OLC ACADEMIC CONTENT A Story Driven Approach to Learning 1 ABOUT - - PowerPoint PPT Presentation

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OLC ACADEMIC CONTENT A Story Driven Approach to Learning 1 ABOUT - - PowerPoint PPT Presentation

Jul 27, 2023 324 likes •661 views

REIMAGINING ONLINE EDUCATION WITH EPISODIC OLC ACADEMIC CONTENT A Story Driven Approach to Learning 1 ABOUT US Katrina Rainer, MEd Jennifer McVay-Dyche, PhD Senior Manager, Learning Design Senior Learning Designer SEI Studios SEI Course

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SLIDE 1 1

OLC

REIMAGINING ONLINE EDUCATION WITH EPISODIC ACADEMIC CONTENT

A Story Driven Approach to Learning
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SLIDE 2 Jennifer McVay-Dyche, PhD Senior Manager, Learning Design SEI Course Design jennifer.mcvaydyche@strategiced.com

ABOUT US

Katrina Rainer, MEd

Senior Learning Designer SEI Studios katrina.rainer@strategiced.com Strategic Education, Inc. (SEI) is dedicated to enabling economic mobility with
  • education. Through a suite of innovative programs and services, we help our working
adult students advance their careers and improve their lives.
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SLIDE 3 3 Ever wondered what would happen if your learners binged course content like they binge content from streaming video services? Strayer University is blending the principles behind binge-watching with research-based instructional design practices to create episodic content that keeps online learners coming back for more! Learning is more effective and organic when we teach through the art of storytelling. At Strayer University, we are blending the principles story-driven learning with research-based instructional design practices to create engaging learning experiences. This session will provide you with strategies to strategically infuse stories into any lesson, course, or curriculum.
  • 1. Reimagining Online Education with Episodic Academic Content
  • 2. It’s Not What You Teach, It’s HOW You Teach: A Story-Driven
Approach to Course Design All April 4 8:45 AM [45 minutes] Cottonwood 2-3 All April 5 11:45 AM [45 minutes] Cottonwood 2-3

Season 1

▶ ▶

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SLIDE 4 4 OBJECTIVES

OBJECTIVES

  • Describe Studios’ story-driven approach to course

design;

  • State instructional benefits and potential challenges
  • f creating episodic academic content;
  • Identify opportunities for infusing episodic academic

content into blended and online courses to maximize learning.

Engage Explore Explain Elaborate Evaluate The Five Es (Bybee, 1997)
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SLIDE 5
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SLIDE 6 6

Engage

The Story-Driven Experience

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SLIDE 7 7

A STORY-DRIVEN APPROACH

https://youtu.be/Up3gccHdlzU
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SLIDE 8 8

Explore

Studios Origin Story

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SLIDE 9 9

THE CHALLENGE

  • Online enrollments continue to grow; traditional, on-campus
enrollments on the decline (Seaman, Allen, & Seaman, 2018)
  • Generally, online courses have poorer academic performance
and completion rates (Bettinger & Loeb, 2017)
  • Curricula and instructional models have not kept pace with the
digital space
  • Average American watches ~2.7 hours of television per day
(US Bureau of Labor Statistics, 2018)
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SLIDE 10 10

“… how do we grab a student’s attention? We thought a lot about binge-viewing and not being able to wait for the next episode of a show. Why can’t we do that with academic content?”

— BRIAN JONES, President, Strayer University
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SLIDE 11

THE SOLUTION: SEI STUDIOS

https://studios.strayer.edu/
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SLIDE 12 12

Explain

Terminology & Key Concepts

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SLIDE 13 13

STORY

  • a type of narrative structure that creates context

and relevance, engages the emotions, enhances memory and meaning-making

  • all story is narrative, but not all narrative is story
(Haven, 2007)
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SLIDE 14 14

ELEMENTS OF STORY

(Campbell, 2008)
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SLIDE 15 15

EPISODE

“a usually brief unit of action in a dramatic work or literary work”

(Merriam-Webster, 2019)
  • closed: episodes can stand alone
  • serialized: episodes build on each other
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SLIDE 16 16

