Group 6 (Narrative Learning) -- Program Investigation Paper

Aaron Bean commented on the following Blogs (Feb. Monthly Summaries):

Group 1, Group 4

Wilisha Scaife commented on the following Blogs (Feb. Monthly Summaries):

Group 3, Group 5, Group 6
James Brunson commented on the following Blogs (Feb. Monthly Summaries): 
Group 1, Group 2, Group 3

PROGRAM INVESTIGATION OF NARRATIVE LEARNING IN PRACTICE

Program Investigation of Narrative Learning in Practice

Aaron Bean, James Brunson and Wilisha Scaife

Group 6

Ball State University  EDAC 634

Program Investigation of Narrative Learning in Practice

“I want to photograph what I see and put it in a dramatic context. …I want to tell these stories and present these shapes, colors and movements as I see them, as I see them serve a narrative. As I see that narrative serve an audience. That's what I want to do.”
Tommy Lee Jones

Introduction

Merriam, Caffarella, and Baumgartner (2007) explain that “narrative learning is the use of stories in the construction of meaning, whether the meaning making has to do with the self, with the content of instruction, or with the world around us” (p.216). At its core, a narrative perspective holds that human beings have a universal predisposition to 'story' their experience, that is, to impose a narrative interpretation on information and experience. At a very basic level, 'Stories consist . . . of events, characters, and settings arranged in a temporal sequence implying both causality and significance' (Carter 1993: 6).

As a review, main themes of narrative learning are associated with the form of narrative being considered. “Rossiter (2005) and Rossiter and Clark (in press) identify three ways in which stories appear in practice: “storying” the curriculum, storytelling, and autobiography.” (Merriam, Caffarella, & Baumgartner, 2007, p. 209)

·         ‘Storying’ the Curriculum – the curriculum or the text of a course is treated as a story and students interact with these texts to come to some understanding or interpretation of the subject matter. For example, in a graduate research seminar on the development of the knowledge base of adult education, Merriam made use of research journals dating back to the 1930s, periodic reviews of research, and historical literature on the founding of professional associations and graduate programs in adult education. These materials were read and examined with the goal of telling a story (not necessarily the story) about how the knowledge base of adult education has come to be constructed as it has. Each student was asked to interpret these materials and to write a paper (a story) about the development of the knowledge base.

·         Storytelling – comes in various forms such as fiction, case studies, role-playing, or critical incidents. These are common means of engaging students in understanding concepts, principles, or theories through this narrative form. Using stories to engage students in ideas that are part of course content may be the only way to allow understanding to occur. It is also a powerful means of making connections not only with ideas but with other learners, perhaps ultimately creating a learning community. Whether these stories are generated by students themselves, are case studies, or are fictional accounts, they draw us in, they allow us to see from another’ s perspective.

·         Autobiographies – are by the self and about the self and can include journaling, dream logs, therapy, blogs, and educational biographies.

This use of narrative to make sense of the world appears to begin quite early in life: even very young children comprehend and create stories long before they can grasp abstract and detached facts, propositions, or laws (Lyle 2000, Hoodless 2002). Story is a fundamental way of human knowing. Because it is so foundational to ‘living life,’ it can be a very effective tool in adult learning on many levels and in nearly all settings. From influencing the adult learning environment by using its features in a ‘getting to know you’ activity of introduction in a training course, to shaping an entire curriculum for pre-service teachers who will learn to maximize their affect though ‘storytelling;’ Narrative has the power to significantly impact the learning and the learner.

The goal of this program investigation paper is to look closely at two programs that are using narrative learning. The investigations of these very different environments and how each is utilizing this theory, will inform our team as we move forward in our narrative project design.

