Author: addifowler

Generative AI

I chose to use one of the photo AI applications because they were the ones I hadn’t had a lot of time playing around with. I thought that it did a pretty great job with the prompts that I gave it, and I thought that it was cool that it generated different photos based on what style you chose. I tried out two different styles. I tried out similar prompts for them because I wanted to see how different the photos would be, and then I tried out a different prompt just for fun.

Have you used AI applications before? If you have, what have you used them for? What apps have you come across that are not in the Explore section that you’ve found useful?

I can honestly say that I have used ChatGPT almost daily since it became available in November of last year. I have found it to be an absolutely wonderful tool if it’s utilized in the right manner. I use it mainly for studying, as it has helped me summarize large chunks of information and come up with the best areas to focus on when it comes to midterms. It helps me generate better sentence structure and gives me suggestions on how to improve my writing when it comes to writing essays and papers.

How might the use of these tools create a more inclusive learning experience? Who might be excluded?

Reflecting on the potential integration of AI tools in education, there emerges a notable prospect of fostering inclusivity within the learning experience. The prospect of personalized learning paths, facilitated by AI, holds promise for accommodating diverse learning styles and providing tailored feedback. Features enhancing accessibility, particularly for individuals with disabilities, and language support tools for non-native speakers underscore the potential for inclusivity. However, a measured consideration of potential limitations is essential. The prospect of a digital divide, where some students may lack access to the necessary technology, emphasizes the need for equitable distribution. Additionally, the recognition of biases within AI algorithms necessitates a vigilant approach to ensure fairness across diverse student populations. Recognizing these challenges, there is a collective responsibility to navigate the integration of AI tools thoughtfully, addressing potential exclusions, and creating an educational landscape that is genuinely inclusive and accessible to all.

What ethical concerns do you have (or not have) about the use of some of these tools?

As we explore the integration of AI tools in educational settings, there are definitely ethical considerations that come into play. Obviously, this is being widely discussed among educational institutions in terms of AI’s ability to generate information for students. I have already seen a lot of my teachers transition back to paper exams and tests as opposed to online ones due to the ability that AI gives students to cheat. As I mentioned earlier, I think that AI is a wonderful tool if it is utilized in the proper way, so I can understand the worry amongst professors and teachers with the fear of students using it in a proper way. A couple of other concerns that are associated with AI could be the fact that not everyone has the same access to technology, creating a potential gap where some students might miss out and not be able to have the opportunity to utilize it. 

Aside from the educational side of things, another topic of AI that is a concern is its ability to do identity replication, especially prevalent in the music and film industries. Deepfakes, for instance, allow AI to mimic someone else’s face or voice. While it’s a game-changer for movie effects, there’s a darker side when it’s used deceptively. It’s essentially AI donning someone else’s identity, and that brings a whole new layer of ethical complexity into the mix. For both musical artists and actors and actresses, this allows people to copy their identity and voice without them even having to be in the movie/song.  And in the midst of all this tech, do we really understand what these AI tools are doing? It’s crucial to have clear communication and consent, so everyone knows what they’re signing up for? As we navigate this AI landscape, it’s vital to strike a balance, ensuring it’s not just a tech thrill ride but a fair, transparent, and responsible journey for everyone involved at the university level.

What might you use AI tools for moving forward? What would you not use them for?

As I currently find myself using AI for a variety of things, I feel like there is a wider variety of things moving forward that AI could be useful for. Using ChatGPT to kickstart writing projects, summarize information, or create basic outlines as I continue my schooling I also think it would be interesting to utilize AI tools to compile resource lists, summaries, or explanations on complex topics Using AI applications like Duolingo’s Roleplay for practicing real-world conversations

Alternatively, AI tools, while helpful, should not be relied upon as substitutes for independent thought and innovative ideas. I also obviously believe that Academic assessments should reflect genuine understanding and effort, not just AI-generated content.

Where do you think these tools will be in their evolution in 2-3 years’ time?

