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

2. 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? Overview

3. 1. What Should a Knowledge Base Be Like? Herbert Simon’s distinction: Natural Sciences DescriptiveDescriptive Design 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 effectsDescribe causes and effects Identify best known means for attaining the goalsIdentify best known means for attaining the goals PhysicsBiology Learning Theory EngineeringMedicine Instructional Theory

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. 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 goals (vs. needs analysis) Values about methods (vs. research) Values about methods (vs. research) Value conflicts: Designers, Owners, Trainers, Learners Important to clarify for story-based instruction. 2. What Design Theory Framework Might Be Helpful?

6. 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. 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 inclusiveTo 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.The situations may be different for every method, so don’t try to create a universal taxonomy of situations. 3. What Conceptual Framework Might Be Helpful?

8. A Challenge to Workshop Participants: Try to identify the full variety of methods (approaches) for story-based instruction.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 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 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).For each kind of a method, identify guidance as to when and when not to use it (which are situations). Conclusion

9. A Challenge to Workshop Participants: The resulting methods and situations comprise the knowledge base that will be most useful to instructional designers (design theory).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.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! Conclusion

10. Any comments or questions?