ABSTRACT
A MODEL FOR DESIGNING INSTRUCTIONAL NARRATIVES:
CONNECTING THE DOTS
by
DEBRA M. SMITH
May 2013
Advisor: Ingrid Guerra-López, Ph.D.
Major: Instructional Technology
Degree: Doctor of Philosophy
The purpose of this study was to develop a research-based model for designing and deploying instructional narratives based on principles derived from narrative theory, development theory, communication theory, learning theory and instructional design theory to enable adult learning and retention and the effective transfer of that retained learning to practice (performance contexts). Findings from these five areas were used to identify elements to inform the development of a model for the design and deployment of instructional narratives. An instructional narrative is a narrative expressly designed for the purpose of enabling learners to alter their perspective, make decisions, take action, and acquire particular capabilities leading to a change in behavior. This research study examined narrative in terms of its use as an instructional modality. A modality addresses the manner in which information is encoded for transmission.
This design and development research study used three interrelated literature reviews to build the conceptual framework to address the problem, develop the model to operationalize the conceptual framework, and to formatively review and internally validate the model.
The result of this study is a research based model for designing instructional narratives that can be applied in higher education and organizational settings to enable learning, retention and transfer to practice (performance contexts).
The model contains four steps: Describe, Operationalize, Tailor, and See. Each step contains three elements. Describe identifies the audience, the content to be learned and the environment. This output of this step is used by the teller (instructor/facilitator) to adapt the content (contextualize through story) for the audience (learners/listeners). The Operationalize elements of roots, (prior knowledge), significance, and the story beginning, middle and end are used to build the story. The story is adapted during the Tailor step through teller actions to own, practice and tell the narrative. During the final step, See the learners/listeners, imagine, reflect and discuss the narrative.
","abstract_html":"<p>ABSTRACT</p> <p>A MODEL FOR DESIGNING INSTRUCTIONAL NARRATIVES:</p> <p>CONNECTING THE DOTS</p> <p>by</p> <p>DEBRA M. SMITH</p> <p>May 2013</p> <p>Advisor: Ingrid Guerra-López, Ph.D.</p> <p>Major: Instructional Technology</p> <p>Degree: Doctor of Philosophy</p> <p>The purpose of this study was to develop a research-based model for designing and deploying instructional narratives based on principles derived from narrative theory, development theory, communication theory, learning theory and instructional design theory to enable adult learning and retention and the effective transfer of that retained learning to practice (performance contexts). Findings from these five areas were used to identify elements to inform the development of a model for the design and deployment of instructional narratives. An instructional narrative is a narrative expressly designed for the purpose of enabling learners to alter their perspective, make decisions, take action, and acquire particular capabilities leading to a change in behavior. This research study examined narrative in terms of its use as an instructional modality. A modality addresses the manner in which information is encoded for transmission.</p> <p>This design and development research study used three interrelated literature reviews to build the conceptual framework to address the problem, develop the model to operationalize the conceptual framework, and to formatively review and internally validate the model.</p> <p>The result of this study is a research based model for designing instructional narratives that can be applied in higher education and organizational settings to enable learning, retention and transfer to practice (performance contexts).</p> <p>The model contains four steps: <i>Describe,</i> <i>Operationalize,</i> <i>Tailor,</i> and <i>See.</i> Each step contains three elements. <i>Describe</i> identifies the <i>audience,</i> the <i>content</i> to be learned and the <i>environment.</i> This output of this step is used by the teller (instructor/facilitator) to adapt the content (contextualize through story) for the audience (learners/listeners). The <i>Operationalize</i> elements of <i>roots,</i> (prior knowledge), <i>significance,</i> and the story <i>beginning,</i> <i>middle</i> and <i>end</i> are used to build the story. The story is adapted during the <i>Tailor</i> step through teller actions to <i>own,</i> <i>practice</i> and <i>tell</i> the narrative. During the final step, <i>See</i> the learners/listeners, <i>imagine,</i> <i>reflect</i> and <i>discuss</i> the narrative.</p>","abstract_has_math":false,"creators":["Smith, Debra Mary"],"institution":null,"degree_name":"Ph.D.","degree_level":"Open Access Dissertation","degree_discipline":"Instructional Technology","degree_department":null,"school":null,"contributors":["Ingrid Guerra-Lopez"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T05:59:26Z","subjects":["Adult Learners","Instructional Design","Learning","Narrative","Pedagogy","Storytelling","Higher Education and Teaching","Other Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wayne.edu/oa_dissertations/701","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ingrid Guerra-Lopez"]},{"key":"dc:creator","label":"Author","values":["Smith, Debra Mary"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Instructional Technology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Adult Learners","Instructional Design","Learning","Narrative","Pedagogy","Storytelling","Higher Education and Teaching","Other Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wayne.edu/oa_dissertations/701"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["ABSTRACT
A MODEL FOR DESIGNING INSTRUCTIONAL NARRATIVES:
CONNECTING THE DOTS
by
DEBRA M. SMITH
May 2013
Advisor: Ingrid Guerra-López, Ph.D.