While the evolution of AI might be exciting, with all of the advances its already made it definitely feels a little bit off-putting. Some pros of the evolution of AI include the fact that AI tools are likely to improve their understanding of context, allowing for more nuanced and accurate responses. This could involve a better grasp of user intent and a reduction in instances of generating misleading or irrelevant information. Additionally, the integration of AI tools with AR and VR technologies may offer immersive and interactive learning experiences. This could be particularly beneficial in educational settings, allowing users to engage with AI-generated content in three-dimensional spaces. I can also see the potential of the future, seeing increased emphasis on collaboration between humans and AI. AI tools could serve as collaborative partners, aiding individuals in creative processes, problem-solving, and decision-making. However, on the downside, I can see in the future there being a lot of reliance on AI and using it for worse instead of better, like what I mentioned before with things like deepfakes. I just think there is a fine line between what we should and shouldn’t use AI for.

What examples have you seen of good data visualization?

One really good example of data visualization I have seen is a website called The Pudding. I found this website a couple of years ago when I was doing a research project, and I found the way that it represented statistics and data to be unique. The Pudding is known for its innovative and visually appealing data visualizations. The team combines data with creative storytelling to present complex information in a compelling and accessible manner. The website also covers a wide range of topics, from social issues and cultural trends to economics and technology. This diversity allows audiences with various interests to find engaging and informative content. Many of The Pudding’s visualizations are interactive, allowing users to explore data and draw their own conclusions. This interactive approach enhances user engagement and understanding of the presented information. The Pudding also doesn’t just present data; it provides in-depth analysis and context for the visualizations. This helps users gain a deeper understanding of the issues or trends being explored. The combination of data visualization and storytelling is a distinctive feature of The Pudding. The narratives woven into the visualizations make the content more relatable and impactful. The website is also completely designed with user experience in mind. Navigating through the content is intuitive, and the visualizations are presented in a user-friendly format, making it easy for visitors to explore and enjoy. The Pudding’s visualizations often serve an educational purpose, helping users understand complex issues through data. This makes the website a valuable resource for students like me, educators, and anyone interested in learning from data-driven narratives.

In the example, Income Mobility Charts from this module’s Read/Watch section, the data is actually moving as you watch it. How does that impact your understanding of the data? What would have been lost if they had chosen to use static charts instead?

The dynamic nature of the Income Mobility Charts, where the data is presented in a moving format, significantly enhances the viewer’s understanding of the data. The interactive element allows users to witness changes and trends over time, providing a more comprehensive and nuanced comprehension of the information. This dynamic presentation is particularly valuable for conveying the evolution of income mobility patterns and capturing the temporal aspects of the data.

If static charts were chosen instead, several key benefits of the dynamic presentation would have been lost. Static charts, while useful for capturing a snapshot of the data at a specific point, lack the ability to illustrate transitions and trends over time. The dynamic charts, by contrast, offer a more immersive experience, enabling viewers to see the data unfold and grasp the temporal dynamics of income mobility. The movement adds a layer of storytelling that enhances the narrative and allows for a more engaging exploration of the subject.

In essence, the choice to use dynamic charts enhances the communicative power of the visualization, providing a more vivid and interactive representation of the data that goes beyond what static charts could achieve.

References

Stable Diffusion. (November 18, 2023). AI Image Generator https://stablediffusionweb.com/#ai-image-generator

 The Pudding. (November 22, 2023) https://pudding.cool/

Comments on Peers Blog Posts:

Module 5: Advanced Multimedia Tools

Throughout this module, I comprehensively understood learning design principles and the practical application of active learning strategies. This learning journey allowed me to explore the intricacies of H5P, delve into the realm of active learning, meticulously construct a lesson plan, and engage in thoughtful reflection regarding my educational experiences. This module broadened my learning and enabled me to put these principles into practice effectively.

