on the

Help button.

To return to this screen, click the labeled

‘Build a Story’ tab.

Mission

Feedback

Setting

Plot/Storyline

Resolution

S13 - DKKTools (Davis, Kearney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide14

Build a Story

Analyze Problems

Design Instruction

Produce Instruction

** Notes for Dixie –

will eventually go away**

Create a character for the story

Main or supporting

Are they a guide?

Do they provide a positive or negative example to the learner? Will they have a lot in common with learner?

Description – image, history and background, personality

Background – motivation, back story, relationship to learner or story

Requirements/Special Needs/Constraints

QuickSelect

?

Characters

Characters

Character Explorer

Characters

1

2

0

Mission

+New

Yi’s Bio Sketch

+Charlie

Setting

+Louis

Full Name:

Yi So-yeon

-Yi

Guide

Role:

+Role

Plot/Storyline

29-year old, South Korean Astronaut

+Description

Description:

+Relationships

Positive model, all tasks

Relationships:

+Artifacts

Feedback

Artifacts:

Resolution

S14 - DKKTools (Davis, Kearney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide15

Build a Story

Analyze Problems

Design Instruction

Produce Instruction

QuickSelect

?

** Notes for Dixie –

will eventually go away**

Chance to identify the problem

Main instructional goal – terminal goal.

Related to objectives

Part-tasks will be defined in the analyze problems area

Characters

Mission

Mission

Setting

Plot/Storyline

Feedback

Resolution

S15 - DKKTools (Davis, Kearney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide16

Build a Story

Analyze Problems

Design Instruction

Produce Instruction

** Notes for Dixie –

will eventually go away**

Provide background on learners context, performance context,

Will translate into the story

QuickSelect

?

Setting

Characters

Mission

Setting

Plot/Storyline

Feedback

Resolution

S16 - DKKTools (Davis, Kearney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide17

Build a Story

Analyze Problems

Design Instruction

Produce Instruction

QuickSelect

?

** Notes for Dixie –

will eventually go away**

Scenes will be created here – which will begin the sequencing of problems (more of this will happen in the analyze phase, though.)

For a scene to be created there must be some sort of action – even if it is mental.

Choices/Options

Should be identified.

Decisions/Consequences

should be identified.

C /O and D/C are components of a scene. – which is part of a problem.

Actions are also part of a scene and characters.

Characters

Mission

Plot/Storyline

Setting

Plot/Storyline

Feedback

Resolution

S17 - DKKTools (Davis, Kearney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide18

Build a Story

Analyze Problems

Design Instruction

Produce Instruction

QuickSelect

?

** Notes for Dixie –

will eventually go away**

Actions/Consequences will include corrective feedback.

Feedback

Characters

Mission

Setting

Plot/Storyline

Feedback

Resolution

S18 - DKKTools (Davis, Kearney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide19

Build a Story

Analyze Problems

Design Instruction

Produce Instruction

QuickSelect

?

** Notes for Dixie –

will eventually go away**

Actions/Consequences will include corrective feedback.

Must contain generalized main message. Identify opportunities for transfer.

Resolution

Characters

Mission

Setting

Plot/Storyline

Feedback

Resolution

S19 - DKKTools (Davis, Kearney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide20

Build a Story

AnalyzeProblems

Design Instruction

Produce Instruction

QuickSelect

?

** Notes for Dixie –

will eventually go away**

Start to break down problems – into knowledge/skill components

Perhaps they will select a scene and start to identify the knowledge/skill components and then select what type of infomration/portrayal

Need a visual – pebble or map?

Maybe add a heirarchical diagram that is based on scenes/problems.

S20 - DKKTools (Davis, Kerney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide21

Build a Story

Analyze Problems

Design Instruction

Produce Instruction

QuickSelect

Lesson

Preview

This stage provides you with designing templates based upon the First Principle Model.

You can design and develop contents regarding the defined problem (story) and knowledge components (you’ve done them at prior stages)

This stage is combined with two phases, Strategy and Design, in order to provide a easy and quick method for course design.Let’s start the designing job.

Select Story

Click

S21 - DKKTools (Davis, Kerney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide22

Build a Story

Analyze Problems

Design Instruction

Produce Instruction

QuickSelect

?

Click

Storyboard

Introduction

Click on any of the labeled frames to begin. The labels will change to a green color once complete.

To see a recommended list of strategies according to the knowledge category, click on the Help button.

