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Learner-Centered Teaching: Engaging Students through Storytelling
- 1. Romona Banks, PhD TLC November 2017
- 2. Learner-Centered instructors don’t teach a class. They teach a student. ~Ken Bain Fostering Student Engagement: Create a community of learners Creative and engaging through the use of chats, videos, and podcasts (Brinthaupt et al., 2011)
- 3. Stimulating intellectual development Create natural critical learning environments Use technology to create engaging and authentic content (Brinthaupt et al., 2011) Building rapport with students Can be flexible with deadlines and due dates Understand their student population and what help is needed (Brinthaupt et al., 2011)
- 5. The different ways in which we process and learn new information (Bepko Learning Center, n.d.): There are three main cognitive learning styles: Visual (Create mental images and chunks of information) Auditory (Discuss course ideas with peers) Kinesthetic (Take frequent breaks)
- 7. Making teaching and learning a dialogue Responding to a more diverse body of students (Montgomery & Groat, 1998)
- 9. The ghost as a host The sage on the stage The guide on the side The Ace in Digital Space (thank you for this new phrase, Jennifer Mathes!)
- 10. Storytelling
- 20. Storytelling with Graphic Novels and Transmedia
- 21. Graphic Novels Term first used in 1964 Fictional/Non- Fictional/Anthology stories presented as a comic strip Consists of art and text Storytelling An understanding of events in words, images, and sounds. Provides a means of creativity and communication Storytelling with Transmedia is one example
- 22. Storytelling with Transmedia is a story experience that persuades and provides a connection to the audience; it invites audience participation and collaboration, storytelling provides order and is how we think (Rutledge, 2013). Some examples of Storytelling with Transmedia are: Game Web Print Comics Animation Music Film Mobile
- 32. Just checking in! Please let me know if you have any questions about the course/assignments. You are doing a great job! Your current average is 85%, please let me know if you have any questions. You are failing the course! Here is a strategy to catch up: 1) Please complete Week 1 and 2 discussion forums, 2) Please complete and submit Week 1 research assignment and Week 2 research and analysis assignments and 3) By or before Week 9 please complete and submit any remaining overdue assignments. Please let me know if you have any questions.
- 35. The Curious Case of Benjamin Button Erik Erikson’s Eight Stages of Development The character experiences each stage
- 36. Maslow’s Hierarchy of Needs Expressed through transmedia (a movie) that depicts each of the five stages
- 38. "There are going to be days when you won’t have the energy or drive to get out of bed. There are going to be days when you’re going to want to give up on love, life, or school. The thing is, you’re not allowed to give up. You were given a life and you’re supposed to live it. The truth is the seventy or eighty years that you’re given isn’t long enough to do the things you’re supposed to do. Sure, you’re [going to] hit a few bumps along the way, but you’ve got to pick yourself up and move on. Life is unpredictable and things might not always work out the way you want them to, but that’s no reason to give up. You’re here for a reason and someday when you’re not expecting it, you’re going to discover your reason for being here. And when that does happen, your life will never be the same."~Unknown~
- 39. Nobody cares how much you know, until they know how much you care. ~Theodore Roosevelt The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. ~William Arthur Ward
- 43. Psychologists
- 51. ?