HP5

Lesson Plan

Exploring Healthy Eating Habits for Kids

Overview:

In this engaging lesson, we’ll embark on an exciting journey to explore the world of healthy eating for kids. We will delve into why making nutritious food choices is vital, how it influences our bodies, and the reasons behind consuming a variety of foods. This lesson serves as a foundational step in our quest for better nutrition and a healthier lifestyle. To kick-start our lesson, let’s watch an interactive video that will introduce us to the concept of healthy eating for kids. This video will not only make learning fun but also create a strong teaching presence in our course.

Lesson Objectives:

By the end of this lesson, learners will be able to:

1. Understand the significance of maintaining healthy eating habits in their daily lives.
2. Identify and appreciate the benefits of consuming a diverse range of foods.
3. Explain how proper nutrition has a positive impact on their overall well-being, growth, and energy levels.

Read/Watch:

Video: We’ll watch an entertaining animated video titled “Healthy Eating: An introduction for children aged 5-11” This video talks about the importance of eating healthy food like fruits and vegetables, and why they are important for our health and happiness

Read: In addition to the video, we’ll read a beautifully illustrated and child-friendly book called What’s on My Plate?: Choosing from the Five Food Groups” This book will introduce us to the five food groups in an engaging way.

To ensure our learners are well-prepared to meet the learning objectives and understand the broader context of healthy eating, we’ll provide additional information on:

• The five food groups: Fruits, Vegetables, Grains, Protein, and Dairy. We will delve into what each group provides for our bodies and why they’re all equally important.
• Basic nutritional concepts: We’ll introduce the concepts of vitamins and minerals, explaining how they help us grow, stay strong, and maintain our energy levels. We will also introduce the concept of the food pyramid and how it helps us visualize a balanced diet.

Application:

Our young learners will actively apply their newly acquired knowledge and skills through exciting activities. They will:

• Complete the HP5 activities attached to this module.
• Create a “Rainbow Plate” collage using magazines, where they will draw, cut out, and paste pictures of different colorful foods representing each of the five food groups.
• Play the role of nutrition experts and plan a healthy meal for a fictional character, making sure it includes items from each food group. This activity will encourage them to think critically about the balance of their meals.
• Engage in a classroom discussion, sharing their meal plans with classmates and explaining the reasoning behind their choices. This collaborative activity will foster active communication and problem-solving skills.

Reflection:

We recognize that reflection is a vital part of the learning process. Our learners will engage in self-reflection by:

• Sharing what they found most fascinating or surprising about the five food groups and their importance
• Reflecting on how they can apply their newfound knowledge to make healthier food choices at home and in their daily lives.
• Discussing which food group they consider their favorite and why it appeals to them. This will help them develop a personal connection to the concept of healthy eating.

To Do This Week:

To ensure a structured and scaffolded learning experience, we have prepared a to-do list for our young learners:

1. Watch the video “Healthy Eating: An introduction for children aged 5-11”

2. Read “What’s on my Plate? Choosing from the Five Food Groups .”

3. Create a “Rainbow Plate” collage, incorporating foods from all five food groups.

4. Plan a balanced and nutritious meal for a fictional character.

5. Participate in the class discussion about their meal plans, sharing their choices and reasoning.

References:

Eat Happy Project. (2016, April 27). Healthy Eating: An Introduction for Children Aged 5-11 [Video]. YouTube. https://www.youtube.com/watch?v=mMHVEFWNLMc

Boothroyd, J. (2016). What’s on My Plate? Choosing from the Five Food Groups.

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Reflection Questions

What is your experience with video game learning supports? Which principles (Mayer’s and Merrill’s) seem to be commonly applied in in-game support and which ones are often missed in your experience?

Throughout this model, I discovered that a handful of Mayer’s Principles of Multimedia Learning exists throughout online game support. The multimedia principle suggests that learning is more effective when information is presented in visual and auditory formats. In online games, this is often applied through text, graphics, animations, and sound. The contiguity principle emphasizes the importance of presenting related text and graphics close to each other. In video games, this can be seen in placing instructions or tooltips near the relevant in-game elements. The coherence principle suggests that extraneous information should be excluded from multimedia presentations. In video games, it means providing clear and relevant instructions without unnecessary distractions. The modality principle states that information is better understood through narration or audio rather than on-screen text. This principle is relevant when using voiceovers or audio instructions in games.