Program of Investigation #1

Narrative Learning Educational Program Investigation for the Building Construction Management Program at Ivy Tech Community College Northeast in Fort Wayne Indiana

Program Description

The Building Construction Management (BCOM) Program, which is chaired by James Brunson, prepares adult learners for entry level positions in estimating, project management, business management, and other managerial positions in the building construction industry. Learners can earn two different degrees. One of these is an Associate of Science (A.S.), which is designed to readily transfer to a four year building construction management program, such as those available at Ball State University, Purdue University, and Indiana State University. The other degree is an Associate of Applied Science (A.A.S.), which is mainly designed to be a terminal degree. It should be noted, however, that Bachelor of Applied Science (B.A.S.) programs being developed at Purdue University and Indiana State University are expected to regard the A.A.S. degree highly for transfer purposes toward satisfying requirements for these new B.A.S. degrees. The Ivy Tech BCOM program description page can be viewed at the following web address: http://www.ivytech.edu/building-construction-management/index.html Curricula for the current academic year for the two Ivy Tech BCOM degrees can be found at the following web pages: A.S. https://wwwapps.ivytech.edu/cgi-bin/curr/gpcurriculum_print.cgi?currlinkid=2714&campusid=4 ; A.A.S.     https://wwwapps.ivytech.edu/cgi-bin/curr/gpcurriculum_print.cgi?currlinkid=2713&campusid=4

Main Features

Main features of the BCOM program must begin with its faculty. Faculty members are chosen carefully to be sure credentialing requirements are fully met. Also, faculty members must have considerable depth of building construction experience upon which to draw as they teach BCOM courses. James Brunson, program chair, is the only full time BCOM faculty member. Three adjunct faculty members also teach in the program. Each of these instructors is fully credentialed at the program level and highly experienced. Physical features are important too. Certain BCOM courses utilize a modern well-equipped construction lab. Several others make use of a modern computer lab. Current versions of computer software appropriate for the program are utilized intensively. Field trips to significant construction sites are incorporated into certain courses to provide students exposure to real-world building construction environments, along with opportunities to interact with building construction professionals.

The program is informed by an advisory committee. Committee members are prominent owners and managers of building construction and associated companies in northeast Indiana. Advisory committee members are listed at this web address: http://www.ivytech.edu/building-construction-management/advisory-boards.html .

Comparison of Theory and Practice

The theory of narrative learning can be summarized as follows. Narrative learning imparts learning through story-telling and conceptualization on the part of the learner. Learners can be both tellers of narratives or listeners, as classmates or instructors share narratives. For narratives to make sense they must have a point. Narratives relate new information, help listeners make valuable mental connections to prior experiences, or provide listeners the opportunity to have valuable new vicarious experiences.

The BCOM faculty was chosen carefully so they would have plenty of narratives to share. Faculty members are encouraged to personalize narrative learning experiences by interacting with learners while narratives are being shared. The physical environment where BCOM classes are taught contributes significantly to the effectiveness of narratives. Narratives can be illustrated or receive emphasis when told in the construction lab, where learners are surrounded by materials and tools or in the computer lab where building construction drawings and specifications are always at hand and internet access for focused research is immediately available.

Building construction site field trips provide learners rich wells of resources for fashioning narratives of their own, which they are encouraged (sometimes required) to create by way of personal reflections. The advisory committee is kept informed about the status of the BCOM program as the program chair shares narratives formed from recent classroom and other experiences. Committee members are encouraged to share narratives too, when these would help illustrate points made about program suggestions and direction.

Program of Investigation #2

REAL* E-Portfolio Academy for K-12 Teachers

Dr. Helen Barret, University of Alaska (Retired) 

Program Description

Dr. Helen Barret, retired University of Alaska professor, developed this online course for the use of K-12 educators who are looking for help and guidance in the implementation of electronic portfolios.  An E-Portfolio is a purposeful collection of work that demonstrates effort, progress and achievement over time, stored in an electronic container: it is also a means of being able to perform digital storytelling, or narrative learning through the use of digital media. The portfolio can help by providing students with a way to organize, archive and display pieces of their work.  Dr. Barrett’s program focuses on using digital media as a means to engage the student and assist with reflection, which is a powerful tool for students and teachers alike. Here is a link to a video where Dr. Barret describes digital storytelling in a more precise manner: http://vimeo.com/23513397

The learners, in this program, are any and all students whose teacher facilitates the operation of the E-Portfolio. Teachers themselves may learn a lot through this process as well.

This program’s purpose is to develop an understanding that the E-portfolio can serve many different aspects for teachers, such as: learning, assessment, and employment. A formative learning portfolio can be used as an ongoing basis to support professional development. A summative assessment portfolio can aid in the process of formal evaluation. Finally, a marketing employment portfolio can aide is seeking out work.

