Principles and Practices of Designing Narrative Distance for Transformative Learning Experiences
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| Title: | Principles and Practices of Designing Narrative Distance for Transformative Learning Experiences |
|---|---|
| Language: | English |
| Authors: | Taeger, Stephan D., Yanchar, Stephen C. |
| Source: | Educational Media International. 2019 56(2):164-181. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Transformative Learning, Specialists, Instructional Design, Emotional Response, Cognitive Processes, Interviews, Aesthetics, Audiences, Imagery, Story Telling, Clergy, Theater Arts, Authors, College Faculty, Artists, Films, Painting (Visual Arts), Professional Personnel |
| DOI: | 10.1080/09523987.2019.1614322 |
| ISSN: | 0952-3987 |
| Abstract: | Narratives have a unique ability to grant listeners emotional and cognitive space in a way that encourages them to choose how they will make sense of a story. This effect, called narrative distance, also has the potential to help create transformative learning experiences. This article is a qualitative research study of experts who regularly design for narrative distance. Six experts from a variety of fields were interviewed about the principles and practices of designing for narrative distance with the purpose of discovering ways that instructional designers can better facilitate transformative learning experiences. A variety of principles and practices on how to create narrative distance are categorized under four themes: cognitive space, emotional space, invite change, and meaningful content. General comments are also given on the application of these insights to instructional design along with further suggestions for research. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1217612 |
| Database: | ERIC |
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| Abstract: | Narratives have a unique ability to grant listeners emotional and cognitive space in a way that encourages them to choose how they will make sense of a story. This effect, called narrative distance, also has the potential to help create transformative learning experiences. This article is a qualitative research study of experts who regularly design for narrative distance. Six experts from a variety of fields were interviewed about the principles and practices of designing for narrative distance with the purpose of discovering ways that instructional designers can better facilitate transformative learning experiences. A variety of principles and practices on how to create narrative distance are categorized under four themes: cognitive space, emotional space, invite change, and meaningful content. General comments are also given on the application of these insights to instructional design along with further suggestions for research. |
|---|---|
| ISSN: | 0952-3987 |
| DOI: | 10.1080/09523987.2019.1614322 |
