Design Theory for Story-Based Instruction

1. Design Theory for Story-Based Instruction Charles M. Reigeluth Instructional Systems Technology Dept. Indiana University

2. Overview 1.What should a knowledge base for story-based instruction be like? 2.What design theory framework might be helpful? 3. What conceptual framework might be helpful?

3. What Should a Knowledge Base Be Like? Herbert Simon’s distinction: Two fundamentally different kinds of knowledge – but related. And in fields of practice, Design Theory is far more useful.

4. 2. What Design Theory Framework Might Be Helpful? Two Major Parts of a Design Theory Methods – anything that can be done purposefully to attain the goals. Situations – all factors that help to decide which methods to use when. • Values about learning and instruction (normative part) • Nature of what is to be learned (goals) • Nature of the learner • Nature of the learning environment (aspects that cannot be changed) • ID constraints (time, resources)

5. 2. What Design Theory Framework Might Be Helpful? What Are Values? What one holds to be important about learning and instruction. Core ideas. Fundamental beliefs. But … not testable (vs. principles) • Values about goals (vs. needs analysis) • Values about methods (vs. research) Value conflicts: Designers, Owners, Trainers, Learners Important to clarify for story-based instruction.

6. 2. What Design Theory Framework Might Be Helpful? Two Major Kinds of Design Knowledge Procedural – chronological, steps, reliable results. Heuristic – not sequential, rules of thumb, guidelines, uncertain results, necessary for complex cognitive tasks. A combination may be most useful for story-based instruction.

7. 3. What Conceptual Framework Might Be Helpful? Macro Framework Major kinds of methods (tools in a storyteller’s tool box) • To the extent possible, the kinds should be mutually exclusive and all inclusive Micro Framework Kinds of situations for each method • The situations may be different for every method, so don’t try to create a universal taxonomy of situations.

8. Conclusion A Challenge to Workshop Participants: • Try to identify the full variety of methods (approaches) for story-based instruction. • For any given method (or approach), try to identify its parts (subordinate methods). This provides more detailed guidance. • For each method, try to identify different ways it can be done (which are different kinds of that method or sub-method). • For each kind of a method, identify guidance as to when and when not to use it (which are situations).

9. Conclusion A Challenge to Workshop Participants: • The resulting methods and situations comprise the knowledge base that will be most useful to instructional designers (design theory). • At the end of the workshop, share and synthesize what each group has come up with. I wish I could be there to share in this exciting undertaking!

10. Any comments or questions?