- 52. Bepko Learning Center. (n.d.). Three learning styles. Retrieved from http://blc.new.uc.iupui.edu/academic-enrichment/study-skills/learning-styles/3- learning-styles Brinthaupt, T., Fisher, L., Gardner, J., Raffo, D., & Woodard, J. (2011). What the best online teachers should do. Retrieved from http://jolt.merlot.org/vol7no4/brinthaupt_1211.htm Callahan, M. & King, J. (2011). Classroom Remix: Patterns of Pedagogy in a Techno-Literacies Poetry Unit. Journal of Adolescent & Adult Literacy. Oct2011, Vol. 55 Issue 2, p134-144. Campbell, B. (2006). 72 Hour Hold. Retrieved from http://www.amazon.com/Hour-Hold-Bebe-Moore-Campbell/dp/1400033616 Cham, J. (2010). PHD Comics. Retrieved from http://www.phdcomics.com/comics.php?f=1319 CNN. (2010). Inside the AC360 doll study. Retrieved from https://www.youtube.com/watch?v=DYCz1ppTjiM Crutcher, P. (2011). Complexity in the Comic and Graphic Novel Medium: Inquiry Through Bestselling Batman Stories. Journal of Popular Culture. Feb2011, Vol. 44 Issue 1, p53-72. DeNeui, D. & Dodge, T. (2006). Asynchronous Learning Networks and Student Outcomes: The Utility of Online Learning Components in Hybrid Courses. Journal of Instructional Psychology. Dec2006, Vol. 33 Issue 4, p256-259. Digital Learning in Higher Education and Medicial Education. (2008). Game-based learning for virtual patients in Second Life: Single virtual patients game-based learning. Retrieved from https://www.youtube.com/watch?v=WnPYhSbSABA Drake, D. (2007). The art of thinking narratively: Implications for coaching psychology and practice. Australian Psychologist. Nov2007, Vol. 42 Issue 4, p283-294. Durrington, V., Berryhill, A. & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching. Winter2006, Vol. 54 Issue 1, p190-193. Frude, N. & Killick, S. (2011). Family storytelling and the attachment relationship. Psychodynamic Practice. Nov2011, Vol. 17 Issue 4, p441-455. Hsu, J. (2008). The Secrets of STORYTELLING: Our Love for Telling Tales Reveals the Workings of the Mind. Scientific American Mind. Aug/Sep2008, Vol. 19 Issue 4, p46-51. IMDb. (1989). Dead Poets Society. Retrieved from http://www.imdb.com/title/tt0097165// IMDb. (1995).Congo. Retrieved from http://www.imdb.com/title/tt0112715// IMDb. (1997). Good Will Hunting. Retrieved from http://www.imdb.com/title/tt0119217/ IMDb. (2007). The Great Debaters. Retrieved from http://www.imdb.com/title/tt0427309/ IMDb. (2011).Rise of the Planet of the Apes. Retrieved from http://www.imdb.com/title/tt1318514/ IMDb. (2016). Chance. Retrieved from http://www.imdb.com/title/tt5620076/ IMDb. (2016). Split. Retrieved from http://www.imdb.com/title/tt4972582/
- 53. Keitt, J. (2013). Why are all the black kids sitting together in the cafeteria? Retrieved from https://www.youtube.com/watch?v=FY4wKoPDjls Manney, P. (2008). Empathy in the Time of Technology: How Storytelling is the Key to Empathy. Journal of Evolution & Technology. Sep2008, Vol. 19 Issue 1, p1-11. Miller, P. (2009). Stories Have Histories: Reflections on the Personal in Personal Storytelling. Taiwan Journal of Anthropology. 2009, Vol. 7 Issue 1, p67-84. Meyers, S. (2008). Using Transformative Pedagogy When Teaching Online. College Teaching. Fall2008, Vol. 56 Issue 4, p219-224. Montgomery,S. & Groat, L. (1998). Student learning styles and their implications for teaching. Retrieved from http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no10.pdf Nelson, A., McClintock, C., Perez-Ferguson, A., Shawver, M. & Thompson, G. (2008). Storytelling Narratives: Social Bonding as Key for Youth at Risk. Child & Youth Care Forum. Jun2008, Vol. 37 Issue 3, p127-137. Olson, S. (2014). Hands up don’t shoot image. Retrieved from http://www.vox.com/2014/8/13/5998591/hands-up-dont-shoot-photos- ferguson-michael-brown Rodríguez, J. & Pérez, M. (2009). Teaching visual literacy: Using comic books, graphic novels, anime, cartoons, and more to develop comprehension and thinking skills. International Journal of English Studies. 2009, Vol. 9 Issue 2, p171-174. Rutledge, P. (2013). Transmedia storytelling workshops: For organizations, branding and marketing. Retrieved from http://athinklab.com/the-psychological-power-of-transmedia-storytelling/ Stanford University. (2014). Stanford researchers examine the psychology of virtual reality. Retrieved from https://www.youtube.com/watch?v=IIGFGF1hQmw Steinbronn, P. & Merideth, E. (2008). Perceived Utility of Methods and Instructional Strategies Used in Online and Face-to-face Teaching Environments. Innovative Higher Education. 