Quick Summary:
- Story-telling + Problem Based Learning (PBL) is effective
- Creating educational animated videos for 99.9% of educators is an unrealistic ask
- Mazetec enables you to create distance learning stories based on problems in minutes (not years).
It is generally accepted that story-telling is a superior method of teaching. It provides a hero's journey the learner can imagine from their own perspective referencing associations in their own life. This article provides is showing that it also works with distance Information Systems Management.
While we agree that combining story-telling and PBL is an effective way to activate stickier learning. We don't agree with their recommended implementation using "narrative animated videos (NAVs)", this approach creates a huge barrier for educators. From a technologist point of view, you need a significant investment, a team, and plenty of time to create animated videos.
Abstract: More than a decade ago, evidence‐based recommendations emerged regarding what students of information systems (IS) management education should learn and how should they learn it. Although these recommendations for how IS management should be taught remain valid, they need to be updated to account for recent advances in technologies that enable multimedia learning. Promoters of such technologies promise enhanced cognitive and behavioural outcomes, but this promise remains unreached, reflecting the underdeveloped multimedia‐enabled learning literature. To help attain this promise and rejuvenate the literature of multimedia learning, we offer a roadmap for new areas of research that would inform the design and use of a novel form of multimedia materials: narrative animated videos (NAVs). NAVs represent a form of self‐determined learning that features immersive, story‐based content. We argue that their use will intrinsically motivate users to process the materials to completion, thereby enhancing cognitive and behavioural outcomes, and thus catalysing the effectiveness of the team‐based learning and self‐regulated learning modes for problem‐based learning (PBL) delivery of IS management education. This compelling roadmap corresponds to meaningful IS research because it centres on a topic that the IS literature has long examined—the role of user motivation—and because its theoretical contributions invite specific paths of research for informing the design of the PBL delivery of IS management education within an information systems artefact.
Link: https://onlinelibrary.wiley.com/doi/abs/10.1111/isj.12234
