Blog 4

From Last Week’s Discussion

During the discussion last week, our group had a lively exchange about the value of narrative in online learning, but I left the discussion feeling like we might have missed something. So I decided to go back and read the chapter more carefully. We definitely nailed the concept that narrative or storytelling makes learning more powerful or personal. There were a lot of great ideas and rationales brought forth for the use of storytelling. What seemed to be missing was the connection between narrative and design.

As I reread the text, I decided what we missed in our analysis was the association between narrative and context. In the constructivist view, context and learning are intertwined. The book points out that stories are a simple way to make context “portable.” This analogy gave me a grasp on the purpose of narrative in the design process. Instead of the designer creating the learning context, storytelling is a way to put control of context into the hands of the learners, which is where it should actually be. It occurs to me that an online setting is actually an ideal place for utilizing this design tool as a way to enrich the learning context. In a virtual environment there are no physical constraints on perception. The “weaving together of words” creates the context for the learning environment and can be interpreted individually by each learner in the way that allows them to construct and negotiate meaning in a personal way. The role of the designer is to set up opportunities for the use of narrative in the learning environment as a way to enhance contextual learning. Additionally, the instructor should be encouraged to model, encourage, and respond positively to storytelling so that the learners feel comfortable immersing themselves in this learning method.

The summary at the end of the chapter did a great job of listing some concrete design tools for creating narrative contexts. They used the framework of community, practice, and domain and gave examples of ways to utilize narrative to draw out each of these areas of a learning community model. For example, telling stories of how a learning event is related to some external community context can act as scaffolding for learners to consider possible future identities they might take on in which current learning concepts might be utilized. Another example is utilizing individual interpretations of a “reading” to show different levels at which an idea can be explain which, in turn, allows the group to negotiate collective meaning.

Our discussion prompted me to go back to the reading and delve more deeply in to this design element. I am really glad that I did because I now have a little better understanding of the relationship between design and context. I guess you could say that telling each other stories about telling stories allowed me to negotiate meaning in the area of context management.

What I Have Learned

I began this class with the notion that the internet should be an ideal place to allow learners to transcend the limitations of the classroom and develop authentic contexts for learning but I had absolutely no idea how that might be accomplished. Most of my experience with online learning to this point has been less than impressive and basically no different than a traditional classroom except that you don’t actually see your classmates. Using this paradigm I was unable to develop a vision for authentic learning in an online environment.

Learning about the creation of virtual communities through online tools and constructivist designs has given me a new outlook on this genre of instruction. I am now able to see the advantages and disadvantages of virtual learning and I am beginning to think about this as part of the instructional decision-making process. Tools such as blogging, synchronous and asynchronous discussions, and social networking websites can be used in the creation of virtual communities of learning and are part of the designer’s arsenal in planning instruction that meshes with the front-end analysis in the design process. I am beginning to get a feel for what learning objectives can and cannot successfully be realized in an on-line environment. As it turns out, I see many more ways to utilize this delivery system than I originally thought.

The information we have learned about the management of context has been particularly valuable to me. As I attempt to design my project I will keep the importance of context at the forefront of my plan. I want my learners to meaningfully interact with one another and I see how this is pivotal in the design of effective learning environments. I am anxious to begin exploring ways that I can make this happen as I attempt to structure my project to meet the learning goals I have chosen.

I have especially enjoyed the opportunity to experience a wide variety of online methods and tools as a learner. Immersing myself in these experiences has given me a better understanding of their potential use. The class models the principals that we are learning. Experiencing this content matter in the context of a student has enriched my experience and will hopefully allow me to have a better grasp on the design process as I move forward into my project in my identity as a designer.