Instructional Story Design Heuristics for Instructional Design: Research Proposal
LTD Competency Alignment
Objective 2.1: Students are able to conduct analysis in order to translate and use theoretical frameworks and existing research to design/develop learning opportunities and systems.
Description
The Instructional Story Design Heuristics for Instructional Design research proposal investigates how instructional designers can infuse storytelling and narrative into their instructional design practice to encourage the transfer of knowledge in adult learners. It also asks which instructional storytelling heuristics can be used by instructional designers to create meaningful learning experiences.
Details
Course: IS_LT 9450: Research Methods in Information Science and Learning Technologies
Semester: Spring 2022
Project Type: Individual
Role: Researcher, writer
Learning Process
Research, much like design, requires an iterative process. While I knew I wanted to know more about how instructional designers can use story to create meaningful learning solutions, I found reviewing the literature helped me define my research question and develop my thesis. From there, I chose a qualitative, ethnographic methodology approach to analyze common patterns and themes to determine a set of instructional story design heuristics flexible enough to be used for various learning needs and contexts (Image 1). Finally, peer and instructor feedback allowed me to further refine my approach and research proposal.
Reflection
As a designer and writer, I’m fascinated by how story permeates how we learn, communicate, create, and see the world. This research proposal allowed me to explore this in depth—and discover potential heuristics which support the learner throughout their learning journey.
The course helped me appreciate how research itself is a design. This project allowed me to experience the depth of work that goes into creating a research proposal—and how much preparation goes into it before the data collection and analysis even begins. Additionally, providing and receiving feedback with my peers allowed me to experience the dialogue of research within a theoretical framework found in a community of practice.