Today I just want to tell you a story, so sit back and relax. Once upon a time . . .
How many times have you attended a class that began like that? Not too many times, I’m guessing. And I’m guessing that storytelling becomes rarer and rarer the more advanced the topic. Am I right?
But people’s brains are built to give attention to stories, so they tell us. So why don’t we use the technique more often?
In financial education, stories tend to appear in examples that are set aside from the text. Examples could be the real teachers in these courses, but they tend to be afterthoughts. What’s worse, savvy students might often feel they can skip over the examples. And they can, if the story is poor and the learning point is merely repetitive of the preceding text.
In my career, I’ve had a few opportunities to turn it around. The first one was a course called Introduction to Trusts. The original was a dry course that listed one estate planning concept after another. Examples were few and short. In revising the course, I decided to drop the dry recitations of property law and build the course entirely out of a half-dozen case studies. The property law was “discovered” in the process of solving a client’s problem.
The course was much more engaging. The student could see property law principles at work. My team soon was building more reality-based courses. Many years later, I learned that instructional design research supported many of the techniques we used.
It often seems impossible to get these topics on their feet. But any useful knowledge has a use! That is the key.
In every job that must be done
There is an element of fun
you find the fun and snap!