Group items tagged

How storytelling communicates complex ideas In this group of pages, some of the underlying mechanisms of storytelling and its relationships to knowledge and knowledge management are revealed: Narrative vs abstract thinking : Jerome Bruner Communications as media : the conventional view of Roman Jakobsen Communications the interactive view : Walter Ong Communications as social flow : David Bohm Stories and archetypes : Carl Jung Engineering vs ecological viewpoints : John Seely Brown Storytelling and the literature of persuasion : Homo vendens Storytelling and genuine persuasion : Storytelling and seduction : Jean Baudrillard Storytelling and openness : de Bono Why isn't storytelling taken seriously? Who's to blame? Why does science despise storytelling? Storytelling and zen: Eastern concepts of knowledge Storytelling and post-modernism: Jean-François Lyotard

As my thesis work, I created and evaluated a programming system for middle school girls called Storytelling Alice that presents programming as a means to the end of storytelling. Storytelling Alice includes high-level animations that enable users to program social interactions, a gallery of characters and scenery designed to spark story ideas, and a story-based tutorial.

The Cognitive Edge weblog contains an interesting exchange on the nature and role of storytelling in organizations. It was prompted by blog author Dave Snowden's reading of an article by Gabrielle Dolan of One Thousand and One, an Australian consultancy specialising in storytelling as a tool for organisational development. Dave Snowden is well known for his work on the role of narrative and complexity theory in organizational sensemaking.

The 2008 NMC Conference Proceedings features ten papers including case studies; a tutorial; introductions to current topics such as storytelling, digital media, and fair use; descriptions of special services, tools, and information technology support programs developed at member schools; and discussions of new media and pedagogy.

Assuming that meaning is dependent upon the interplay between lived experience and theoretical (cultural and social) constructs, the task of this chapter in analyzing the sensemaking processes and activities which occurred during the field trip is to integrate lived experiences with theoretical constructs in such a way that the meanings generated from this integration resonate as valid for both field trip participants and informed readers. Or to paraphrase Ken Wilber,1 through the integration of subjective truthfulness and objective truth we seek mutual understanding. To achieve this end, my analysis incorporates the three strands of valid knowing (instrumental injunction, direct experience, and communal confirmation), as outlined in chapter two, and the three cultural value spheres (subjective, intersubjective, and objective domains of knowing), also outlined in chapter two, with three sensemaking themes (being there, storytelling, and living together) which emerged directly from the lived experiences of the participants during the course of the field trip.

This paper is based on a study of personal experience narratives told by witnesses of the September 11th attacks in calls to C-SPAN. Drawing on research on narratives of ordinary and extraordinary experiences and witnessing, the author offers a framework for analyzing the structure and function of eyewitness accounts. Analysis focuses on methods callers use to show and tell the audience where they were, what they were doing, and what they were thinking at the time of the attacks. Verbal, visual, and structural features of these narratives are highlighted, with particular attention given to orientation and ideation components of the narratives. The design of these components and their location within the callers' stories are shown to construct the narratives as eyewitness accounts, position the callers and audience members as witnesses, and engage all in a therapeutic sensemaking process.

Using stories to trigger conversations and intepretations of behaviours is powerful.

Global (e.g. organization-wide) patterns emerge from everyday 'local' (i.e. one-to-one or small-group) conversations. The more that people (in interaction) make sense of events and take action in particular ways, the more likely they are to make similar sense and take similar actions in the future. That is, from an informal coalitions perspective, these patterns are not formed by managerial dictat or design but by the nature of the everyday sensemaking that has gone before.

Proceedings of the First International Workshop on Story-Telling and Educational Games (STEG'08) The power of narration and imagination in technology enhanced learning, September 16, 2008

A Digital Village is a space where a community expresses their identity though ICT and Digital Media. This may be from an artistic, heritage, or economic perspective or a mixture of all three.This can be done through poetry, digital stories, community newspapers online, image collections (old and new), audio (Internet radio, oral history), animations, video, and text. To engage in the activities the participants need to learn new skills and so the Digital Village also becomes a learning community.