Applying Movement Oriented Design MOD to Create Educational Stories

1
Applying Movement Oriented Design (MOD) to
Create Educational Stories
2
Outline

• Introduction
• Teaching using story telling
• Movement Oriented Design
• Learning Styles
• Story Telling Principles
• Conclusions Future Work
• References

3
Introduction

• Widely used teaching methodology
• articulate course objectives, topics, lesson plan
  and evaluation methods.
• Egan - story telling as an alternative
• is more effective.
• Heo -
• story telling can be applied to e-learning.
• How to create effective e-Learning
• Not yet fully explored.
• Movement Oriented Design (MOD) aims to
• systematize the creation of multimedia content by
  using story telling
• Thesis
• we can apply MOD for creating effective
  educational stories

4
Progress

• Introduction v
• Teaching using story telling
• Movement Oriented Design
• Learning Styles
• Story Telling Principles
• Conclusions Future Work
• References

5
Teaching using story telling

• Egan predicates that traditional pedagogy model
• can lead to a rather mechanistic way of
• conceptualizing, planning and delivering
  education.
• focuses on children in his book
• Transactional Analysis (Eric Berne)
• every adult has a child within, and
• winning this child is an effective means of
  communicating with that adult.
• Story telling does not just relate to fictional
  stories
• but how to use the story form, or narrative,
• to engage the learners more effectively
• Make the meaning of the lesson
• more powerful
• understandable and persistent

6
Teaching using story telling

• Telling and listening stories
• a universal means of communication.
• As per some anthropologists, e.g. Levi-Strauss
• our brain fundamentally works using a story
  oriented structure
• Our original concept of stories
• centered on real-life narratives
• However, we can expand this concept
• Life experiences stored in our mind as
  narratives.
• Even facts, ideas, theories and dreams are
  underpinned by narratives
• Narratives allow us to
• reconstruct our experiences in different
  contexts, and
• derive new meanings from them.

7
Teaching using story telling

• Real-life stories - two types of functions
• epistemological
• transformative
• Epistemological view,
• story embodies knowledge
• Transformative view
• conveys some message
• Epistemological view used to
• exemplify concepts, principles, or theories in
  relation to some real-life situation or problem
• Recalling, reinterpreting, and recreating stories
  
• enlarges our experience and
• facilitate discovery of new knowledge and
  insights

8
Teaching using story telling

• Ellis - demonstrates the power of story telling
• Professor George at Oberlin College
• Told stories from his own life. E.g.
• cottonwood tree branches can re-grow roots if
  stuck in the ground
• Ellis recalls profound affect
• as a science lesson
• importance of story telling to deep learning
• My high school Physics teacher Mr. Sutha
• explained electric current using a story
  involving water current in a river
• built a deeper understating of Kirkoffs Current
  Law
• I used it in solving many a tricky problems while
  doing Electrical Engineering at IIT-D
• This story underpins the MOD-based story
  development example given later

9
Teaching using story telling

• Good teachers
• naturally good story tellers, engross their
  students
• without learning story telling formally
• If teacher - not a natural story teller
• difficult to hold students attention.
• Our aim
• present a story development model and
• associated processes
• let any teacher create good scientific, technical
  or other educational stories.
• Movement Oriented Design is one such model

10
Progress

• Introduction v
• Teaching using story telling v
• Movement Oriented Design
• Learning Styles
• Story Telling Principles
• Conclusions Future Work
• References

11
Movement Oriented Design

• Movement Oriented Design (MOD)
• a framework for creating contextualized stories
• all multimedia systems are story telling
  artifacts
• every story has a Beginning, Middle and an End
• Most e-Learning systems
• use multimedia content
• cater for people with different learning styles
• The core of MOD - Movement
• a micro story with its own Beginning, Middle and
  End.
• MOD Uses the problem solving metaphor
• introduced by the Dramatica theory of story design

12
Movement Oriented Design

• Movies gt multimedia, thus
• we can learn from the theories of screenplay
  writing.
• Movies vary in temporal and spatial domains
• interactive multimedia in the navigation domain
  as well
• Three domains of variation for multimedia