To return to this screen, click the labeled

‘Design Instruction’ tab at the top.

Task 1

Task 1

Sub-task 1

Task 1

Sub-task 2

Task 2

Task 2

Sub-task 1

Task 2

Sub-task 2

Task 2

Sub-task 3

Task 3

Task 3

Sub-task 1

Task 3

Sub-task 2

Conclusion

S22 - DKKTools (Davis, Kerney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide23

Build a Story

Analyze Problems

Design Instruction

Produce Instruction

QuickSelect

?

Storyboard

Introduction

Task 1

Task 1

Sub-task 1

Task 1

Sub-task 2

Click

Task 2

Task 2

Sub-task 1

Task 2

Sub-task 2

Task 2

Sub-task 3

Task 3

Task 3

Sub-task 1

Task 3

Sub-task 2

Conclusion

S23 - DKKTools (Davis, Kerney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide24

Build a Story

Analyze Problems

Design Instruction

Produce Instruction

QuickSelect

?

Introduction

Introduce Story

PREVIEW

Task 1

drag

drag

Task 1 Sub 1

Click

After selecting media object (right side) DBA can edit a object on the screen being displayed to learner with WIGWIG function.

To design the introduction DBA can just refer to the information or copy and paste it from story framework defined prior.

DBA can also click “Preview” to do a quick preview of this screen without the boxes.

Yio just came on board at Tactics Incorporated and her main duty is to help her boss organize a major project to implement a new computer software application. She has no prior experience in project management skills and her boss has been a certified project manager for over 10 years!

Media

Task 1 Sub 2

Task 2

Video

Task 2 Sub 1

Task 2 Sub 2

Audio

drag

Task 3

Image

Task 3 Sub 1

Task 3 Sub 2

Flash

Conclusion

Attachments

Browse

S24 - DKKTools (Davis, Kerney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide25

Build a Story

Analyze Problems

Design Instruction

Produce Instruction

QuickSelect

?

Introduction

Kinds-Of Knowledge

PREVIEW

Task 1

drag

Task 1 Sub 1

During one of Yio’s first conferences with her boss and other staff, she felt like everyone was speaking another language. Her friend, Nicole, said it was all Project Management Terms.

Great, how was she supposed to help her boss if she did not even know the language?

After the meeting, Yio decided to go to Nicole’s office and ask her about these Project Management Terms.

Click on the video below to see what Nicole had to say.

Media

Task 1 Sub 2

Task 2

Video

Task 2 Sub 1

drag

Task 2 Sub 2

Audio

Task 3

Image

Task 3 Sub 1

Task 3 Sub 2

Flash

Click

Conclusion

Doc. Attachments

Browse

S25 - DKKTools (Davis, Kerney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide26

Build a Story

Analyze Problems

Design Instruction

Produce Instruction

QuickSelect

?

Introduction

Introduce Task 1

PREVIEW

Task 1

drag

Task 1 Sub 1

During one of Yio’s first conferences with her boss and other staff, she felt like everyone was speaking another language. Her friend, Nicole, said it was all Project Management Terms.

Great, how was she supposed to help her boss if she did not even know the language?

After the meeting, Yio decided to go to Nicole’s office and ask her about these Project Management Terms.

Click on the video below to see what Nicole had to say.

Media

Click

Task 1 Sub 2

Task 2

Video

Task 2 Sub 1

drag

Task 2 Sub 2

Audio

“Hi Yio!

Look, I’m not sure how much help I can be but I do know that all of those terms are in this document I found online. Go ahead and make a copy for yourself.”

Task 3

The video will play once clicked on in this edit screen and corresponding text will be provided next to the video.

Image

Task 3 Sub 1

Task 3 Sub 2

Flash

Conclusion

Doc. Attachments

Browse

S26 - DKKTools (Davis, Kerney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide27

Build a Story

Analyze Problems

Design Instruction

Produce Instruction

QuickSelect

?

Click

Introduction

Kinds-Of (Tell)

Samples (Show)

Quiz (Ask)

Application (Do)

PREVIEW

Task 1

The series of tabs at the top are specific templates that the DBA will enter information into. They will be produced with the tab structure so the learner can access each as they desire. Also, the DBA will have the ability to make completion of each tab contingent upon receiving credit for this subtask.

