| “
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The storyboard for me is the way to visualise the entire movie in advance.
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”
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—Martin Scorsese, Oscar-winning film director[1]
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Storyboard template for a team working on a course site
The general structure of a storyboard for learning design comprises the following components, which are then specified for each of the topics to be included in the course:
| Component
|
Learning pathway
for Topic 1
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Learning pathway
for Topic 2
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Learning outcomes
Specify the learning outcomes for the topic to guide your design, so that assessments, activities and resources are fit for purpose.
|
List relevant outcomes
|
List relevant outcomes
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e-Learning Activities
Design a variety of e-learning activities, drawing on your preferred learning design approaches.
|
Specify online activities
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Specify online activities
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Assessment
Think about substantive assessments, both formative and summative, before detailing all the e-learning activities. In this way, you can develop e-learning activities to scaffold the course assessments.
|
Formative or summative assessment
|
Formative or summative assessment
|
Resources
Generate an initial list of tentative types of resources, for example open access articles, chapter readings, videos, podcasts, etc. At this early stage of the design, it is not necessary to identify the exact resource unless you already have a clear idea of the resources you would like to use.
|
Content or resources to support learning
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Content or resources to support learning
|
Storyboard template for an individual working on a learning pathway
For participants working individually to assemble a single learning pathway, the storyboard structure could be amended according to the main phases of the learning sequence. For example:
| Component
|
Introduction
|
Body
|
Conclusion
|
Learning outcome(s) or aim(s)
Specify the overall learning outcome(s) for the learning pathway, so that assessments, activities and resources are fit for purpose
|
List outcome or aim for the learning pathway
|
| Learning objectives
|
List relevant objectives for the introductory phase of the learning pathway
|
List relevant objectives for the body of the learning pathway
|
List relevant objectives for the conclusion phase of the learning pathway
|
e-Learning Activities
Design a variety of e-learning activities, drawing on your preferred learning design approaches.
|
Specify online activities for the introduction
|
Specify online activities for the body
|
Specify online activities for the conclusion
|
Assessment
Think about substantive assessments, both formative and summative, before detailing all the e-learning activities. In this way, you can develop e-learning activities to scaffold the course assessments.
|
Formative or summative assessment during the introduction
|
Formative or summative assessment during the body of the pathway
|
Formative or summative assessment during the conclusion
|
Resources
Generate an initial list of tentative types of resources, for example open access articles, chapter readings, videos, podcasts, etc. At this early stage of the design, it is not necessary to identify the exact resource unless you already have a clear idea of the resources you would like to use.
|
Content or resources to support learning during the introduction
|
Content or resources to support learning during the body of the pathway
|
Content or resources to support learning during the conclusion
|
References
- ↑ http://au.phaidon.com/agenda/art/events/2011/august/11/storyboards-are-the-point-where-i-begin-says-martin-scorsese/
—Martin Scorsese, Oscar-winning film director[1]
Storyboard template for a team working on a course site
The general structure of a storyboard for learning design comprises the following components, which are then specified for each of the topics to be included in the course:
for Topic 1
for Topic 2
Specify the learning outcomes for the topic to guide your design, so that assessments, activities and resources are fit for purpose.
Design a variety of e-learning activities, drawing on your preferred learning design approaches.
Think about substantive assessments, both formative and summative, before detailing all the e-learning activities. In this way, you can develop e-learning activities to scaffold the course assessments.
Generate an initial list of tentative types of resources, for example open access articles, chapter readings, videos, podcasts, etc. At this early stage of the design, it is not necessary to identify the exact resource unless you already have a clear idea of the resources you would like to use.
Storyboard template for an individual working on a learning pathway
For participants working individually to assemble a single learning pathway, the storyboard structure could be amended according to the main phases of the learning sequence. For example:
Specify the overall learning outcome(s) for the learning pathway, so that assessments, activities and resources are fit for purpose
Design a variety of e-learning activities, drawing on your preferred learning design approaches.
Think about substantive assessments, both formative and summative, before detailing all the e-learning activities. In this way, you can develop e-learning activities to scaffold the course assessments.
Generate an initial list of tentative types of resources, for example open access articles, chapter readings, videos, podcasts, etc. At this early stage of the design, it is not necessary to identify the exact resource unless you already have a clear idea of the resources you would like to use.
References
Project lead
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Development Partner