Learning and Evaluation/L&E Workshop Kits/ストーリーテリング

This page is a translated version of the page Learning and Evaluation/L&E Workshop Kits/Storytelling and the translation is 59% complete.
Other languages:
  • A: Attention (注目)
  • B: Because (理由)
  • C: Chorus / Content (声を合わせる・コンテンツ)
  • D: Do - Call to action. (実行 - 行動に移す)。


流れ図 / ストーリーの学びの構造


ストーリーテリングとコミュニケーションのカリキュラムに参加すると指導とリソースが提供され、ウィキメディア プロジェクト群における効果的なストーリーの作成と提供ができるようになります。ウィキメディア コミュニティおよびプログラム指導者がウィキメディアの「意識と関与」を進めるため、ストーリーテリングの力を使ってボランティアや寄付者、提携団体やコミュニティとつながることができるように設計しました。






  • ウィキメディアの活動を進める上で、ストーリーが重要な理由を定義。
  • ストーリーテリングを効果的に進める、さまざまな経路を特定。
  • ABCD モデルとテンプレートを使い、ウィキメディアのストーリーを創作。
  • ツールキットを定着させストーリーテリングに採用。
Audiovisual Equipment Requirements

Visual aids for this course consist of PowerPoint slides, video clips etc.. The following audiovisual equipment is necessary for delivery of this course:

  • Video projector compatible with a notebook computer and cables for proper connection (e.g., InFocus or similar make) with speakers.
  • Electronic remote device to advance slides in PowerPoint presentation, if available
  • Projection screen (at least 2 m x 2 m)
  • Seven meter or longer extension cord
  • PAPER CHARTS with markers

All equipment should be placed in the room for the instructors to check at least one hour prior to the course.

Room Requirements

The room should be large enough to accommodate workspace and chairs for the number of participants in table rounds seating 6 - 8 persons.
A presentation table at the from of the room to should be provided for the instructors. The room should be in a quiet area and have a lighting system that permits convenient dimming of the lights, especially where the screen is located.

Course Agenda [1]
時間 (分) モジュール
15 「のために」ストーリーテリング
30 ABCD モデル
10 自分のストーリを語る経路
20 ストーリーの共有と評価
15 振り返りと次のステップ



Create an etherpad for the workshop

One week prior to the course
  • Send out the Welcome Letter and Pre-Training Assessment.
  • Use assessment response to customize learning examples.
  • Print/Obtain Learning Journals, Posters, and Reference Guides.
Before training event preparation list

Confirm the training dates, location, and number of participants. (Recommended not more than 50 participants).

  1. Ensure you have the following materials:
    • Facilitator Guide, one copy for each instructor
    • PowerPoint presentation appropriate to the location of the course (reviewed for cultural references)
    • Learning Journal
    • Pre-Workshop Welcome Letter and Assessment
    • Attendance Sign-in Sheets
    • Session Evaluation and Follow-up Sheets
    • Read and study the Instructor Guide, PowerPoint presentation, and documentation pertaining to the local environment. If using case studies, review ahead of time and select the most appropriate cases studies and examples for your audience. Familiarize yourself with the Participant Workbook.
  2. Be sure you have the following materials arranged with the organizer/ host:
    • Video projector and screen
    • WIFI
    • Paper/flip chart
    • Presenter remote for slides
    • Speakers for audio with laptop. (Facilitator or venue may provide)
    • Large markers, assorted colors (one set for each table of 6-8 people)
    • Post-it notes
    • Box of black permanent markers (one for each person)
    • Masking tape
    • Any instructions on room location, parking, catering to be included in Welcome Letter.

Arrive one hour before the training to set your room and equipment. Environment makes a difference.

  1. Consider playing welcoming music for participants
  2. Hang "Share Your Story" poster
  3. Each table should have (one learning journal for each participant, post it notes and sharpies for the table, consider placing things to fiddle with on the tables for kinesthetic learners.
  4. Start before you start. Meet and greet participants, including any welcoming activity to engage participants early.
  1. Start on time and stay on track. Always start on time, even if only one participant is in the room.
  2. Keep exercises within their time limit. Lead participants away from digressions via use of a parking lot for discussions outside of scope for other opportunity/follow-up.
  3. Engage the group as active participants by asking for a volunteer scribe and/or leader in small group activities.
  4. Use post-it notes to involve all participant and theme their input. This also provides opportunity for more introverted participants to share their ideas.
  5. Seek to change/shift activity every 11 minutes. (Example group discussion, presentation, worksheets, video).
  6. Be available for mentoring during breaks, after class and during activities.
  7. Encourage active contribution during sessions including use of social media, creation of learning patterns, so participants are creating knowledge as the workshop develops.
  8. Wikipedians love documenting their sessions. To reinforce the power of face to face connection, ask for a volunteer to document the session using notes captured in small groups.
  9. Post knowledge from the session such as quotes in social media. Encourage participants to share what they have learned.
  10. Practice active listening, reflecting your understanding of participant contributions.
  11. Label and number paper charts. Use two different color markers for readability in the room.
  12. Seek review questions every 6 to 8 slides for retention and encourage participants via pair shares, to discuss how the concept relates to their community.
  13. Share learning objectives at the beginning of the session and ask participants for any other content/questions they would like answered.
  14. Be sure to allow adequate time for reflection and evaluation.
  15. Avoid jargon. Learning Journals contain a glossary of terms.
  1. Send Thank You note with key learning points and encourage ongoing connection with community tools and resources.
  2. Reflect on your own facilitation skills using the facilitator’s check list.
  3. Celebrate that you helped our movement grow through sharing of your expertise.
  1. Breaks may vary from site to site according to local guidelines or class preference.
About this journal

Use this learning journal to capture your Ah Ha ideas and the next steps to apply course content to your Wikimedia community projects. Also write down community members you connect with on the topic for ongoing knowledge sharing.

モジュール 1: ウィキメディアの事業になぜストーリーが重要か定義する

Questions for Reflection/Practical Application:

  1. How do you currently use stories to engage others in your work?
  2. Why are stories an important component of Wikimedia continued growth and impact?
モジュール 2: ストーリーテリングを効果的に展開する経路を特定する
  1. Where and through which channels can I use stories?
  2. What channels haven’t we explored yet?
  3. What channel has helped increased awareness of your Wikimedia projects?
モジュール 3: ABCD モデルとテンプレートを活用してウィキメディアのストーリーを創作

Ah Ha’s & Notes
Questions for Reflection/Practical Application:

  • Identify how you can apply the ABCD model to telling your story.
モジュール 4: ストーリーの共有

Questions and Reflections:

  1. What are mechanisms which can be used to improve the impact of stories?
  2. What stories and examples did you hear about worth noting?
モジュール 5: 振り返りと次のステップへ

Questions and Reflections:

  1. What next steps will you take to apply this course to storytelling in your community?
  2. What community members/staff do you want to connect with for ongoing learning exchange?
  3. What tools and resources did you learn about that would be helpful?