In terms of Merrill’s Principles of Instruction, there are also many ways these can be incorporated and found in online media and game supports:

• Activation of Prior Experience: Games often tap into prior gaming experiences, allowing players to build on what they already know
• Demonstration: Games often show players how to perform specific actions or demonstrate strategies within the gameplay.
• Application: Players learn by actively participating in the game, applying their knowledge and skills to overcome challenges
• Integration: Games often provide opportunities for learners to integrate what they’ve learned into real-world contexts within the game.

In video game learning support design, these principles are often applied to varying degrees. For instance, many educational games incorporate multimedia elements to enhance engagement and understanding. They aim to demonstrate concepts and provide opportunities for active participation and problem-solving. However, the practical application of these principles can vary based on the specific game, its intended learning outcomes, and the expertise of the instructional designers. One principle that might be missed in some multimedia games is the coherence principle, as some games can become overly complex or cluttered with information, making it challenging for learners to focus on what’s truly relevant. Additionally, not all games effectively activate prior experience, especially if the game’s content is entirely new to the player.

Ultimately, I found that applying these principles in video games for learning can vary widely. Still, the most effective educational games strive to integrate these principles to create engaging and educational experiences.

Where do you see constructive alignment and backward design used in this course or another course you are taking/have taken? Is there anywhere where it seems to be missing?

In my current courses, I often see constructive alignment within the course’s intended learning outcomes as they are clearly defined at the beginning. These outcomes specify what we students are expected to know, understand, or be able to do by the end of the course. I often also see constructive alignment within the teaching strategies among my professors, including lectures, discussions, group work, and assignments designed to help students achieve the learning outcomes. They align with the skills and knowledge students need to develop.

Regarding backward design,  it is also often shown when the course begins with a clear definition of the desired learning outcomes. These outcomes are specific, measurable, and aligned with the course’s goals.

Constructive alignment and backward design are valuable frameworks for effective course design, but their application can vary. They may be missing or less effective in courses when course learning outcomes are not well defined or measurable, and aligning assessments and activities effectively becomes challenging. I can also see how courses heavily relying on traditional lecture-style teaching without clear connections between content, outcomes, and assessments may lack effective constructive alignment. Sometimes, assessments may not align well with the stated learning outcomes, leading to misalignment.

Effective course design incorporates constructive alignment and backward design principles to create a clear and meaningful learning experience for students. It ensures that what students learn, how they learn, and how they are assessed all work together to achieve the course’s educational goals.

Historia, the example of game-based learning in this week’s Read/Watch list is relatively low tech – how would you use multimedia tools and content to support and enhance the active learning? What would it allow them to do that they’re not doing right now?

In my experience, enhancing a relatively low-tech game-based learning example like “Historia” with multimedia tools and content can transform the learning experience into something engaging, interactive, and educational. It’s not just about adding bells and whistles; it’s about opening doors to new ways of learning that weren’t possible with the low-tech game alone.

For instance, incorporating interactive multimedia maps and timelines could allow students to dive deeper into historical events. They could explore the contexts visually, zoom in on specific regions, and see how different events are interlinked geographically and chronologically. It’s like unfolding history on a dynamic canvas, where they can connect the dots in ways they couldn’t with static text-based content alone. When you introduce historical documentary clips or animated videos, history comes alive. It’s as if you’re transported back in time, witnessing the events, feeling the emotions, and immersing yourself in the cultures and environments of the past. It’s a richer, more multi-sensory experience that deepens your connection to history.

I think integrating augmented reality (AR) or virtual reality (VR) is a really fun possibility. These technologies enable you to enter historical settings, interact with the people of that era, and experience history firsthand. It’s a powerful tool for making history memorable and engaging, as it engages your mind and your senses. These multimedia elements enhance the learning experience by making it more dynamic, immersive, and reflective. It goes beyond the limitations of a low-tech game like “Historia” by allowing students to actively participate, visualize, and experience historical content more vividly and meaningfully. It’s about bringing history to life and fostering a deeper appreciation for the past.