2008, Vol. 32 Issue 5, p265-278. Stark-Wroblewski, K., Boeding, C., Church, T., Kreiner, D., Lopata, A. & Ryan, J. (2008). Use of Virtual Reality Technology to Enhance Undergraduate Learning in Abnormal Psychology. Teaching of Psychology. Oct-Dec2008, Vol. 35 Issue 4, p343-348. Tomasevich, M. (2013). Super Learners. Knowledge Quest. Jan/Feb2013, Vol. 41 Issue 3, p18-23. Wikipedia. (n.d.). Graphic novels. Retrieved from https://en.wikipedia.org/wiki/Graphic_novel Williams, I. (2011). Autography as Auto-Therapy: Psychic Pain and the Graphic Memoir. Journal of Medical Humanities. Dec2011, Vol. 32 Issue 4, p353-366.
Editor's Notes
- Greetings Everyone, I am Romona Banks and it is a pleasure to present to you ‘Engaging Our Students: Through Storytelling, Graphic Novels, and Quotes’ for the 2017 Ashford TLC! For the sake of time, I will breeze through the slides that I have to share to allow more time for me to demonstrate how I integrate storytelling, graphic novels, and quotes in my courses. The slides will be provided as an attachment or by contacting me or Kate Johnson. Additionally, if you would like a closer look at my demo course as an observer please email me and I will send you an evite link.
- Learner-Centered Instructors foster a community of learners, and are creative and engaging through the use of chats and videos. (Brinthaupt et al., 2011)
- Learner-Centered Instructors create natural learning environments, they use technology to create engaging content, they tend to be flexible with deadlines and they understand their student population and the help that is needed (Brinthaupt et al., 2011). The following slide is not all encompassing of criteria that should be integrated in the courseroom, however, it provides a good blueprint to initiate engagement within the course.
- Many of the constructs that are included in this chart are provided during course development, however, I believe that we, as instructors, can highlight/integrate them in every course when we have a good understanding of our students’ learning styles.
- A learning style consists of the different ways in which we process and learn new information (Bepko Learning Center, n.d.). There are three learning styles: visual, auditory, and kinesthetic.
- This Learning Style Inventory can be found at http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml There is a second Learning Style Inventory that can be found on The Penn State website: http://www.personal.psu.edu/bxb11/LSI/LSI.htm
- How can it help to engage students? : We can make teaching and learning a dialogue; a collective dialogue of active learning techniques that engage the student (in a traditional as well as distance learning environment). We can also respond to a more diverse body of students when we know their learning style. (Montgomery & Groat, 1998) In the following slide is an example of a student’s perspective (based in an online environment) with very little/no engagement.
- https://www.youtube.com/watch?v=nWPI35WGsTc I believe that gaining an understanding of how each of our students prefer to learn (through self-knowledge/by taking one of the Learning Style Inventories) can assist us in engaging them in the distance learning environment. For example, visual and auditory learners may enjoy viewing TED talks/Khan Academy videos that we share in regards to the weekly topics, visual learners may also enjoy weekly discussions in the online learning environment (auditory learners in the traditional learning environment may have an appreciation of weekly discussions), and kinesthetic/tactile learners may appreciate a weekly movie summary that relates to the weekly topic or a virtual tour of a facility that relates to their field of study/the weekly topic. When we have an understanding of our student’s learning style it may assist us in preventing an experience similar to the one in the video above. We don’t want to use technology to replace the teaching and learning style, however, I believe that adding particular techniques (as I have shared previously) throughout the course experience could assist us in better engaging our students.