Digital Dimension Media coding Quality of
Service Quality of Presentation
Spatial Dimension Media Elements Placement Linkage
s Multimedia Design Pyramid
Temporal Dimension Narrative Interactivity Movemen
t Oriented Design
13
Movement Oriented Design

• Creating meaning and emotional movement

14
Movement Oriented Design

• Table 1a Types of stories classified based on
  characters

15
Movement Oriented Design

• Table 1b Types of stories classified based on
  applications

16
Movement Oriented Design

• Need
• emotional movement
• Humanistic story
• when viewers say That was such a moving story
• emotions that have been moved
• A good lecture
• emotionally engaged if the lecturer begins with a
  
• question that intrigues them
• then answers the question
• culminates the lecture with some new
  understanding
• Creating emotional movement
• most important property to be imbibed in any
  narrative
• Aim is to devise
• a simple,
• systematic, and
• powerful narrative structure
• to create emotional movement

17
Movement Oriented Design

• View a story
• as a collection of story units,
• Begin - hook the user.
• Middle - carry the main message,
• End - terminate the story or link it to the next
  story unit.
• Educational multimedia
• often the authors load it with useful information
• and loose the viewers interest and attention
• Linking Movements in a cause and effect
• create engaging and moving stories.
• We can create
• not only moving humanistic stories
• also Educational Stories
• Educational story need not be a humanistic story
• can obscure the real message

18
Movement Oriented Design

• Starting with an idea, we
• Brainstorm
• various options for BME components
• generate Movements.
• 2. Generate a plot
• by choosing well-linked Movements.
• 3. Create a storyboard
• represent Movements with iconic multimedia
  elements.
• 4. Develop content
• using text, videos, images, graphics, and sound
  elements.
• 5. Author the presentation
• by mapping multimedia components to the story
  plot.

19
Movement Oriented Design

• State the problem
• Articulating a high-level solution
• STAGE-1
• Problem What is Electric Current?
• Solution To explain the meaning of electric
  current
• B1 Importance of electric current
• M1 Define and exemplify electric current
• E1 Link to Ohms Law. Explain alternating and
  direct current.

20
Movement Oriented Design

• STAGE 2
• B1 Problem Why is electric current important?
• B1 Solution Explain the importance of electric
  current
• B1,B2 Many people die of electric shock
• B1,M2 Understand and respect electric current,
  not be afraid of it.
• B1,E2 Electric current is useful for running
  appliances
• M1 Problem How is electric current defined?
• M1 Solution Define and exemplify electric
  current
• M1,B2 Amperes Coulombs / second
• M1,M2 Its like watching Coulombs go past and
  counting how many go past in one second.
• M1,E2 Demonstrate the effect of electric current
  through multimedia and multi-sensory experience.
• E1 Problem What determines electric current
  strength?
• E1 Solution Link to Ohms Law. Explain
  alternating and direct current.
• E1,B2 Current depends upon voltage and resistance
• E1,M2 Ohms Law I V/R
• E1,E2 Current can be direct or alternating.

21
Movement Oriented Design

• Next
• create a story board for each movement, then
• author the story.
• Storyboard
• widely used technique
• assumes that a story exists
• often not the case
• MOD story development process
• allows one to start with a concept
• and develop the story step-by-step
• Purpose
• help teachers develop good educational stories
• even if they are not natural story tellers

22
Progress

• Introduction v
• Teaching using story telling v
• Movement Oriented Design v
• Learning Styles
• Story Telling Principles
• Conclusions Future Work
• References

23
Learning Styles Models-1

• A simple learning style model
• Visual, Auditory and Kinaesthetic learners
• Felder-Silverman Model
• 5-dimensions, 2 styles per dimension
• Dimension-1 Perception
• Sensing Concrete and practical, oriented toward
  facts and procedures.
• Intuitive Conceptual and innovative, oriented
  toward theories and meanings.
• Dimension-2 Input
• Visual Prefer visual representations pictures,
  diagrams, flow charts.
• Verbal Prefer written and spoken explanations.