How have you found the balance of passive and active learning in this course for your learning? How does it compare to your experience in other courses?

In my experience as a learner, I’ve found that passive learning activities in courses often encompass activities like reading course materials, watching video lectures, and listening to audio content. These passive elements serve as a fundamental way to introduce students to new knowledge, theories, and key concepts. They provide the groundwork upon which further learning is built.

On the flip side, active learning engages students in ways that require active participation and interaction with the course content. These activities include discussions, group projects, problem-solving exercises, and interactive simulations. Active learning encourages critical thinking, problem-solving, and applying acquired knowledge to real-world scenarios. It’s where we truly internalize and make sense of what we’ve learned passively.

The balance between passive and active learning can significantly vary from one course to another in my experience. Some courses begin with a heavy emphasis on passive learning to establish a solid foundation. As the course progresses, they gradually transition into more active learning activities, allowing students to apply their foundational knowledge practically.

In contrast, some courses opt for a blended approach, seamlessly weaving passive and active learning throughout the entire learning experience. This approach fosters an interactive and engaging learning environment, ensuring that students are consistently challenged to think critically and apply what they’ve learned.

I personally believe that striking the right balance between passive and active learning is paramount. The ideal balance should always align with the course objectives and the nature of the subject matter. Some courses initially necessitate a more passive approach, allowing students to grasp essential concepts. Others should emphasize active learning from the beginning, particularly those emphasizing problem-solving, critical thinking, and application. This balance is crucial to delivering effective and meaningful learning experiences that cater to diverse needs and learning styles.

What was your experience of trying out H5P? Which of the activities do you think you would make most use of in your teaching context and what would you use them to do? Which ones do you think require the most resources to create?

I actually kind of disliked the H5P experience. I found those activities really challenging to develop. Maybe if I had more time to play around with it, I would have enjoyed it more. However, I found it to be challenging. In terms of teaching, especially in today’s technologically advanced world, there are much easier ways to make interactive content online engaging. The experience of HP5 felt a bit outdated, and I feel teachers could probably find easier and more fluid ways for their students to engage. I am glad it was something I got to try out because I am always trying new things in this course, and I think that’s what’s most important; it was just not something I immensely enjoyed.

In the reading, Students Need to DO Something, do any of the author’s experiences with passive learning in K-12 classrooms resonate with your own? Why do you think active learning is not more prevalent in K-12? Have you tried using any of these activities in a classroom? Which one looks most appealing to you?

In the reading “Students Need to DO Something,” the author’s insights into the prevalence of passive learning in K-12 classrooms resonate with what I’ve come to understand about traditional K-12 education. Passive learning methods like teacher-centred instruction, lectures, note-taking, and reliance on textbooks are often the norm.

I believe several factors contribute to the limited use of active learning in K-12. First, many educators and schools continue to rely on time-tested traditional teaching methods, sometimes hesitant to embrace newer approaches. Additionally, the adoption of active learning can be hindered by resource constraints. It may demand more technology, teacher training, and access to suitable materials than some schools and districts can readily provide. I also recognize the persistent emphasis on standardized testing in today’s educational landscape. This can inadvertently lead to overemphasizing content delivery and rote memorization, potentially leaving less room for active learning.

Furthermore, the time constraints in K-12 education often press teachers to cover a predetermined curriculum within a limited timeframe, making it challenging to integrate more active learning.

In my opinion, numerous active learning methods could greatly benefit K-12 classrooms. Encouraging student-led discussions and debates, promoting collaborative problem-solving through project-based learning, inviting students to step into historical or scientific roles, and applying knowledge to real-life scenarios are all promising approaches. Among these, I find activities that revolve around real-world problem-solving particularly compelling. They offer students the opportunity to apply what they’ve learned to practical situations, fostering critical thinking, nurturing creativity, and honing exceptionally relevant skills for their future. Such problem-solving activities have the potential to make learning not only more engaging but also more meaningful, a crucial aspect of K-12 education, in my opinion.