The DBA can add more blank tabs if desired.

drag

drag

Task 1 Sub 1

Directions: This slide will be used to tell the learner about the kinds-of information. Use this and the other tabs above to further explain the concept.

Yio has decided to make a copy of the document Nicole gave her but the list is rather long. Yio decided to pick out a few which were most confusing that she heard at today’s meeting:

Agency = A formally organized unit of govern.

Business Case = Information necessary approval

Cost Variance = Any difference in budget activity

Crashing = Taking action to decrease…

Media

Task 1 Sub 2

Task 2

Video

Task 2 Sub 1

Task 2 Sub 2

Audio

Task 3

Image

Task 3 Sub 1

Task 3 Sub 2

Flash

Conclusion

Doc. Attachments

Browse

S27 - DKKTools (Davis, Kerney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide28

Build a Story

Analyze Problems

Design Instruction

Produce Instruction

QuickSelect

?

Click

Introduction

Kinds-Of (Tell)

Samples (Show)

Quiz (Ask)

Application (Do)

PREVIEW

Task 1

drag

drag

drag

Task 1 Sub 1

Directions: This slide will be used to show the learner samples or examples of this type of information.

Media

Task 1 Sub 2

Task 2

Video

Task 2 Sub 1

Task 2 Sub 2

Audio

Task 3

Image

Task 3 Sub 1

Task 3 Sub 2

Flash

Conclusion

Doc. Attachments

Browse

S28 - DKKTools (Davis, Kerney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide29

Build a Story

Analyze Problems

Design Instruction

Produce Instruction

QuickSelect

?

Click

Introduction

Kinds-Of (Tell)

Samples (Show)

Quiz (Ask)

Application (Do)

PREVIEW

Task 1

drag

drag

drag

Task 1 Sub 1

Directions: This slide will be used to ask questions about the kinds-of information.

Media

Task 1 Sub 2

Task 2

Video

Task 2 Sub 1

Task 2 Sub 2

Audio

Task 3

Image

Task 3 Sub 1

Task 3 Sub 2

Flash

Conclusion

Doc. Attachments

Browse

S29 - DKKTools (Davis, Kerney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide30

Feedback

Build a Story

Analyze Problems

Design Instruction

Produce Instruction

QuickSelect

?

Introduction

Kinds-Of (Tell)

Samples (Show)

Quiz (Ask)

Application (Do)

PREVIEW

Task 1

drag

drag

Task 1 Sub 1

Directions: This slide will be used for the learner to apply the new knowledge to a different setting.

Media

Task 1 Sub 2

Click

Task 2

Video

Task 2 Sub 1

Task 2 Sub 2

Audio

Task 3

Image

Task 3 Sub 1

Task 3 Sub 2

Flash

Conclusion

Doc. Attachments

Browse

S30 - DKKTools (Davis, Kerney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide31

Build a Story

Analyze Problems

Design Instruction

Produce Instruction

QuickSelect

?

Click

Introduction

How-to Instance (Show)

Demonstration

Summarize

PREVIEW

Task 1

drag

drag

Task 1 Sub 1

Directions: This slide will be used to show how to perform the given tasks. Use this and the other tabs above to further explain the concept.

Yio feels more confident in using these terms but she still does not understand how to use them in a conference. She seeks advice from her boss on how to use these terms properly. He responds with the following information.

“Watch me in this conference, see how I use cost variance to explain the budget?”

Click on the video below to watch him in action.

Media

Task 1 Sub 2

Task 2

Video

Task 2 Sub 1

Task 2 Sub 2

Audio

Task 3

Image

Task 3 Sub 1

Task 3 Sub 2

Flash

Conclusion

Doc. Attachments

Browse

S31 - DKKTools (Davis, Kerney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide32

Feedback

Build a Story

Analyze Problems

Design Instruction

Produce Instruction

QuickSelect

?

Click

Introduction

How-to Instance (Show)

Demonstration

Summarize

PREVIEW

Task 1

drag

drag

drag

Task 1 Sub 1

Directions: This slide will be allow the learner to demonstrate what they learned in the How-To Instance. There will be a short scenario the learner must read and respond to. There will also be a place for feedback.

Media

Task 1 Sub 2

Task 2

Video

Task 2 Sub 1

Task 2 Sub 2

Audio

Task 3

Image

Task 3 Sub 1

Task 3 Sub 2

Flash

Conclusion

Doc. Attachments

Browse

S32 - DKKTools (Davis, Kerney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide33

Build a Story

Analyze Problems

Design Instruction

Produce Instruction

QuickSelect

?

