A Model for Designing Instructional Narratives for Adult Learners: Connecting the Dots

Autor/in	Smith, Debra M.
Titel	A Model for Designing Instructional Narratives for Adult Learners: Connecting the Dots
Quelle	(2013), (352 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Wayne State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-2598-3
Schlagwörter	Hochschulschrift; Dissertation; Adult Learning; Instructional Design; Models; Teaching Methods; Personal Narratives; Attitude Change; Decision Making Skills; Validity; Literature Reviews; Higher Education; Retention (Psychology); Facilitators (Individuals); Audience Awareness; Prior Learning; Story Telling + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Adulte education; Adult training; Erwachsenenbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Erlebniserzählung; Attitudinal change; Einstellungsänderung; Gültigkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Merkfähigkeit; Vorkenntnisse
Abstract	The purpose of this study was to develop a research-based model for designing and deploying instructional narratives based on principles derived from narrative theory, development theory, communication theory, learning theory and instructional design theory to enable adult learning and retention and the effective transfer of that retained learning to practice (performance contexts). Findings from these five areas were used to identify elements to inform the development of a model for the design and deployment of instructional narratives. An instructional narrative is a narrative expressly designed for the purpose of enabling learners to alter their perspective, make decisions, take action, and acquire particular capabilities leading to a change in behavior. This research study examined narrative in terms of its use as an instructional modality. A modality addresses the manner in which information is encoded for transmission. This design and development research study used three interrelated literature reviews to build the conceptual framework to address the problem, develop the model to operationalize the conceptual framework, and to formatively review and internally validate the model. The result of this study is a research based model for designing instructional narratives that can be applied in higher education and organizational settings to enable learning, retention and transfer to practice (performance contexts). The model contains four steps: "Describe", "Operationalize", "Tailor", and "See". Each step contains three elements. "Describe" identifies the "audience", the "content to be learned" and the "environment". This output of this step is used by the teller (instructor/facilitator) to adapt the content (contextualize through story) for the audience (learners/listeners). The "Operationalize elements of "roots", (prior knowledge), "significance", and the story "beginning, middle" and "end" are used to build the story. The story is adapted during the "Tailor" step through teller actions to "own, practice" and "tell" the narrative. During the final step, "See" the learners/listeners, "imagine, reflect" and "discuss" the narrative. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01