- Are we a Ghost as a Host, Sage on the Stage, Guide on the side or Ace in Digital Space? Ghost as a Host is never preferred as an instructor/facilitator, however, I believe that one particular positive side of a “Ghost as a Host” is when our students work in groups (during this time I believe that it is best for our students to learn and apply group dynamics and brainstorming techniques, we can step in when we think it is absolutely necessary). I believe that we are all “Sage on the Stage” given that each of us can be considered a Subject Matter Expert (SME) in our perspective fields (we can stand before our students/the keyboard and lecture/discuss any perspective of our field of expertise). I believe that being a “Guide on the Side” is most effective and engaging, we demonstrate to our students that a learning experience is based on their perspective of the topic/subject, we want them to be independent learners that think critically about the topic/subject, however, they are students because they want to evolve as a learner/gain a better understanding of the topic/subject. That is where we, as the instructor/”Guide on the Side” come in, we provide lecture/intellectual elaboration, then a means for our students to demonstrate that they have an understanding of the information we share (i.e. responding to discussions, submitting assignments, or completing a quiz), and then we clarify any misunderstandings/questions our students may have about the topic. I believe we are now “turning the corner” to accepting and acknowledging that technology is a tool/technique that can fully integrate the learning/educational experience (with or without the face-to-face experience, a hybrid experience, if you will). Which leads us to the Ace in Digital Space factor (a combination of all three factors as one). I believe there are several methods we as online/distance education instructors can implement in our courses to ensure that our students have an engaging (as well as fulfilling) experience. I will share three of the methods in the following slides (methods that I use/will start to integrate in my courses). Examples will be shown using Canvas, however, these methods can be integrated in any Gateway Portal (i.e. Blackboard and Moodle).
- As a student, I believe I was not a great test-taker, which probably makes me bias toward assessments to this day. I believe I wasn’t a great test-taker because I did not know or understand my learning style. I LOVE projects and “talking;” I can talk ALL DAY LONG, I promise I won’t during this presentation , however discussions are how I learn best, I retain more information that way (more so, than reading the textbook or writing papers). Therefore, I tend to be more sensitive to engaging our students (while creating courses or making lesson plans); however I do not go easy when it comes to thinking critically about a topic (through discussion forums or other assignments). The way in which I bring critical thinking to life is through unorthodox teaching (NO, I do not do anything outrageous… like Robin Williams from “Dead Poets Society” or Denzel Washington in “The Great Debaters”). The method is simple, I provide my students with something that is tangible, something that they can relate to… real-life situations that relate to the theories that we discuss (for example, in Social Psychology when we discuss prejudice I mention the Doll Test conducted by the Clarks or in General Psychology when we discuss intelligence in animals, I share a youtube clip of “Rise of the Planet of the Apes,” before “Rise of the Planet of the Apes” I would use the movie “Congo” as an example.)
- Like Robin Williams from “Dead Poets Society.” There was meaning behind what he taught his students! “Storytelling” is probably a natural with a Composition/Poetry course, however, the takeaway is sharing why you are passionate about a subject/topic (something we as instructors can share in our intellectual elaborations/discussion responses). Dead Poets Society, as well as the following two movies are wonderful examples of “Storytelling” in order to convey a theory/concept to our students. Storytelling, I believe, makes the theory/concept relatable to our students.
- For a Social Psychology course regarding prejudice/discrimination/racism the Ferguson Case, the Doll Test originally conducted by the Clarks or the book by Dr. Tatum (titled ‘Why Are All the Black Kids Sitting Together in the Cafeteria?’) are all transmedia examples that can be integrated/discussed in your course.
- https://www.youtube.com/watch?v=DYCz1ppTjiM
- Why Are All The Black Kids Sitting Together In The Cafeteria? https://www.youtube.com/watch?v=FY4wKoPDjls
- As mentioned previously, for General Psychology when I discuss intelligence in animals, I share a youtube clip of “Rise of the Planet of the Apes.” before “Rise of the Planet of the Apes” I would use the movie “Congo” as an example.
