Design Theory for Design Theory for Story-Based InstructionStory-Based Instruction

Charles M. ReigeluthCharles M. ReigeluthInstructional Systems Technology Dept.Instructional Systems Technology Dept.

Indiana University Indiana University

1.1. What should a knowledge base for story-based What should a knowledge base for story-based instruction be like?instruction be like?

2.2. What design theory framework might be helpful?What design theory framework might be helpful?

3.3. What What conceptual framework might be helpful conceptual framework might be helpful??

OverviewOverview

1.1. What Should a Knowledge What Should a Knowledge Base Be Like?Base Be Like?

Herbert Simon’s distinction:

Natural SciencesNatural Sciences

• DescriptiveDescriptive

Design SciencesDesign Sciences

• Goal oriented, normativeGoal oriented, normative

Two fundamentally different kinds of knowledge – but related.

And in fields of practice, Design Theory is far more useful..

• Describe causes and Describe causes and effectseffects

• Identify best known means Identify best known means for attaining the goals for attaining the goals

PhysicsPhysicsBiologyBiologyLearning TheoryLearning Theory

EngineeringEngineeringMedicineMedicineInstructional TheoryInstructional Theory

2. 2. What Design Theory Framework What Design Theory Framework Might Be Helpful?Might Be Helpful?

Two Major Parts of a Design TheoryTwo Major Parts of a Design Theory

MethodsMethods – anything – anything that can be done purposefully to that can be done purposefully to attain the goals.attain the goals.

SituationsSituations – all factors that help to decide which – all factors that help to decide which methods to use when. methods to use when.

–Values about learning and instruction (normative part)Values about learning and instruction (normative part)

–Nature of what is to be learned (goals) Nature of what is to be learned (goals)

–Nature of the learnerNature of the learner

–Nature of the learning environment (aspects that Nature of the learning environment (aspects that cannot be changed)cannot be changed)

–ID constraints (time, resources)ID constraints (time, resources)

What Are Values?What Are Values?

What one holds to be important about learning and What one holds to be important about learning and instruction. Core ideas. Fundamental beliefs.instruction. Core ideas. Fundamental beliefs.

But … not testable (vs. principles)But … not testable (vs. principles)

• • Values about Values about goalsgoals (vs. needs analysis) (vs. needs analysis)

• • Values about Values about methodsmethods (vs. research) (vs. research)

Value conflictsValue conflicts: Designers, Owners, Trainers, Learners: Designers, Owners, Trainers, Learners

Important to clarify for story-based instruction.Important to clarify for story-based instruction.

2. 2. What Design Theory Framework What Design Theory Framework Might Be Helpful?Might Be Helpful?

2. 2. What Design Theory Framework What Design Theory Framework Might Be Helpful?Might Be Helpful?

Two Major Kinds of Design KnowledgeTwo Major Kinds of Design Knowledge

ProceduralProcedural – – chronological, steps, reliable results.chronological, steps, reliable results.

HeuristicHeuristic – not sequential, rules of thumb, guidelines, – not sequential, rules of thumb, guidelines, uncertain results, necessary for complex cognitive uncertain results, necessary for complex cognitive tasks. tasks.

A combination may be most useful for story-based A combination may be most useful for story-based instruction.instruction.

Macro FrameworkMacro Framework

Major kinds of Major kinds of methodsmethods (tools in a storyteller’s tool box) (tools in a storyteller’s tool box)

• To the extent possible, the kinds should be mutually To the extent possible, the kinds should be mutually exclusive and all inclusiveexclusive and all inclusive

Micro FrameworkMicro Framework

Kinds of Kinds of situationssituations for each method for each method

• The situations may be different for every method, so The situations may be different for every method, so don’t try to create a universal taxonomy of situations. don’t try to create a universal taxonomy of situations.

3. What3. What Conceptual Framework Conceptual Framework Might Be HelpfulMight Be Helpful??

A Challenge to Workshop Participants:A Challenge to Workshop Participants:

• Try to identify the Try to identify the full varietyfull variety of methods (approaches) of methods (approaches) for story-based instruction.for story-based instruction.

• For any given method (or approach), try to identify its For any given method (or approach), try to identify its partsparts (subordinate methods). This provides more (subordinate methods). This provides more detailed guidance.detailed guidance.

• For each method, try to identify different ways it can be For each method, try to identify different ways it can be done (which are different done (which are different kindskinds of that method or sub- of that method or sub-method).method).

• For each kind of a method, identify guidance as to For each kind of a method, identify guidance as to when and when not to use it (which are when and when not to use it (which are situationssituations).).

ConclusionConclusion

A Challenge to Workshop Participants:A Challenge to Workshop Participants:

• The resulting methods and situations comprise the The resulting methods and situations comprise the knowledge base that will be most useful to instructional knowledge base that will be most useful to instructional designers (design theory).designers (design theory).

• At the end of the workshop, share and synthesize what At the end of the workshop, share and synthesize what each group has come up with.each group has come up with.

I wish I could be there to shareI wish I could be there to sharein this exciting undertaking!in this exciting undertaking!

ConclusionConclusion

Any comments or questions?Any comments or questions?