BINGE-WATCHING

  • consuming more than two consecutive episodes of

a [video or podcast] series in one sitting

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SLIDE 17 17 BINGE-WATCHING INSTRUCTIONAL DESIGN STORY-DRIVEN APPROACH Backward Design Character involvement & Cognitive empathy (Gaines Lewis, 2014) Bloom’s Taxonomy (1956) Merrill’s Principles of Instruction (2002) Dopamine production (Page, 2017 ) Episodes
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SLIDE 18

THE SECRET RECIPE: STORY LABS

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SLIDE 19 19

SOC100: REIMAGINED

Provides a critical survey of contemporary social, political, and economic problems facing American society. Emphasizes the urban crisis, military-industrial complex, racism, and distribution
  • f income.
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SLIDE 20 20 WEEK 3
  • Role of culture in society
  • Components of culture
  • Cultural diversity
WEEK 6
  • Systems of stratification
  • Explanations of stratification
  • Class & inequality in the US
WEEK 8
  • Religion as a social institution
  • Sociological perspectives on religion
  • Religious practice & belief in the US

SOC100: INTRODUCTION TO SOCIOLOGY

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SLIDE 21 21

SOC100: INTRODUCTION TO SOCIOLOGY

https://youtu.be/r3kCmEf0CFY

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SLIDE 22 22
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SLIDE 23 23

Elaborate

Application

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SLIDE 24 COURSE # and Course Title COURSE DESCRIPTION WORKING TITLE MAIN IDEAS/ THEMES
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SLIDE 25 THEME: TOPICS List 3-5 topics associated with theme. STORY IDEAS What people, places, organizations, products, events, etc. provide real-world representation of topics?
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SLIDE 26 26

Evaluate

Reflection & Wrap Up

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SLIDE 27 27

WHAT WE LEARNED

  • Outcomes drive story

selection, not vice versa.

  • Keep it simple.
  • Collaboration is essential.
  • Collaboration is also

challenging! J

  • Students and faculty

respond positively to story-driven learning.

  • Academic content can

be binge-worthy!

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SLIDE 28 28 OBJECTIVES

Wrap Up

Can you:

  • Describe Studios’ story-driven approach to course

design?

  • State instructional benefits and potential challenges
  • f creating episodic academic content?
  • Identify opportunities for infusing episodic academic

content into blended and online courses to maximize learning?

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SLIDE 29 29
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SLIDE 30 30 Ever wondered what would happen if your learners binged course content like they binge content from streaming video services? Strayer University is blending the principles behind binge-watching with research-based instructional design practices to create episodic content that keeps online learners coming back for more! Learning is more effective and organic when we teach through the art of storytelling. At Strayer University, we are blending the principles story-driven learning with research-based instructional design practices to create engaging learning experiences. This session will provide you with strategies to strategically infuse stories into any lesson, course, or curriculum.
  • 1. Reimagining Online Education with Episodic Academic Content
  • 2. It’s Not What You Teach, It’s HOW You Teach: A Story-Driven
Approach to Course Design All April 4 8:45 AM [45 minutes] Cottonwood 2-3 All April 5 11:45 AM [45 minutes] Cottonwood 2-3

Season 1

▶ ▶

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SLIDE 31
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SLIDE 32 32
  • Bettinger, E., & Loeb, S. (2017). Promises and pitfalls of online education. Evidence Speaks Reports, 15(2).
Retrieved from https://www.brookings.edu/wp- content/uploads/2017/06/ccf_20170609_loeb_evidence_speaks1.pdf
  • Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth, NH: Heinemann.
  • Campbell, J. (2008). The Hero with a thousand faces (3rd ed.). Novato, CA: New World Library.
  • Episode. (2019). Merriam-Webster Dictionary. Retrieved from www.merriam-webster.com/dictionary/episode
  • Gaines Lewis, J. (2014, March 11). Why we’re wired to binge-watch tv. Psychology Today. Retrieved from
https://www.psychologytoday.com
  • Haven, K. (2007). Story proof: The science behind the startling power of story. Westport, CT: Greenwood
Publishing
  • Page, D. (2017, November 4). What happens to your brain when you binge-watch a TV series. NBC News.
Retrieved from https://www.nbcnews.com
  • Seaman, J.E., Allen, E., & Seaman, J. (2018). Grade increase: Tracking distance education in the United States.
Wellesley, MA: The Babson Survey Research Group
  • US Bureau of Labor Statistics (2010). American time use survey summary. Retrieved from
https://www.bls.gov/news.release/atus.nr0.htm

References