Design Theory for
Story-Based Instruction
Charles M. Reigeluth
Instructional Systems Technology Dept.
Indiana University
Overview
1. What should a knowledge base for story-based
instruction be like?
2. What design theory framework might be helpful?
3. What conceptual framework might be helpful?
1. What Should a Knowledge
Base Be Like?
Herbert Simon’s distinction:
Natural Sciences
• Descriptive
Design Sciences
• Goal oriented, normative
• Describe causes and
effects
• Identify best known means
for attaining the goals
Physics
Biology
Learning Theory
Engineering
Medicine
Instructional Theory
Two fundamentally different kinds of knowledge – but related.
And in fields of practice, Design Theory is far more useful.
2. What Design Theory Framework
Might Be Helpful?
Two Major Parts of a Design Theory
Methods – anything that can be done purposefully to
attain the goals.
Situations – all factors that help to decide which
methods to use when.
–Values about learning and instruction (normative part)
–Nature of what is to be learned (goals)
–Nature of the learner
–Nature of the learning environment (aspects that
cannot be changed)
–ID constraints (time, resources)
2. What Design Theory Framework
Might Be Helpful?
What Are Values?
What one holds to be important about learning and
instruction. Core ideas. Fundamental beliefs.
But … not testable (vs. principles)
• Values about goals (vs. needs analysis)
• Values about methods (vs. research)
Value conflicts: Designers, Owners, Trainers, Learners
Important to clarify for story-based instruction.
2. What Design Theory Framework
Might Be Helpful?
Two Major Kinds of Design Knowledge
Procedural – chronological, steps, reliable results.
Heuristic – not sequential, rules of thumb, guidelines,
uncertain results, necessary for complex cognitive
tasks.
A combination may be most useful for story-based
instruction.
3. What Conceptual Framework
Might Be Helpful?
Macro Framework
Major kinds of methods (tools in a storyteller’s tool box)
• To the extent possible, the kinds should be mutually
exclusive and all inclusive
Micro Framework
Kinds of situations for each method
• The situations may be different for every method, so
don’t try to create a universal taxonomy of situations.
Conclusion
A Challenge to Workshop Participants:
• Try to identify the full variety of methods (approaches)
for story-based instruction.
• For any given method (or approach), try to identify its
parts (subordinate methods). This provides more
detailed guidance.
• For each method, try to identify different ways it can be
done (which are different kinds of that method or submethod).
• For each kind of a method, identify guidance as to
when and when not to use it (which are situations).
Conclusion
A Challenge to Workshop Participants:
• The resulting methods and situations comprise the
knowledge base that will be most useful to instructional
designers (design theory).
• At the end of the workshop, share and synthesize what
each group has come up with.
I wish I could be there to share
in this exciting undertaking!
Any comments or questions?