{"id":3141,"date":"2020-05-12T06:00:15","date_gmt":"2020-05-12T13:00:15","guid":{"rendered":"http:\/\/blogs.oregonstate.edu\/inspire\/?p=3141"},"modified":"2020-05-12T09:44:50","modified_gmt":"2020-05-12T16:44:50","slug":"storytelling-world-building-and-the-zombie-apocalypse","status":"publish","type":"post","link":"https:\/\/blogs.oregonstate.edu\/inspire\/2020\/05\/12\/storytelling-world-building-and-the-zombie-apocalypse\/","title":{"rendered":"Storytelling, World Building and the Zombie Apocalypse"},"content":{"rendered":"

Storytelling is a fundamental part of human culture. With the use of narrative and world building in an educational setting, we can imagine ourselves as one of the characters and better engage with the material at hand. In distance education, these tools can be powerful allies made stronger with a multimedia approach. In a typical lecture scenario, students are presented information in the form of topics and relationships, specific ideas and often jargon. All these things are a necessary part of learning and provide a framework for the course\u2019s content as well as preparing them for the application of the material. But by using storytelling as a tool, student engagement can be brought to higher levels and create memorable experiences.<\/span><\/p>\n

A great example of the storytelling approach is Rorie Solberg\u2019s PS 110: Governing after the Zombie Apocalypse. The course deals with the rebuilding of government after a fictional zombie apocalypse. Her course might be a bit too relevant to modern society during a pandemic, as it takes a closer look at the effects of a global health crisis. The students of PS 110 have been \u2018selected\u2019 as delegates to a constitutional convention. They represent one of the four territories standing in the place of the former United States, and each student faces the challenge of writing a new constitution, under which a new democracy will be built. The duty of the students is to create the outlines of a new government, accounting for the new needs of the people in this post-apocalyptic environment and, should they find it necessary, addressing the shortcomings of previous governments from around the world. The class begins with the first meeting of the delegates and at no point is the fourth wall broken.<\/span><\/p>\n

Leveraging multiple forms of media can reinforce the verisimilitude of these stories and provide different avenues for student engagement. Rorie\u2019s course is making full use of what Ecampus\u2019 Multimedia Team has to offer with press release designs, audio broadcasts, animation and an interactive voting simulator.<\/span><\/p>\n

The audio broadcasts, released by \u201cPZA News\u201d after the collapse of mainstream media outlets, are made to sound like the work of amateur Ham Radio operators doing their best to keep their communities informed. With a distinct taste of Orson Wells\u2019 \u201cWar of the Worlds” radio play, these broadcasts feature our very own Warren Blyth as not one or two, but all of the eleven different characters and voices featured therein. The broadcasts cover local issues, giving insight to how societies and communities have changed in light of a global disaster. By tackling social issues as well, these fictional news broadcasts provide a more complete context to the decisions these students will eventually make in drafting their constitutions. They must consider any long reaching effects of their specific wordings and how their policies may affect disadvantaged groups, even unintentionally. Rorie\u2019s course goes beyond being placed into a simple setting and focuses on how her fictional characters would interact with each other and their environments.<\/span><\/p>\n

In addition to audio there are written publications. While reading is typical in any class, written press releases allow students to read more stories taking place in their post-apocalyptic society. Multiple forms of media for news releases reinforces the world building aspect and contributes to a multi-dimensional, fleshed out feel to the course\u2019s setting. An animation, depicting the daily life of the surviving population is also being developed for this course. This is another fun and engaging way to bring the class materials alive. What better way for students to understand their roles than to see for themselves how their constituents live.<\/span><\/p>\n

Storytelling and world building can be powerful tools for both student engagement and learning that can create memorable experiences. Enriching stories with multimedia creates an immersive experience that entertains as much as it educates. Rorie\u2019s PS 110 is an excellent example of storytelling, world building and leveraging media assets to enhance immersion.<\/span><\/p>\n

Author: Matt Djubasak<\/p>\n","protected":false},"excerpt":{"rendered":"

Storytelling is a fundamental part of human culture. With the use of narrative and world building in an educational setting, we can imagine ourselves as one of the characters and better engage with the material at hand. In distance education, these tools can be powerful allies made stronger with a multimedia approach. In a typical… Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":5022,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[41681],"tags":[1839,155,1386664],"class_list":["post-3141","post","type-post","status-publish","format-standard","hentry","category-mutimedia","tag-ecampus","tag-oregon-state-university","tag-storytelling"],"post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/posts\/3141","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/users\/5022"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/comments?post=3141"}],"version-history":[{"count":2,"href":"https:\/\/blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/posts\/3141\/revisions"}],"predecessor-version":[{"id":3143,"href":"https:\/\/blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/posts\/3141\/revisions\/3143"}],"wp:attachment":[{"href":"https:\/\/blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/media?parent=3141"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/categories?post=3141"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/tags?post=3141"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}