24
Learning Styles Models-2

• Dimension-3 Organisation
• Inductive Prefer to proceed from the specific to
  the general.
• Deductive Prefer to proceed from the general to
  the specific.
• Dimension-4 Processing
• Active Learn by trying things out, and working
  with others.
• Reflective Learn by thinking things through,
  generally working alone.
• Dimension-5 Understanding
• Sequential Linear and orderly, learn in small
  incremental steps.
• Global Holistic and system wide thinkers, learn
  in large leaps.

25
Learning Styles Models-3

• Learning Style can change with
• Available time Less time gt style-1 More time gt
  style-2
• Age Young gt style-1 Old gt style-2
• Subject Practical gt style-1
  Conceptual gt style-2
• Task Physical gt style-1 Mental gt
  style-2
• Recognize dominant style
• Aim to use the other style as well
• Use appropriate style for the situation

26
Progress

• Introduction v
• Teaching using story telling v
• Movement Oriented Design v
• Learning Styles Models v
• Story Telling Principles
• Conclusions Future Work
• References

27
Story Telling Principles

• To create good stories
• Rule-1 There are no rules
• Rule break down (McKee, 1998, p 3)
• Principles persist
• Show, dont tell
• Humanistic story Dont just write he was
  crazy. Make him do crazy things.
• Educational story Dont just say the algebraic
  sum of all currents at a node is zero. Show an
  animation.
• Give a range of ways to learn
• over the Style-1 1/2.. Style-2 spectrum.
• Style-1 Visualisation of KCL
• Style-2 Numerical problems based on KCL
• Style-1/2 Problems to be solved graphically

28
Story Telling Principles

• Subtext is more powerful than text
• Humanistic story
• Text Darling I promise that I will come back
  and marry you.
• Subtext We know that he is not going to.
• Educational story
• Text If the sum of currents entering a node is
  greater than the sum of currents leaving the
  node, then a charge must build up at that node.
• Subtext If the node cannot store charge then .

29
Story Telling Principles

• BEGIN Must entice the audience to find out more
• Importance of a course in getting a good job.
• MIDDLE Should convey the core meaning.
• All teacher know how to do this well!
• END should terminate the (micro) story, or link
  to the next (micro) story movement.
• William Goldman The key to all story ending is
  to give the audience what it wants, but not the
  way it wants- (McKee, 1998, p 310)
• Aristotle The ending must be both inevitable and
  unexpected. (McKee, 1998, p 311)
• If we put a capacitor at the node then KCL need
  not apply.

30
Progress

• Introduction v
• Teaching using story telling v
• Movement Oriented Design v
• Learning Styles Models v
• Story Telling Principles v
• Conclusions Future Work
• References

31
Conclusions

• Story telling
• a powerful pedagogical paradigm
• An educational story can facilitate deep learning
  
• Movement Oriented Design (MOD)
• views any presentation as a story telling
  artifact
• A good story
• must have well linked beginning, middle and an
  end.
• Movement
• a micro story with its own Begin, Middle and End
• Learning Styles
• Style-1 Doer Style-2 Thinker
• Story Telling
• Principles, not rules
• e- Learning
• we need new ways to create e-Learning content
• to assimilate, reevaluate and learn concepts
  deeply.
• Movement Oriented Design
• can be used to enhance the pedagogy of e-
  learning,
• using story telling principles and learning
  styles.

32
Future Work

• BEGIN-1 MOD Models
• B-1, BEGIN-2 Develop Fundamentals of MOD
• B-1, MIDDLE-2 Explore applications of MOD
• B-1, END-2 Develop formal and SE models of MOD
• MIDDLE-1 MOD Tools
• M-1, BEGIN-2 Develop MOD tools
• M-1, MIDDLE-2 Develop applications with MOD
  tools
• M-1, END-2 Investigate the efficacy of MOD tools
• END-1 MOD Usage
• E-1, BEGIN-2 Explore usability of MOD tools
• E-1, MIDDLE-2 Improve MOD tools
• E-1, END-2 Release MOD tools
• Thank you

33
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