{"id":17767,"date":"2022-07-19T01:12:57","date_gmt":"2022-07-19T05:12:57","guid":{"rendered":"https:\/\/pacificopencourses.col.org\/edt4ol\/?page_id=17767"},"modified":"2022-07-19T01:12:57","modified_gmt":"2022-07-19T05:12:57","slug":"storyboard-structure","status":"publish","type":"page","link":"https:\/\/pacificopencourses.col.org\/edt4ol\/learning-challenges\/developing-a-storyboard\/storyboard-structure\/","title":{"rendered":"Storyboard structure"},"content":{"rendered":"
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\"Abstract-structure.jpg\"<\/a><\/div>\n\n\n\n\n
\u201c\n<\/td>\n The storyboard for me is the way to visualise the entire movie in advance.<\/i>\n<\/td>\n \u201d\n<\/td>\n<\/tr>\n
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\u2014Martin Scorsese, Oscar-winning film director[1]<\/a><\/sup><\/cite><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n


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Storyboard template for a team working on a course site<\/span><\/h2>\n

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:\n<\/p>\n\n\n\n\n\n\n\n
Component<\/center>\n<\/th>\n
Learning pathway
\nfor Topic 1<\/center>\n<\/th>\n
Learning pathway
\nfor Topic 2<\/center>\n<\/th>\n<\/tr>\n
Learning outcomes<\/b>
Specify the learning outcomes for the topic to guide your design, so that assessments, activities and resources are fit for purpose.<\/i>\n<\/td>\n		List relevant outcomes\n<\/td>\nList relevant outcomes\n<\/td>\n<\/tr>\n
e-Learning Activities<\/b>
Design a variety of e-learning activities, drawing on your preferred learning design approaches.<\/i>\n<\/td>\n		Specify online activities\n<\/td>\nSpecify online activities\n<\/td>\n<\/tr>\n
Assessment<\/b>
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<\/a> the course assessments.<\/i>\n<\/td>\n		Formative or summative assessment\n<\/td>\nFormative or summative assessment\n<\/td>\n<\/tr>\n
Resources<\/b>
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.<\/i>\n<\/td>\n		Content or resources to support learning\n<\/td>\nContent or resources to support learning\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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Storyboard template for an individual working on a learning pathway<\/span><\/h2>\n

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:\n<\/p>\n\n\n\n\n\n\n\n\n
Component<\/center>\n<\/th>\n
Introduction<\/center>\n<\/th>\n
Body<\/center>\n<\/th>\n
Conclusion<\/center>\n<\/th>\n<\/tr>\n
Learning outcome(s) or aim(s)<\/b>
Specify the overall learning outcome(s) for the learning pathway, so that assessments, activities and resources are fit for purpose<\/i>\n<\/td>\n		List outcome or aim for the learning pathway\n<\/td>\n<\/tr>\n
Learning objectives\n<\/td>\nList relevant objectives for the introductory phase of the learning pathway\n<\/td>\nList relevant objectives for the body of the learning pathway\n<\/td>\nList relevant objectives for the conclusion phase of the learning pathway\n<\/td>\n<\/tr>\n
e-Learning Activities<\/b>
Design a variety of e-learning activities, drawing on your preferred learning design approaches.<\/i>\n<\/td>\n		Specify online activities for the introduction\n<\/td>\nSpecify online activities for the body\n<\/td>\nSpecify online activities for the conclusion\n<\/td>\n<\/tr>\n
Assessment<\/b>
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<\/a> the course assessments.<\/i>\n<\/td>\n		Formative or summative assessment during the introduction\n<\/td>\nFormative or summative assessment during the body of the pathway\n<\/td>\nFormative or summative assessment during the conclusion\n<\/td>\n<\/tr>\n
Resources<\/b>
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.<\/i>\n<\/td>\n		Content or resources to support learning during the introduction\n<\/td>\nContent or resources to support learning during the body of the pathway\n<\/td>\nContent or resources to support learning during the conclusion\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

References<\/span><\/h2>\n
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  1. \u2191<\/a><\/span> http:\/\/au.phaidon.com\/agenda\/art\/events\/2011\/august\/11\/storyboards-are-the-point-where-i-begin-says-martin-scorsese\/<\/a><\/span>\n<\/li>\n<\/ol>\n

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