Major: Instructional Technology
Degree: Doctor of Philosophy
The purpose of this study was to develop a research-based model for designing and deploying instructional narratives based on principles derived from narrative theory, development theory, communication theory, learning theory and instructional design theory to enable adult learning and retention and the effective transfer of that retained learning to practice (performance contexts). Findings from these five areas were used to identify elements to inform the development of a model for the design and deployment of instructional narratives. An instructional narrative is a narrative expressly designed for the purpose of enabling learners to alter their perspective, make decisions, take action, and acquire particular capabilities leading to a change in behavior. This research study examined narrative in terms of its use as an instructional modality. A modality addresses the manner in which information is encoded for transmission.
This design and development research study used three interrelated literature reviews to build the conceptual framework to address the problem, develop the model to operationalize the conceptual framework, and to formatively review and internally validate the model.
The result of this study is a research based model for designing instructional narratives that can be applied in higher education and organizational settings to enable learning, retention and transfer to practice (performance contexts).
The model contains four steps: Describe, Operationalize, Tailor, and See. Each step contains three elements. Describe identifies the audience, the content to be learned and the environment. This output of this step is used by the teller (instructor/facilitator) to adapt the content (contextualize through story) for the audience (learners/listeners). The Operationalize elements of roots, (prior knowledge), significance, and the story beginning, middle and end are used to build the story. The story is adapted during the Tailor step through teller actions to own, practice and tell the narrative. During the final step, See the learners/listeners, imagine, reflect and discuss the narrative.
"]},{"key":"dc:title","label":"Title","values":["A Model For Designing Instructional Narratives For Adult Learners: Connecting The Dots"]}]}],"canonical_facts":{"dc:contributor":["Ingrid Guerra-Lopez"],"dc:creator":["Smith, Debra Mary"],"dc:date.available":["2013-01-01T08:00:00Z"],"dc:description.abstract":["ABSTRACT
A MODEL FOR DESIGNING INSTRUCTIONAL NARRATIVES:
CONNECTING THE DOTS
by
DEBRA M. SMITH
May 2013
Advisor: Ingrid Guerra-López, Ph.D.
Major: Instructional Technology
Degree: Doctor of Philosophy
The purpose of this study was to develop a research-based model for designing and deploying instructional narratives based on principles derived from narrative theory, development theory, communication theory, learning theory and instructional design theory to enable adult learning and retention and the effective transfer of that retained learning to practice (performance contexts). Findings from these five areas were used to identify elements to inform the development of a model for the design and deployment of instructional narratives. An instructional narrative is a narrative expressly designed for the purpose of enabling learners to alter their perspective, make decisions, take action, and acquire particular capabilities leading to a change in behavior. This research study examined narrative in terms of its use as an instructional modality. A modality addresses the manner in which information is encoded for transmission.
This design and development research study used three interrelated literature reviews to build the conceptual framework to address the problem, develop the model to operationalize the conceptual framework, and to formatively review and internally validate the model.
The result of this study is a research based model for designing instructional narratives that can be applied in higher education and organizational settings to enable learning, retention and transfer to practice (performance contexts).
The model contains four steps: Describe, Operationalize, Tailor, and See. Each step contains three elements. Describe identifies the audience, the content to be learned and the environment. This output of this step is used by the teller (instructor/facilitator) to adapt the content (contextualize through story) for the audience (learners/listeners). The Operationalize elements of roots, (prior knowledge), significance, and the story beginning, middle and end are used to build the story. The story is adapted during the Tailor step through teller actions to own, practice and tell the narrative. During the final step, See the learners/listeners, imagine, reflect and discuss the narrative.
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