Can you describe (step by step) an example of scaffolding in a learning experience that you’ve designed or experienced?

Last year I actually taught a health education class at Campus View Elementary School, and for that lesson plan, we had to create it using the scaffolding technique. Here is the lesson plan that I developed for that class:

Step 1: Introduction

• Set the Learning Objective –  Define the learning objective, which is to understand the importance of sleep hygiene for overall well-being.
• Assess Prior Knowledge – Begin by asking students what they already know about sleep and its impact on health through a class discussion or pre-assessment.

Step 2: Explicit Instruction

• Lecture and Visual Aids – Start with a teacher-led lecture that introduces the concept of sleep hygiene. Use visuals, such as diagrams and infographics, to explain the components of sleep hygiene.
• Chunk Information – Break down the components of sleep hygiene into manageable “chunks” to prevent cognitive overload.
• Modeling – Demonstrate how to create a sleep diary, emphasizing the importance of tracking sleep patterns and behaviors.

Step 3: Guided Practice

• Provide Sleep Diaries – Distribute partially completed sleep diaries that include prompts for recording bedtime, wake time, and sleep quality. Students can use these templates to practice tracking their sleep.
• Guided Diary Entries –  Guide students through the process of filling out the sleep diaries, explaining how to assess their sleep patterns and identify areas for improvement.
• Frequent Checks for Understanding – Ask questions and engage students in discussions to ensure they comprehend the concept of sleep hygiene and how to monitor their sleep habits.

Step 4: Independent Practice

• Individual Sleep Diaries –  Encourage students to create their own sleep diaries independently. They should be responsible for tracking their sleep patterns and habits for a specified period.
• Differentiated Support – Provide additional resources or guidance to students who may need it, such as offering tips on improving sleep quality or addressing specific sleep-related concerns.

Step 5: Peer Collaboration

• Peer Review – Have students exchange their sleep diaries with a partner for review. Partners can offer feedback and suggest strategies for better sleep hygiene.
• Discussion – Facilitate a class discussion where students share their experiences with tracking their sleep and the insights they’ve gained.

Step 6: Assessment and Feedback

• Formative Assessment: – Administer a short quiz or have students write a reflection on their sleep hygiene practices, based on what they’ve learned.
• Feedback –  Provide constructive feedback on the sleep diaries and assessments, focusing on areas for improvement and reinforcing good sleep hygiene practices.

Step 7: Application

• Real-World Application – Discuss real-life scenarios in which understanding and practicing good sleep hygiene are essential, such as how it affects academic performance, mood, and overall health.
• Extension Activities – Encourage students to apply their knowledge by creating a personalized sleep hygiene plan, including strategies for improving their sleep habits.

Step 8: Summative Assessment

• Summative Assessment – Conduct a final assessment or project, such as having students create a presentation on the importance of sleep hygiene and how to maintain it for optimal health.

Step 9: Reflection and Discussion

• Reflect and Discuss – Engage students in a reflective discussion about their experiences with tracking sleep habits, what they’ve learned about sleep hygiene, and how they plan to apply this knowledge in their daily lives.

This scaffolded learning experience gradually empowers students to take ownership of their sleep hygiene while receiving guidance and support. It starts with explicit instruction, transitions to guided and independent practice, involves peer collaboration and formative assessment, and culminates in a summative assessment and a reflective discussion about the significance of sleep hygiene for their well-being.

References:

Eat Happy Project. (2016, April 27). Healthy Eating: An Introduction for Children Aged 5-11 [Video]. YouTube. https://www.youtube.com/watch?v=mMHVEFWNLMc

Boothroyd, J. (2016). What’s on My Plate? Choosing from the Five Food Groups.

