Advertisement

E-learning with Impact: the Role of Narrative Structures and Methods in Designing and Delivering E-learning in a Corporate Environment

  • Yannis Angelis
Chapter

Abstract

In a fast developing and disruptive digital‐driven era, it has become evident that organizational learning could not have stayed unaffected either by the hype or the need for transformation. Corporate training experts are challenged to find ways to enhance learners’ engagement in a new digital learning eco‐system and to provide them with an overall meaningful experience. Additionally, they have to ensure that the whole organization in which the learning takes place will profit the most.

This chapter elaborates on how narrative structures as an integrated part of a unique development model for e‐learning are used to maximize learners’ engagement and learning. This model has been used in several training initiatives in the corporate environment and it leverages different pedagogical strategies, behavioral change, and psychological theories and concepts. Most importantly, the use of stories is the groundwork where the development teams, the learners, and the various stakeholders involved interact with each other through a participatory process. When using these concepts, it becomes attainable to capture and leverage the informal learning, which takes place in every corner of the organization and appropriately transform it to formal e‐learning programs for the profit of the whole organization.

Inspiring challenges, practical examples, process parts, and extracts from e‐learning courses where the above‐mentioned model is used are deployed in this chapter. They give a clear view of how narrative structures work in a newly induced digital ecosystem in the organization field of learning, and how it becomes feasible to maintain the human contact needed for an efficient learning outcome.

Keywords

Learning Experience Project Team Engagement Model Participatory Process Behavioral Economic 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Bamberger, M., Vaessen, J., & Raimondo, E. (2016). Dealing With Complexity in Development Evaluation: A Practical Approach (p. 101). Thousand Oaks, California: SAGE Publications.Google Scholar
  2. Cameron, K., Mora, C., Leutscher, T., & Calarco, M. (2011). Effects of Positive Practices on Organizational Effectiveness. The Journal of Applied Behavioral Science, 47(3), 266–308.CrossRefGoogle Scholar
  3. Collins, R., Taylor, S., Wood, J., & Thompson, S. (1988). The Vividness Effect: Elusive or Illusory? Journal of Experimental Social Psychology, 24, 1–14.CrossRefGoogle Scholar
  4. Csíkszentmihályi, M. (1975). Beyond boredom and anxiety (p. 10). San Francisco: Jossey-Bass Inc. Publishers.Google Scholar
  5. Csíkszentmihályi, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper Collins Publishers.Google Scholar
  6. Davies, R. (1997). Parallel Processes in Organizational Consulting. The British Gestalt Journal, 6(2), 114–117.Google Scholar
  7. Deterding, S., Khaled, S., Nacke, N., & Dixon, D. (2011). CHI Conference paper. http://gamification-research.org/wp-content/uploads/2011/04/02-Deterding-Khaled-Nacke-Dixon.pdf Accessed 13. Aug. 2016.Google Scholar
  8. Dziuban, C., Hartman, J., & Moskal, P. (2004). Blended Learning. ECAR, Colorado Research Bulletin, (7), 1–12.Google Scholar
  9. Fox, C., & Levav, J. (2000). Familiarity Bias and Belief Reversal in Relative Likelihood Judgment 82(2), 268–292. Organizational Behavior and Human Decision Processes. Amsterdam: Elsevier.Google Scholar
  10. Gaiman, N. (2004). Coraline. New York: Harper-Collins Publishers.Google Scholar
  11. K-12 Lab Wiki. 2010. Bodystorming. https://dschool.stanford.edu/groups/k12/wiki/48c54/Bodystorming.html. Accessed 07. Jan. 2013
  12. Kendra, C. https://www.verywell.com/what-is-flow-2794768. Accessed 21 May 2016.
  13. Nakamura, J., & Csíkszentmihályi, M. (2009). Flow Theory and Research. (pp. 195–216). In Snyder, C. R., & Lopez, S. J. Oxford Handbook of Positive Psychology. Oxford, UK: Oxford University Press.Google Scholar
  14. Nevis, E. (1987). Organizational Consulting: A Gestalt Approach. Cleveland: Gestalt Institute of Cleveland Press.Google Scholar
  15. Nonaka, I., & von Krogh, G. (2009). Tacit Knowledge and Knowledge Conversion: Controversy and Advancement in Organizational Knowledge Creation Theory. Organization Science, 20(3), 635–652.CrossRefGoogle Scholar
  16. Parlett, M. (1991). Reflections on Field Theory. The British Gestalt Journal, 1(2), 68–91.Google Scholar
  17. Scharmer, O., & Kaufer, K. (2013). Leading From the Emerging Future. From Ego-System to Eco-System Economies (pp. 203–214). San Francisco: Berrett-Koehler Publishers.Google Scholar
  18. Schein, E. (2013). Humble Inquiry. San Francisco: Berrett-Kohler Publishers.Google Scholar
  19. Sinay, S. (1997). Gestalt for beginners. New York: Writers and Readers Publishing.Google Scholar
  20. Snyder, C. R., & Lopez, S. J. (Eds.). (2002). Handbook of positive psychology. Oxford University Press.Google Scholar
  21. www.learning-theories.com. Accessed 27. Jan. 2016.

Copyright information

© Springer-Verlag GmbH Deutschland 2017

Authors and Affiliations

  1. 1.Beyond StorytellingBad HomburgGermany

Personalised recommendations