- You can engage your students by relating to real world discussions that are fun AND relate to the weekly topic (it just takes a pinch of creativity with a little research, to find the right resources to use). For example, this presentation regards engaging students. If I gave a lecture on engaging students, I may receive the attention of just a few of my audience with the lecture. However, if I include something that is of interest to the audience, the majority of the audience may be engaged and remember more of the topic. The comic strip above discusses the frustration of grading assignments. Although this comic strip is funny, it depicts the emotions of many instructors, as they grade papers. The rubric and assignment instructions are provided to the students, however; many times the students do not provide what the assignment request. Many factors may be involved, as to why the assignment was not completed as requested; let’s say the student did not thoroughly understand the topic enough to discuss it. I believe that two ways in which we can engage the student, while helping them to apply theory, is through the use of graphic novels and storytelling.
- A few psychology related Graphic Novels are: (1)Couch Fiction by Phillipa Perry and Junko Graat (2) Psychatric Tales by Darryl Cunningham (3) Depresso by Brick and (4) Stitches by David Small
- https://www.youtube.com/watch?v=IIGFGF1hQmw https://www.youtube.com/watch?v=3Xpj5Gj9pgo I believe that including a virtual trip to a lab/hospital/facility that relates to the course topic (i.e. in my Health Communications course, I included at least three different virtual videos to a health care facility) this can assist my students in fully understanding the concepts that we have discussed, such as demonstrations on how to welcome and clearly convey wellness information to our clients in the healthcare environment. I like using Second Life video clips such as the one in the following slide in my Health Communication course.
- https://www.youtube.com/watch?v=WnPYhSbSABA
- 72 Hour Hold is a book by Bebe Moore Campbell; it is based on a true story regarding the ups and downs that a mother experienced while her teen daughter battled bi-polar disorder. This media would be ideal to share in an Abnormal Psychology course, this media reflects a real-life situation of mental illness and how it affects the patient and their family.
- Psychiatric Tales is a graphic novel by Darryl Cunningham that consists of eleven graphic stories about mental illness. In General/Introductory Psychology, we discuss normal and abnormal behavior; this book could serve as an engaging resource for some students, given that a few of them love to read (something that I learn from their week 1 introduction post or Learning Style results). In addition, the following two examples are also wonderful media that you could share in your course (while covering the topic of Abnormal Psychology).
- http://www.imdb.com/title/tt5620076/
- http://www.imdb.com/title/tt4972582/
- Just to break the monotony of study during the week, I like to email (or post as an Announcement) a comic/movie/quote/inspiration to my students. I feel that this may refresh/inspire my students; such actions are unexpected and many students appreciate it.
- This comic details the process a student goes through to complete assignments. Their process; along with their feelings, are displayed in this comic. During the weeks where there isn’t a discussion forum, an email could be submitted to each student (including a comic/inspiration that is related to the weekly topic, a non-offensive comic) or a movie clip that relates to the weekly topic.
- In order to remain consistent, while grading assignments, I include a short explanation as to why my student received the grade that they did (this method keeps me focus and fair). Sometimes, I will even share my own experiences when I have had a similar experience to my student or have knowledge of someone else that has had the experience, while providing feedback to their assignment. I may also include examples from previous students (with the previous student’s permission) that have received a perfect score on their assignments. I also share track changes in their first two assignments (this provides the student with a visual of how to correct errors). In addition, I also provide advising messages during Weeks 3 and 4 (as shown in the following slide).
- I send at least two advising messages to my students during the course (more, if they are in jeopardy of failing the course). I also include their current grade average in the advising messages (in addition, I provide a strategy on how we can get caught up on assignments in the second advising message).