During this module, I had the valuable opportunity to delve into the application of storytelling as a potent tool to elevate the learning process. It became apparent to me that storytelling is an inherently human experience, deeply ingrained in our nature. This innate attraction to storytelling is evident in our profound affinity for books, movies, and the rich tapestry of family stories that have been passed down through generations. Throughout this module, I’ve had an eye-opening revelation: storytelling isn’t just a form of art; it’s a powerful tool that can revolutionize the way we learn. It’s a testament to our deep-seated love for stories and the realization that we can leverage this innate connection to make learning more immersive and effective. In a world saturated with information, storytelling offers a refreshing approach that enables us to forge deeper connections with the subject matter. This newfound awareness has ignited my curiosity, and I’m enthusiastic about further exploring the multifaceted potential of storytelling as a dynamic instrument for learning and communication.

Experiences with Twine
Twine is a unique storytelling application that empowers users to craft interactive narratives in the “choose your own adventure” style. To get started with Twine, I delved into the realm of online tutorials, YouTube videos, and web resources to grasp the intricacies of story creation within this platform. Initially, I found it a tad perplexing, but as I grew more acquainted with Twine’s capabilities, I embarked on my creative journey. My chosen narrative revolved around a charming little snail embarking on a captivating adventure across diverse landscapes. Crafting this story in Twine proved to be an enjoyable and engaging experience, offering a platform to weave a tale enriched with choices and branching pathways. While my initial foray into Twine was a learning experience, I see great potential in this tool for crafting intricate and immersive stories. With more time and dedication, I look forward to revisiting Twine in the future, and exploring the boundless possibilities it offers for creating interactive narratives.

I have attached some screenshots and my twine story below!

https://twinery.org/2/#/stories/1f8c98c6-6a38-4804-aa5c-a5db1e84d5c7

Reflection Questions
Describe a meaningful learning experience that started with a story that you heard. What made it impactful for you? What senses did it appeal to? Did you recognize any of the storytelling techniques reviewed this week?

Growing up, I was really close with my Uncle Ken. It was always like having a second Dad. His career and lifelong passion was being a stunt pilot in Aerobatics. Some of my favorite stories were the ones he told me about how he’d held onto his dreams with unwavering determination, despite the recognition of the inherent dangers. As I listened to his tales, I found myself drawn into his world of daring aerobatics and the exhilaration of soaring through the open skies. He would tell the stories of new stunts he was trying, a scene so vividly described that I could almost hear the roar of the engines and feel the rush of the wind against my face. His storytelling technique of creating a vibrant mental picture that appealed to my senses was captivating. But as his stories progressed, so did the realization of the risks involved. My uncle vividly recounted the moments of doubt, of acknowledging the inherent danger in his chosen path. He spoke of the weight of responsibility he carried as he trained, knowing that the line between success and disaster was perilously thin. It was at this point that the storytelling technique of creating suspense and tension became evident, much like the edge-of-the-seat moments in a thrilling movie. Yet, for me, what made this story truly impactful was the lesson he shared. He described the pivotal moment when he questioned whether to continue his pursuit or to take a safer, more conventional path in life. He spoke of the conversations with family and friends who worried about his safety. And he described the sleepless nights spent wrestling with his own fears. As he recounted these struggles, I felt a profound connection to his journey, as if I were experiencing it alongside him. The emotional authenticity of his storytelling resonated deeply, and I could sense the weight of his decisions, appealing to my empathy and understanding. In the end, he made a choice that some might call reckless, while others might see as courageous. He followed his dream and became a stunt pilot. My uncle’s story was not just about the pursuit of a career but about the pursuit of one’s passions, even when the path is perilous.
The storytelling techniques he used, such as vivid descriptions, suspense, and emotional authenticity, made the story impactful. Through his narrative, I learned that pursuing a dream, even when it seems dangerous, can lead to a life filled with purpose and fulfillment. This was a meaningful learning experience that started with a story and left me with a profound understanding of the importance of following one’s dreams, no matter how challenging the journey may be.

In the reading this week, 7 Storytelling Techniques Used by the Most Inspiring TED Presenters, which of the presenters did you find most compelling? What technique(s) did you recognize in their talk?

