{"id":165,"date":"2018-06-04T06:47:21","date_gmt":"2018-06-04T06:47:21","guid":{"rendered":"https:\/\/emedia.rmit.edu.au\/oedvedesign\/?p=165"},"modified":"2018-08-01T06:18:23","modified_gmt":"2018-08-01T06:18:23","slug":"the-heros-journey","status":"publish","type":"post","link":"https:\/\/emedia.rmit.edu.au\/oedvedesign\/index.php\/2018\/the-heros-journey\/","title":{"rendered":"The Hero’s Journey"},"content":{"rendered":"

Attending the iDesignX conference in Sydney<\/a> on Tuesday (27 March 2018), I listened to a range of interesting presentations from experts in the learning design field. Conversations included the usual topics: blended learning, gamification, virtual reality and mobile responsiveness.<\/p>\n

For me and (gauging by the standing room only in the packed conference room) many other delegates, one presentation stood out from the crowd – \u2018Storytelling for Behavioural Change\u2019 by Nick Petch<\/a>, Lead eLearning Designer from Inspire Group.<\/p>\n

Petch aligned the narrative of the \u2018hero\u2019s journey\u2019 with a behavioural change model to show how the power of the story can be harnessed for learning. Why is this relevant? Because, as Petch pointed out, stories are powerful learning tools as they stay alive and are remembered.<\/p>\n

We started with the concept of the hero\u2019s journey based Joseph Campbell\u2019s book \u2018The Hero With a Thousand Faces\u2019 (1949). Following on from earlier work, Campbell analysed a range of narratives such as myths and folk tales. He identified a pattern to the mythical hero\u2019s journey that takes the hero through three identifiable stages:<\/p>\n

    \n
  1. departure \u2013 occurring in the ordinary world<\/li>\n
  2. initiation \u2013 occurring in the special world<\/li>\n
  3. return \u2013 occurring back in the ordinary world.<\/li>\n<\/ol>\n

    The following video sums up the hero\u2019s journey.<\/p>\n

    \n

    https:\/\/vimeo.com\/140767141<\/a><\/p>\n<\/div>\n

    Petch\u2019s presentation then introduced the four stages of behavioural change:<\/p>\n

      \n
    1. contemplation \u2013 knowing what change is<\/li>\n
    2. determination \u2013 believing you can change<\/li>\n
    3. action \u2013 doing the thing that brings that change<\/li>\n
    4. maintenance \u2013 keeping doing the thing that brings change.<\/li>\n<\/ol>\n

      Petch then overlayed this behavioural change model with the hero\u2019s journey as shown in the following diagram.<\/p>\n

      Petch then suggested how the following characters can be used in learning content to create the motivation to change:<\/p>\n

      \"\"<\/p>\n

       <\/p>\n

       <\/p>\n

      Petch then suggested how the following characters can be used in learning content to create the motivation to change:<\/p>\n

      \n\n\n\n\n\n\n\n\n\n
      Behaviour change stage<\/b><\/td>\nCharacter<\/b><\/td>\nAlignment to learning<\/b><\/td>\n<\/tr>\n
      Contemplation \u2013 knowing what change is.<\/td>\nThe Hero<\/td>\nRepresents our learners and audience<\/td>\n<\/tr>\n
      Determination \u2013 believing you can change.<\/p>\n

      Contemplation \u2013 knowing what change is.<\/td>\n

      		The Mentor<\/td>\nProvides feedback, guidance, tools, job aids and links.<\/td>\n<\/tr>\n
      Determination \u2013 believing you can change.<\/p>\n

      Contemplation \u2013 knowing what change is.<\/td>\n

      		The Herald<\/td>\nCreates a call to adventure.<\/p>\n

      Delivers a compelling reason for the learner to care.<\/td>\n<\/tr>\n

      Determination \u2013 believing you can change.<\/p>\n

      Action \u2013 doing the thing that brings change.<\/td>\n

      		The Trickster<\/td>\nChallenges the status quo.<\/p>\n

      Creates metacognitive thinking and gets the learner to think about their thinking.<\/td>\n<\/tr>\n

      Action \u2013 doing the thing that brings change.<\/td>\nThe Guardian<\/td>\nCreates the initial challenges (interactions) that happen early in the learning.<\/td>\n<\/tr>\n
      Contemplation \u2013 knowing what change is<\/td>\nThe Shadow<\/td>\nProvides a compelling contrast to the desired performance needs.<\/p>\n

      Is especially effective if it mirrors the hero and audience in many ways.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n

      So the story is set, how do we keep the change going? This is where Petch argues we move from status quo 1.0 to status quo 2.0. It is here that we explore how we can maintain the changed behaviour. It is more than returning our hero back to their original environment, equipped with new skills for the future. Rather, it is ensuring that when the sequel comes out, our hero is still using those skills.<\/p>\n

      \"\"<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

      Attending the iDesignX conference in Sydney on Tuesday (27 March 2018), I listened to a range of interesting presentations from experts in the learning design field. Conversations included the usual topics: blended learning, gamification, virtual reality and mobile responsiveness. For me and (gauging by the standing room only in the packed conference room) many other delegates, one presentation stood out from the crowd – \u2018Storytelling for Behavioural Change\u2019 by Nick Petch, Lead eLearning Designer from Inspire Group. Petch aligned the narrative of the \u2018hero\u2019s journey\u2019 with a behavioural change model to show how the power of the story can be harnessed for learning. Why is this relevant? Because, as Petch pointed out, stories are powerful learning tools as they stay alive and are remembered. We started with the concept of the hero\u2019s journey based Joseph Campbell\u2019s book \u2018The Hero With a Thousand Faces\u2019 (1949). Following on from earlier work, Campbell analysed a range of narratives such as myths and folk tales. He identified a pattern to the mythical hero\u2019s journey that takes the hero through three identifiable stages: departure \u2013 occurring in the ordinary world initiation \u2013 occurring in the special world return \u2013 occurring back in the ordinary world. […]<\/p>\n

      Read More…<\/a><\/p>\n","protected":false},"author":9,"featured_media":195,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-165","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news"],"_links":{"self":[{"href":"https:\/\/emedia.rmit.edu.au\/oedvedesign\/index.php\/wp-json\/wp\/v2\/posts\/165","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/emedia.rmit.edu.au\/oedvedesign\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/emedia.rmit.edu.au\/oedvedesign\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/emedia.rmit.edu.au\/oedvedesign\/index.php\/wp-json\/wp\/v2\/users\/9"}],"replies":[{"embeddable":true,"href":"https:\/\/emedia.rmit.edu.au\/oedvedesign\/index.php\/wp-json\/wp\/v2\/comments?post=165"}],"version-history":[{"count":24,"href":"https:\/\/emedia.rmit.edu.au\/oedvedesign\/index.php\/wp-json\/wp\/v2\/posts\/165\/revisions"}],"predecessor-version":[{"id":216,"href":"https:\/\/emedia.rmit.edu.au\/oedvedesign\/index.php\/wp-json\/wp\/v2\/posts\/165\/revisions\/216"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/emedia.rmit.edu.au\/oedvedesign\/index.php\/wp-json\/wp\/v2\/media\/195"}],"wp:attachment":[{"href":"https:\/\/emedia.rmit.edu.au\/oedvedesign\/index.php\/wp-json\/wp\/v2\/media?parent=165"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/emedia.rmit.edu.au\/oedvedesign\/index.php\/wp-json\/wp\/v2\/categories?post=165"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/emedia.rmit.edu.au\/oedvedesign\/index.php\/wp-json\/wp\/v2\/tags?post=165"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}