Difference between revisions of "EDT4OL/Storyboard/Introduction"
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| − | The origins of [[w:Storyboard|storyboarding]] are within the film industry, where it was popularised by [https://www.youtube.com/watch?v=BSOJiSUI0z8 Walt Disney Productions] during the early 1930s. | + | The origins of [[w:Storyboard|storyboarding]] are within the film industry, where it was popularised by [https://www.youtube.com/watch?v=BSOJiSUI0z8 Walt Disney Productions] during the early 1930s. In this context, a storyboard is a graphic organiser in the form of images displayed in sequence, to pre-visualise a motion picture, animation or interactive media sequence. |
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|title=Description | |title=Description | ||
|body='''Storyboarding in learning design'''<br> | |body='''Storyboarding in learning design'''<br> | ||
| − | Storyboarding is the process learning designers use to map out the core elements of a course. | + | Storyboarding is the process that learning designers use to map out the core elements of a course. |
| − | It is a structured way of representing the sequence of outcomes, resources activities and assessments in a course. It is a means of representing the overall way in which a course is | + | It is a structured way of representing the sequence of outcomes, resources, activities and assessments in a course. It is a means of representing the overall way in which a course is organised, and how the different elements are sequenced and fit together. The order of sub-elements of the storyboard is typically informed by one or more instructional design models. |
| − | Storyboards often include the specification of media resources (eg video, audio, graphics) that will be incorporated into the learning sequence. | + | Storyboards often include the specification of media resources (eg video, audio, graphics...) that will be incorporated into the learning sequence. |
| − | In an organisational context, storyboarding commences after the approval of the design blueprint (a high level master plan for a new course) but before authoring of the materials begins. | + | In an organisational context, storyboarding usually commences after the approval of the design blueprint (a high level master plan for a new course), but before authoring of the materials begins. |
| − | Storyboards can be written, graphic or a combination of both. | + | Storyboards can be written, graphic or a combination of both. |
| + | Storyboards can be developed at the course level, showing the sequence of learning for the planned duration of the course. They can also be developed at a micro-level, showing the sequencing of elements within a learning pathway.}} | ||
| − | + | ==Example of a mini-course level storyboard== | |
| + | |||
| + | The following storyboard example provides a visual overview of a four-week course, including the learning resources and activities for achieving the learning outcomes, as well as an assessment strategy for both formative and summative assessment<ref>The original version of these materials was developed by Gabi Witthaus and Brenda Padilla for the [https://docs.google.com/spreadsheets/d/1f0-5S9MUMCpcwwaDVx3diF5IzPSjxaHZ95apj6PNOD0/edit#gid=259536115 Storyboard for Storyboarding] open course under a CC-BY-SA licence.</ref>. | ||
[[File:Basic_Storyboard_Template_for_Course_Design.jpg]] | [[File:Basic_Storyboard_Template_for_Course_Design.jpg]] | ||
| − | In this example, the four columns represent four weeks, with one topic focus per week | + | In this example, the four columns represent four weeks, with one topic focus per week: |
| + | * During week 1, learners watch a video and read a paper to complete an e-tivity (online activity) and write an essay, which is assessed. The teacher provides formative feedback. | ||
| + | * In week 2, learners listen to a podcast, read a paper and write a reflective blog post. Other learners comment on this post. | ||
| + | * In weeks 3-4, learners read more papers, listen to a podcast and watch a video. They might do a group presentation and write an essay. The teacher undertakes a summative assessment. | ||
| − | In practice, storyboards are developed using a variety of tools from flipcharts to web-based technologies. | + | In practice, storyboards are developed using a variety of tools, from flipcharts to web-based technologies. |
| − | + | ===Acknowledgement=== | |
| − | + | <references/> | |
Latest revision as of 21:00, 13 April 2022
The origins of storyboarding are within the film industry, where it was popularised by Walt Disney Productions during the early 1930s. In this context, a storyboard is a graphic organiser in the form of images displayed in sequence, to pre-visualise a motion picture, animation or interactive media sequence.
Example of a mini-course level storyboard
The following storyboard example provides a visual overview of a four-week course, including the learning resources and activities for achieving the learning outcomes, as well as an assessment strategy for both formative and summative assessment[1].
In this example, the four columns represent four weeks, with one topic focus per week:
- During week 1, learners watch a video and read a paper to complete an e-tivity (online activity) and write an essay, which is assessed. The teacher provides formative feedback.
- In week 2, learners listen to a podcast, read a paper and write a reflective blog post. Other learners comment on this post.
- In weeks 3-4, learners read more papers, listen to a podcast and watch a video. They might do a group presentation and write an essay. The teacher undertakes a summative assessment.
In practice, storyboards are developed using a variety of tools, from flipcharts to web-based technologies.
Acknowledgement
- ↑ The original version of these materials was developed by Gabi Witthaus and Brenda Padilla for the Storyboard for Storyboarding open course under a CC-BY-SA licence.