I found three stories from TED Talks that stood out to me due to their compelling narratives and effective storytelling techniques. Each story brings unique insights and engages the audience through personal experiences and relatable descriptions.

The first story that deeply resonated with me was Leslie Morgan Steiner’s account of her experience in an abusive relationship. She courageously shares her personal journey, shedding light on the complexities of domestic violence and the challenges victims face when trying to break free from such situations. Steiner’s storytelling technique is emotionally engaging, as she opens up about her fear and shame during the abusive relationship. This vulnerability adds authenticity to her story and makes it relatable to the audience. Her talk’s captivating start, where she shares a shocking fact about her experience, immediately draws viewers into her narrative. Additionally, her use of vivid descriptions allows the audience to visualize her emotions and experiences, providing a deeper understanding of her perspective.

The second compelling story comes from Zak Ebrahim, who shares his deeply personal experiences and emotions related to his family’s background and his father’s involvement in terrorism. His narrative style is emotionally impactful as he opens up about his inner struggles, fear, and the heavy burden he carried as the son of a terrorist. Ebrahim’s vulnerability adds authenticity to his story, connecting with the audience on an emotional level. His TED Talk serves as a moving example of how personal storytelling can address complex and sensitive topics, promoting peace and encouraging the audience to explore alternative paths to reconciliation and understanding.

The third story that left a lasting impression on me is Malcolm Gladwell’s exploration of choice and diversity in the context of food preferences. Gladwell challenges the notion that there is a one-size-fits-all answer to making choices, especially when it comes to food. He highlights the food industry’s understanding that people’s preferences vary and that the key to success is embracing diversity and customization. Throughout his talk, Gladwell employs vivid and relatable descriptions to help the audience visualize the concepts he discusses. For instance, he characterizes variations in spaghetti sauce preferences as “vibrant, infinitely diverse, and irreducible.” His narrative style presents contrasting ideas and challenges conventional wisdom, emphasizing the value of diversity in preferences.

In all three stories, the speakers use personal experiences, emotional authenticity, engaging openings, vivid descriptions, and relatable contrasts to make their narratives compelling and thought-provoking. These storytelling techniques effectively convey their messages and create memorable presentations.

What storytelling techniques have you used instinctively and which ones require more work for you? Which techniques will you focus on moving forward?

I find that I naturally gravitate toward Mayer’s Personalization Principle when I engage in storytelling. I consider myself an open individual who values sharing personal anecdotes. Personalization, I believe, serves as a powerful connector, forging meaningful bonds among people and presenting information in an engaging and relatable manner. Storytelling, in particular, is a passion of mine. Furthermore, I often adopt a conversational tone in my storytelling, aligning with the principles of personalization. This approach helps create an intimate connection with my audience, making the narrative more accessible and relatable.
However, I recognize that there are areas in my storytelling that I can refine. One aspect is adhering to the principles of Mayer’s segmentation, where keeping stories concise and to the point is vital to maintaining the audience’s attention. While I enjoy providing rich details to paint a vivid picture, there are instances where I may unintentionally extend the narrative, potentially affecting its impact. Incorporating visual components, as suggested by Mayer’s Signaling Principle, is another area where I believe I could improve. Visual aids can significantly enhance the storytelling experience, and I acknowledge that I may not always give due consideration to this aspect, especially when verbally sharing stories.
Moreover, I’ve become more aware of the importance of adhering to the Universal Design for Learning principles. While I may not personally require specific adaptations, I understand the significance of ensuring that my storytelling is inclusive and accessible to all. I am committed to becoming more proficient at integrating these adaptations into my narratives, acknowledging that they may be essential for some members of the audience.
In summary, I’m drawn to the personalization principle, incorporating personal stories and a conversational tone in my storytelling. Yet, I aspire to enhance my storytelling by practicing the segmentation and signaling principles and by embracing the Universal Design for Learning principles to make my narratives more inclusive and impactful.

References

Mayer’s 12 Principles of Multimedia Learning. (2023, June 2). Digital Learning Institute. https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning/