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Scientific Writing And Storytelling Methods

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Presentation at Int. Conf. of Cognitive Computing (ICCI) London, 18-20 August 2014. Based on:Birkenkrahe, M. (2014) Using Storytelling Methods To Improve Emotion, Motivation and Attitude Of Students Writing Scientific Papers And Theses, in: Proc. 13th IEEE Int. Conf. on Cognitive Informatics & Cognitive Computing, London, August 18-20, 2014 (PDF @Academia.edu: http://bit.ly/USMIMA )

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Scientific Writing And Storytelling Methods

  1. 1. SCIENTIFIC WRITING & STORYTELLING METHODS Marcus  Birkenkrahe  —  msb@hwr-­‐berlin.de   Berlin  School  of  Economics  and  Law   ICCI  *  CC    @  LSBU  August  19,  2014   Photo:  Flickr  collecLon  of  the  State  Library  of  New  South  Wales  
  2. 2.  Thesis  challenges    ScienLfic  storytelling    PreparaLons    Research  Methods  xMOOC    Outlook   ShooLng  range   Photo:  Flickr  collecLon  of  the  State  Library  of  New  South  Wales  
  3. 3. Three  thesis  challenges   Students writing their thesis Photo:  Flickr  collecLon  of  the  NaLonal  Archives  UK,  Ref  AIR  27/149   Length Level Loneliness
  4. 4. »We  have  two  jobs  as  scholars:   Answering  interesLng  quesLons     and  telling  the  story.«    (Pollock/Bono,  2013)   Photo:  Gregory  Peck  as  Captain  Ahab  in  Moby  Dick  (1956)  
  5. 5. The Conjecture The  applicaLon  of  storytelling  techniques     to  teaching  research  methods  to  students     who  work  towards  their  thesis  can  improve   (A)   thesis  structure/content,  and     (B)   wriLng  process/progress.  
  6. 6. Structure:  elements  of  narration   Whe$en  theory   building  block*   Structure   element   Narra8ve   element   Sample  ques8ons   for  students   What   Constructs,   models,   conjectures,   hypotheses   Plot  line,     development,     arc  of  acLon   What  happens  in   your  thesis?   How   RelaLonships,   approach   Actors,   characters,   parLcipants   Who  is  involved   in  the  research?   Why   JusLficaLons,   theme,  message   Theme,   Significance,   message   Why  is  this   interesLng?   Who,  where,   when   Boundary   condiLons,   limitaLons   Scene  sehng,     back  story,     Point  of  View   (POV)   What  other   results  exist?     *)  Whejen  (1989)  What  consLtutes  a  theoreLcal  contribuLon?  Acad.  Manag.  Rev.  14/89.   Photo:  Orson  Welles  and  Jeanne  Moreau  in  Chimes  at  Midnight  (1966)    
  7. 7. Plotline:  elements  of  narraLon   Sehng  (opening  scene,  introducLon)   Set  up  (exposiLon,  iniLaLng  event)   Rising  acLon  (conflict)   Rising  acLon  (more  conflict)   Climax  (crisis)   Falling  acLon   ResoluLon   [cp.  Noden  (1999)  Image  Grammar:  Using  GrammaLcal  Structures  to  Teach  WriLng.]  
  8. 8. Elements  of  narraLon:     Point  of  view  (POV)   Photo:  Flickr  collecLon  of  the  State  Library  of  New  South  Wales  
  9. 9. PreparaLons   2010-­‐2014   Own  ficLon  wriLng   Blogging  term  papers   Wiki  supervision     Photo:  Flickr  collecLon  of  the  NaLonal  Archives  UK,  Ref  MUN  5/385/1650/1  
  10. 10. Term  1:  training   Term  2:  thesis   “Research  Methods”  xMOOC*   *)  [e]x[tended  Massive  Open  Online  Course   Unsupervised   Supervised   Online     Virtual  presence   PracLce  focus   Thesis  focus   InteracLve   Immersive   Photo:  Flickr  collecLon  of  the  NaLonal  Archives  UK,  Ref  MUN  5/385/1650/1   Crowd-­‐based   Community  
  11. 11. Storyfied  thesis  vs.  IMRaD     Sehng  up  an   argument   IntroducLon   Which  results   to  share  &  how   Method  =   “acLon”  begins   AcLon     research   Climax  =  high  point   Discussion   Summarizing   ResoluLon   Results   Method   State  of  research   Conclusions   Outlook  
  12. 12. SWOT  Analysis  of  Course  Design   Strengths   Weaknesses   •  Flexible  online  delivery  &  coaching   •  Storytelling  (interest,  entertaining)   •  Agile  process  (reader-­‐focus,  dialog)   •  Methodical  mix  confuses  students   •  Lack  of  good  examples   •  Dependency  on  supervisor  high   Opportuni8es   Threats   •  Improving  well-­‐known  issues   (moLvaLon,  ahtude,  emoLon)   •  Scalable  concept  (xMOOC)   •  Quality  &  Lme  management   •  DisrupLve  of  rouLnes   •  Lack  of  acceptance  in  scienLfic   community   •  Too  many  changes  at  once   Photo:  Flickr  collecLon  of  the  State  Library  of  New  South  Wales  
  13. 13.                                  Outlook   •  Create  course  (2014-­‐2015)   •  Pilot  in  new  Masters  program  (2015)   •  Evaluate  in  parLcipant-­‐observer  mode   •  Open  course  to  outside  users  (2016)   •  Experiment  with  different  plavorms   •  InvesLgate  swarm-­‐supervision  (!)  
  14. 14. QuesLons?   有问题吗?   Fragen?   Preguntas?   !"न?   Vragen?   Вопросы?   ご質問?