- There are a few times when I will inform my students that I have graded all assignments (especially the discussion forums). I also briefly discuss what was shared during the week, and may provide a little more information about the topic (usually, this is when I will share a movie, comic or book that relates to the weekly topic, just in case if my students are interested in extending their knowledge about the topic or is interested in seeing how the theory can be applied, however, as of late, I have shared movies during the beginning of the week).
- In your Introductory to Psychology/General Psychology course you discuss psychoanalysis and personality and perception. Spider Man is one of my favorite comics and movie; therefore, I like to use this method of storytelling or graphics to engage my students while applying the personality, perception, or normal versus abnormal theories (the focus is usually in regards to personality or perception).
- Regarding Erikson’s developmental theory, students may be required to apply each stage of development. However, a few students may be unable to apply or understand each stage. Therefore, discussing a movie (a visual/auditory/tactile method of application) that puts each stage into perspective may help our students to better understand how to think critically about the stages/assignment and apply the developmental theory.
- You may also discuss Maslow’s Hierarchy of Needs; the movie that can be selected to discuss this concept is ‘In Pursuit of Happiness.’ I like to share these methods (graphic novels and storytelling) of engagement to provide an additional resource to my students that may seek other methods of application; especially when it comes to understanding theories that are introduced each week.
- Throughout the course, to keep the motivation going, and as a means to keep in touch with my students (with something other than coursework), I share quotes or inspirations.
- The majority of feedback, regarding the inspirations/quotes that I have shared, are positive! Many of my students look forward to them, and some of my students inform me that it was “just what they needed”.
- These two quotes express my feelings of why engaging our students are so important. If my students believe that I care about them and their educational journey, then they may care enough to obligate themselves to become engage in their distance learning experience. You can find several meaningful quotes/inspirations on the Brainy Quotes website https://www.brainyquote.com/
- I have also included two examples of a Virtual Museum in the following nine slides, of suggested movies that I share throughout the course (another method of engaging my students through transmedia).
- Left Wall: A documentary titled ‘Escape Fire’ (Reflects Ethical Issues/informed consents in the healthcare field) Middle Wall: Reverse psychology comic Right Wall: ‘Inception’ (Reflects consciousness and dreams)
- Left Wall: ‘Searching for Bobby Fischer’ (Reflects intelligence) Middle Wall: Comic that I created for a Personality discussion Right Wall: ‘Cast Away’ (For an ego discussion)
- Psychologists’ Virtual Museum
- Left Wall: Wilhelm Wundt and William James Middle Wall: Sigmund Freud Right Wall: Carl Jung and Alfred Binet
- Left Wall: Mary Whiton Calkins and Karen Horney Middle Wall: Anna Freud Right Wall: Inez Prosser and Mamie Clark
- Left Wall: Alfred Adler and G Stanley Hall Middle Wall: Albert Bandura Right Wall: Jean Piaget and Erik Erikson
- Left Wall: B. F. Skinner Middle Wall: Abraham Maslow Right Wall: John Watson
- Left Wall: Ivan Pavlov Middle Wall: Walter B. Cannon Right Wall: Kenneth Clark These museums are sometimes posted in the discussion forum at the beginning of the Psychology course/I may provide the following PowerPoint presentation in the discussion forum and also as an attachment in a group email to my students.
- The presentation above can be found on my slideshare page: https://www.slideshare.net/coachfeliciab
- https://canvas.instructure.com/courses/1209568/assignments/syllabus I will now demonstrate how we can apply storytelling/transmedia, graphic novels, and quotes in our Canvas courses. I will demonstrate the use of transmedia and quotes within a few Announcement posts and one discussion post during the first three weeks of the course. During, as well as after, the first week of the course when I log in I use the following process: (1) I check email, (2) I check ‘Ask The Instructor’ (3) I check for any likes/comments/questions in previously posted Announcements and (5) I check discussions.
- Thank you for taking the time to listen to this presentation, if you have any questions please feel free to share them on the TLC discussion forum page! I look forward to chatting with you in some of the TLC Sessions!