Teachers can use this program to help students realize the differences in content and structure of academic (learning) vs. marketing/showcase vs. assessment portfolio.  This also would help garner a better breadth of artifacts for the student. This E-portfolio program was created to be exclusively used online, and to facilitate the use of various software programs which aide in the development of the personal folder of works.  Dr. Barrett has offered a great starting point for educators to get the ball rolling and move their students into the 21^st century.

Main Features

The program is broken down into various segments, (who, what, why and how), so that educators can seek out clarification each step of the way. It has a syllabus, activities and coursework. This ensures that educators learn the basics of E-portfolios and develop a pathway for including this into their curriculum.  Here is a screenshot of the main screen that guides the learning process:

A major feature that I chose to single out from the program is the aspect of “Digital Storytelling.” Telling your story digitally is a means to express through the use of digital media a personal anecdote, an autobiography. It gives students the opportunity to develop communication skills by learning to ask questions, express opinions, construct narratives and write for an audience (Digitalstorytelling.coe.uh.edu 2013).

Comparison of Theory and Practice

A major similarity between Dr. Barrett’s program and the academic descriptions of narrative learning is the idea that reflection is an integral component of learning. Pre-service teachers can use storytelling to be reflective about their experiences in the classroom (Binks, Smith, Joshi, 2009). Reflection is a major key for effective teaching and was believed to be a critical component for teachers to employ. In the REAL E-portfolio program the learner’s reflections are the rationale that specific artifacts are evidence of achieving stated goals or objectives (Barrett, 2001). By utilizing reflection practices students remain in charge of their learning.

In addition, there is a section of Digital Storytelling in Dr. Barrett’s program that is dedicated to the Introduction of self, which is the development of voice, personality, and identity. It is through this development that students can recognize what experiences have molded their own personality. These aspects are important features, which correlate with the Narrative Learning Theory.  The learner moves from a cognitive understanding of the concept to link it to his/her own experiences (Merriam, 2008) and the learner makes a connection.

Conclusion: Narrative Learning Program Applications

Aspects of Narrative learning are being utilized to good effect in the BCOM program presently, but there is much room for improvement. BCOM faculty will be encouraged to make sure the loop is fully closed and the point of the narrative is well-made. Internalization of lessons conveyed through narratives can be improved through more rigorous encouragement and requirement concerning personal reflection on the part of learners. Also, creation of awareness within learners about how they are “writing” their life narratives, even while participating in the BCOM program, appears to hold much potential for helping create and sustain motivation for personal excellence.

We take a few lessons from BCOM by applying what they missed. We will ensure that a project plan that fully envelopes adult learners/participants. We will embed a more rigorous and intentional expectation of narrative in our plans. We will make necessary the careful step of personal reflection and the practice of writing life narratives.

E-portfolio is a wonderful and relevant way to engage today’s adult learner while igniting excitement and confidence for growing and going forward. This use of computers and bringing stories to life is paramount in helping bridge connections between students. This also builds real world skills in the use of technology. Students can also regain confidence as they learn to incorporate more tools in their educational arsenal.

Making the web-space our ‘learning space’ is a consideration for our project structure. The following are a few features from the REAL E-portfolio Program which could be used in our program:

• Learning Journals
• Reflective Writing
• Biography
• Memoir

References

Barrett, H. (2001). Electronic portfolio. Educational Technology, an Encyclopedia. ABL-CIO. 

(Dec. 2003)

Binks, E. S., Smith, D., Smith, L., & Joshi, R. M. (2009). Tell me your story: A reflection 

strategy for pre-service teachers. Teacher Education Quarterly, 36, 141-156.

Carter, K. (1993). The place of story in research on teaching and teacher education.

Educational Researcher, 22 (1), 5--12, 18.

Merriam, S. (2008). Third update on adult learning theory: New directions for adult and

continuing education. San Francisco, CA: Jossey-Bass.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood.

San Francisco, CA: Jossey-Bass

University of Houston. (2013) The educational uses of digital storytelling. Digital Storytelling.

Retrieved from http://digitalstorytelling.coe.uh.edu/aboutthissite.html