New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Entrepreneurship & Engineering Innovation
Conversational Storytelling: Classroom teaching through story parallels entrepreneurial need for engagement "l need to be able to tell the story of my new class." In creating a new course or lecture series, student audience engagement is steered by the episodic material the instructor covers via story. Disconnected facts, lack of genuine storyteller interest, along with other storytelling flaws, disengages the audience and hinders the learning experience. The creation of a new classroom is parallel to the entrepreneurial venture: successful start-up entrepreneurial stories iterate, communicate and create memorable experiences with the audience. Teaching holds that same potential through conversational storytelling. Do you wish you could engage easily with someone about what they are going to learn in your class, make your teaching more personable, or even clarify your own academic or start-up experiences during a meeting? Informed by previous work on entrepreneurial first moments and storytelling-based learning, the current work finds that conversational storytelling is the foundation for effortless engagement. Drawing upon proven methods from social-cognitive psychology and design thinking, the use of planned action and reflection alerts participants to the distinction between conversational storytelling and overly rehearsed pitches or presentations. Ambiguous prompts/questions and reflective practice evokes a natural conversation to create a series of stories, easily applied in new settings.
Conversational storytelling is defined by questions and the artful ambiguity of being comfortable with the unknown---specifically by using newly tried, spontaneous, and/or aesthetic approaches that informs understanding and, in turn, readiness for responding to what is next. This paper outlines the relationship between ambiguity in conversational storytelling and engagement for successful new creation through four concerns. These concerns are: (1) The blurring of big picture entrepreneurial level concepts with individual story phenomena, (2) The misleading characterization of a successful storyteller as extraverted, (3) Over-reliance on specific strategies, and (4) Implicit acceptance of current Silicon Valley models.
Karanian, B. A., & Eskandari, M., & Taajamaa, V. (2016, June), Conversational Storytelling: Classroom Teaching through Story Parallels Entrepreneurial Need for Engagement Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26587
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