Click

Introduction

How-to Instance (Show)

Demonstration

Summarize

PREVIEW

Task 1

drag

drag

Task 1 Sub 1

Directions: This slide will be used to summarize key points discussed in this subtask.

Media

Task 1 Sub 2

Task 2

Video

Task 2 Sub 1

Task 2 Sub 2

Audio

Task 3

Image

Task 3 Sub 1

Task 3 Sub 2

Flash

Conclusion

Doc. Attachments

Browse

S33 - DKKTools (Davis, Kerney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide34

Build a Story

Analyze Problems

Design Instruction

ProduceInstruction

QuickSelect

?

Click

S34 - DKKTools (Davis, Kerney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide35

Build a Story

Analyze Problems

Design Instruction

ProduceInstruction

QuickSelect

?

Publishing In Progress…

S35 - DKKTools (Davis, Kearney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide36

Build a Story

Analyze Problems

Design Instruction

Produce Instruction

QuickSelect

?

Introduction

Introduce Story

PREVIEW

Task 1

Explain how you will provide guidanceto the learner on this task and subtasks.

____________________________________________________________________________________________________________

Identify ways the learner will be able to reflecton this task and subtasks.

____________________________________________________________________________________________________________

Describe the structureyou will use to improve the effectiveness of this tasks and subtasks.

____________________________________________________________________________________________________________

Identify ways in which the teacher will coachthe learner through this task and subtasks.

____________________________________________________________________________________________________________

drag

drag

Click

Task 1 Sub 1

After selecting media object (right side) DBA can edit a object on the screen being displayed to learner with WIGWIG function.

To design the introduction DBA can just refer to the information or copy and paste it from story framework defined prior.

DBA can also click “Preview” to do a quick preview of this screen without the boxes.

Yio just came on board at Tactics Incorporated and her main duty is to help her boss organize a major project to implement a new computer software application. She has no prior experience in project management skills and her boss has been a certified project manager for over 10 years!

Media

Task 1 Sub 2

Task 2

Video

Task 2 Sub 1

Task 2 Sub 2

Audio

drag

Task 3

Image

Task 3 Sub 1

Task 3 Sub 2

Flash

Conclusion

Attachments

Browse

S36 - DKKTools (Davis, Kerney & Kim - EDG6328/Fall 2008/Dr. David Merrill

slide37

Build a Story

Analyze Problems

Design Instruction

Produce Instruction

QuickSelect

?

Introduction

Introduce Story

PREVIEW

Hide

Back

Next

Print

Task 1

Contents

Index

drag

drag

Task 1 Sub 1

After selecting media object (right side) DBA can edit a object on the screen being displayed to learner with WIGWIG function.

To design the introduction DBA can just refer to the information or copy and paste it from story framework defined prior.

DBA can also click “Preview” to do a quick preview of this screen without the boxes.

Yio just came on board at Tactics Incorporated and her main duty is to help her boss organize a major project to implement a new computer software application. She has no prior experience in project management skills and her boss has been a certified project manager for over 10 years!

Media

Task 1 Sub 2

Storybase uses story as the kernel of instruction. Drawing on the power of story-telling and the constructivist influence of problem-based learning (PBL), Storybase employs key story elements along with other proven instructional design models to help novices design effective instruction.

Benefiting from the added motivation and relevance a story can provide, the resulting instruction promises to be more engaging. Using stories for learning does require a bit more effort and creativity to design and develop, however. Therefore, story-based learning may not be the right strategy for every type of learning goal. Stories are best suited for learning outcomes in the cognitive domain, especially those concepts, principles and processes that are “abstract”, “uninteresting or colorless”, or “difficult to appreciate”.

References:

Chaitanya Hakkaladaddi. (, n.d). Vivifying instruction through story-based learning.

StoBLs - Story-based Learning Objects from Tata Interactive Systems. Retrieved November 12, 2008, from http://www.tatainteractive.com/pdf/StoBLs.pdf.

Task 2

Video

Task 2 Sub 1

Task 2 Sub 2

Audio

drag

Task 3

Image

Task 3 Sub 1

Task 3 Sub 2

Flash

Conclusion

Attachments

Browse

S37 - DKKTools (Davis, Kerney & Kim - EDG6328/Fall 2008/Dr. David Merrill