We learn so much from stories, and a well-constructed story can make the difference between an OK learning experience, and a memorable and impactful experience. In this topic, we are going to look at stories from two different angles: The Science of storytelling & the Process of storytelling. We’ll finish by learning to use a tool that allows us to easily record audio stories and podcast interviews.

Learning Objectives

  • Explain why teaching with stories can catch the attention of learners and make it easier for them to recall information embedded in stories
  • Describe the difference between anecdotes and stories, and explain why stories are more effective teaching tools than anecdotes
  • Trim & Split video clips
  • Insert transitions/cards between clips
  • Create Title and Credits
  • Create and publish an interactive screen recording

Class Time

The Science of Storytelling

Listen to Kevin Alexander’s introduction to storytelling podcast (to the right) and then read this excellent article gives an easy-to-read overview of the science that supports micro-narrative and includes some practical tips for effective storytelling which I regularly refer to – Storytelling: Bringing the power of stories to your teaching (7 min).

Next, read this article from the New York University Teaching and Learning Centre that mentions both types of research mentioned in the audio lecture and includes some practical tips for multimedia storytelling (e.g. PowerPoint presentations) – How to Create an Effective Story (5 min). 

The Process of Storytelling

There are many different frameworks for the storytelling process. The video and articles below will provide you with some useful, but overlapping suggestions for crafting memorable and engaging stories, and that can help you become a better storyteller in any medium you choose to tell stories to your learners.

(1 min)

Let me start by illustrating the difference between a story and an anecdote. First I will share an anecdote with you to illustrate why you should back up the files on your laptop, followed by a more persuasive multimedia story on the same topic.

(4 min)

Some questions to consider with these two similar but different narratives:

  1. Which of the two narratives do you think would be more effective in encouraging students to backup the files on their laptops?
  2. Do you think that the video narrative would be more or less effective in an audio-only format like the anecdote?

Here are some key storytelling guidelines to keep in mind as you create your own narratives:

1. Know your audience
2. Tell a personal story
3. Show, don't tell
4. Build up to a S.T.A.R. moment (Something They'll Always Remember)
5. End with a positive takeaway
6. Know stories
7. Choose the right medium
(5 min)

Hands-on Lab Time

Introduction to Video Editing with iMovie (mac) or ClipChamp (win)

Work through the following hands-on activities to create 3 short videos with video clips provided in the workshop activities:

Blog Post

  1. Finish writing the daily blog post that you started writing this morning, by doing the following:
    • Embed your video and/or interactive Screencast tutorial video in your blog post.
    • Reflect on why teaching with stories can catch the attention of learners and make it easier for them to recall information embedded in stories.
    • What are the pros and cons of using video creation as a teaching tool for language revitalization in one of your practicum classrooms?
    • Describe how you could use video editing as the assignment medium for language revitalization and grade level you will be teaching (if at all), and what you could do to make the assignment as engaging as possible.
  2. Submit your blog post to the class BrightSpace website.