Module 3 – Reflection

In this module I was tasked with understanding learning through storytelling. I was reintroduced to the learning concepts around accessibility and teaching effectiveness, and given additional information on what makes a story compelling and engaging for learners so they can best absorb information. There is quite a lot more to efficient storytelling then I had first perceived there would be. Let’s dive into what I learnt about the art of learning through story. 

Storytelling

Before this module I hadn’t really realized how big of a role storytelling played in my own learning, I had always viewed myself as a visual learner in need of being shown practical examples in order to learn things, I realize now that I had nearly entirely discounted the words necessary for the visuals to be engaging and inductive to learning in the first place! Looking back on my highschool and university education I started to pinpoint the times when I had most retained information, often there was a story being told to go alongside the visual aids. Be it a personal anecdote or an entirely fictitious one, I’ve come to realize that the methods discussed in this module such as the humanization of the speaker, building of relationships with the audience and implicit messages aided in my learning and retention to a great degree. I was able to better utilize what had been taught if I had been taught it through storytelling. I was able to remember many more details and, by far, hearing someone’s journey allowed me to make connections to my own journey and experiences in a sense which only further cemented the points they wished to make. 

I recall a story which has stuck with me since I was a small child, about the dangers of crocodiles in Australia. The storyteller was talking about his own experience with crocodiles and how they very nearly took his life. The entire lecture was in a video format with animations to go along with the speaker’s story. I recall learning that day not to go too close to the water on riverbeds and to never go out walking alone, it’s a lesson someone else learnt that has stuck with me to this day. 

Keeping with the topic of my learning during this module, I realized that I had greatly underestimated the value of the human imagination during storytelling. Until it had been brought to my attention I hadn’t noticed that the stories I’ve been told allowed my brain to create connections, an example being the mention of blueberries and how I might now without meaning to, be imaging a blueberry, and/or how it might taste or smell. In storytelling visual aids are always a plus, as noted in the “7 Storytelling Techniques Used by the Most Inspiring TED Presenters” article, but I think the learners ability to synthesize the visuals and auditory aspects of learning into something their brains can comprehend and connect to may also be vastly undervalued by the learner themself. 

Twine for storytelling

Throughout the journey to create my twine “Pirate Adventure” there was only one thing I wish I had done differently, that being fleshing out the story component a little more then I had. I did have a rough plan for my story but that rough plan also led to an  issue I had with my twine as I attempted to link so many nodes together in different ways. Luckily I was able to rectify the problem, and I have attached a link to my completed twine below! If I do end up creating another twine in the future, I think I’ll write out the story from start to finish with all of the nodes accounted for instead of allowing new ideas to manifest themselves as I create the twine and tangle the logic.  

https://zxmx2npq.play.borogove.io

Educational Videos

With the advent of easy to create and accessible video creation platforms and our knowledge of how storytelling impacts learning, I can see why so many professionals are turning to the medium to enhance the learning of their pupils. Although we should be careful, we cannot underestimate how Mayer’s principles still play a part in our learning even in video form. Mayer’s principles are hidden but still actively utilized by videos intended for learning purposes, such as the use of segmentation in keeping viewers attention with short bite sized informative segments, the use of a focused narrative throughout as to not lose the viewer, utilizing visual elements and the inclusion of accessibility principles. I’m hoping that the video I created about the difference between country and downhill skis managed to do a good job of utilizing these principles while remaining engaging, although I fear that I may have tipped the balance between the use of Mayer’s principles and natural engagement at least a few times. 

I had prepared a rough storyboard about what I wished to talk about throughout my video, but I fear my lack of specifics may have left room for errors in how my video played out. I know now that when creating a video storyboard that I will need to be more specific in my intentions so I can avoid going off track or missing points I want to make that are integral to the video. Hopefully I can learn from this and create even more polished creations in the future!

Below is the storyboard I created for my educational video: 

My video will be posted as it’s own blog post with a separate reflection titled Assignment 2 – Video for Learning Purposes. 

Knowing what I know now I’ll be utilizing storytelling alongside educational videos more often when I plan to teach!