Storyboarding Guide
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Storyboarding Guide



By David Rowe - JISC RSC South West

By David Rowe - JISC RSC South West



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Storyboarding Guide Storyboarding Guide Document Transcript

  • Guide to Storyboarding for Teachers and TrainersDavid Rowe:e-Learning Adviser Workbased LearningJISC – RSC South WestGuide to Storyboarding for Teachers and Trainers – David Rowe JISC-RSC South West Page 1
  • Introduction 1) Storyboarding techniques have been around since the early days of filmmaking and still form the basis for most feature films and cartoons today. In the case of creating learning material for use on a VLE or web site; storyboarding is the process of breaking down the story or in this case the Learning Point into its component parts. This allows the creation of images or animations which either adds to the effectiveness of the text, or replaces large sections of the original text. This is achieved by providing learning information in a highly visual format which needs minimal text to ensure effective learning takes place.Storyboards 2) A storyboard can take various forms, the creation of some cartoons involves the use of single page storyboards formed from the initial story idea and the sometimes hand drawn image. Feature films use a different device which includes details of set design etc but usually involving the creation of whole scenes which can last from a few seconds to a couple of minutes. 3) The storyboard format favoured for use in the creation of most learning material uses a two box format, one for the text and one for the image or the image prompt, i.e. where the image can be found. These double boxes are in turn used to form a page and the one used for this exercise is formed from 16 double boxes on an A4 page, which is a convenient device if writing storyboards on a computer. For those who feel more comfortable roughing out their ideas by hand A3 size provides extra space and a more accessible format.Guide to Storyboarding for Teachers and Trainers – David Rowe JISC-RSC South West Page 2
  • 4) The use of the format described above has some benefits; it gives a guide to the amount of text which can be used to support a single image or animation. The 16 boxes also provide a useful guide as to the effective length of each learning point. It is usually a good idea to regard each 16 box storyboard as a single learning point; however, it is not always necessary to fill the storyboard. 5) In addition it is usually a good idea to regard each box as a limit for the amount of text, experience has taught frequent users that if the amount of text exceeds the box except for bulleted lists etc it is usually too much information for a single box and can be further broken down. 6) Before the process of creating storyboards can begin, a number questions should be asked plus a number of judgements, decisions and assumptions are usually required. For example: a) What is the purpose of the learning material? b) What subject are you going to cover? c) What is the target audience for the material? d) If aiming at a qualification, are you aiming at L1, L2 etc? e) Do you have a structure of how are you going to break down the subject into its individual learning points. If not create one? f) How many learning points are there? g) How do the learning points fit into the overall structure of the learning aim/qualification? h) Have you written a development plan?Guide to Storyboarding for Teachers and Trainers – David Rowe JISC-RSC South West Page 3
  • Cautionary guidelines for creating e-learning materialDo not  Use acronyms without explaining them – it is good practice to introduce an acronym as early in the learning point as possible once explained you can re-use the acronym as often as required.  Be over ambitious about depth / breadth of content – break the material down to its individual learning points and then check that others understand the structure.  Encourage deviations from storyboard plan – stay focused on your original plan unless the need is overwhelming or you are overtaken by circumstance.  Economise on the editor role – an editor even if this is a peer review process should ensure that mistakes are minimised and that focus is maintained on the development plan.  Just focus on the good points of e-learning – be realistic as to what you can achieve and regularly review what you have achieved  Accept information at face value – ensure the accuracy of any and all information you put into the material, the use of a subject expert to write the text is always advised if not it is vital to get one to review the text and the final material.  Accept mediocre performance in terms of value for the learner – insist on excellence in learning value for the learner, you won’t always achieve it but it does no harm to try.  Assume levels of prior knowledge within the target group of learners, even those who think they know the subject can benefit from the reiteration of the basic principles of the subject matter, perhaps from a different perspective. However, it is a good idea to structure the material to allow those who can prove their knowledge to fast track to the sections of the learning material they need to study.Guide to Storyboarding for Teachers and Trainers – David Rowe JISC-RSC South West Page 4
  • Positive guidelines for creating e-learning materialDo  Have a storyboard structure – usually in the form of a storyboard development plan which includes the whole of the subject being developed.  Have a planned number of storyboards – it sounds obvious but plan the number of storyboards you are going to create and try to stick to it unless it is obvious that you have missed something vital.  Break information down into individual learning points – this is usually fairly straightforward for a subject expert and a required skill for anyone wanting to develop e-learning material  Ensure that you use a suitable true font for your text, i.e. Arial, Comic Sans etc.  Use images to replace text – the old adage about a picture being worth a thousand words is apt and even more apt when it come to the use of animations to convey accurate and easily digested information about complicated systems and process.  Be concise with text – if writing a storyboard using the format described above if the text looks too much it usually is. The use of précis and editing skills is vital to ensure that the message is retained while dumping all the dross.  Be focused about your target audience – some learning materials have a wide audience, IAG for example, other materials have a limited audience and as such should be entirely tailored for this audience.  Be realistic about what your material can do/look like – you are not Steven Spielberg or Pixar and you are unlikely to have the same sort of resources at your disposal. The acronym of KISS is apt here, i.e. keep it simple stupid.Guide to Storyboarding for Teachers and Trainers – David Rowe JISC-RSC South West Page 5
  •  Ensure that storyboard writer/s stay on track – once the skill of storyboarding is absorbed and perfected some people can get carried away; it is the editor’s role, if you have one, to keep people focussed.  Ensure you use either your own or licensed images – purchasing images can be expensive creating your own can be a steep learning curve but they are your own and not liable to be challenged in terms of legality  Ensure you have permission to use images of people – a simple form for the person to sign is sufficient as long as the use of the image is explained and the text on the form is clear, the form should also be archived for future reference.  Ensure that any animations you are going to create/use are based upon the information in the storyboard. Animations based on the operation of an object or system should be constructed in such a way as the component parts of the systems operation can be separated out.  Ensure you are aware of the connotations of the use of colour, for example a significant proportion of people are red/green colour blind for example therefore the use of shades of these colours are not advised for use when indicating pressure, movement temperature gradients etc. One tip is to use graduations of blue for these areas.  Ensure that any learning material you complete complies with DDA requirements, if you are unsure about these requirements, there is a host of information available on line, but always involve your line manager and or your equality and inclusion representative.  Do make sure that if you are using video it covers all the points on the storyboard and these are identified as separate entities. This can be achieved by breaking the video down into small clips with a facility to play the whole video at the end of the learning material.  Trial the material with as wide a range of target groups as possible both learners and staff.Guide to Storyboarding for Teachers and Trainers – David Rowe JISC-RSC South West Page 6
  • A Guide to Writing Your First Storyboard 1) State at the top of the storyboard, the learning programme, the learning point and the level plus any identifying number relating to any storyboard plan.Learning Programme Life Skills Skill Area Social SkillsSubject/Unit Title Refreshments Storyboard No: 1 Making a cup of tea using an Electric KettleStoryboard/Learning Point 2) The first box should contain either an introduction to the learning point or a linking phase if based on the content of the preceding learning pointYou will need all the things below to complete this exercise: An electric kettle,a flat work surface, a tea bag and waste bin, a mug and teaspoon, some coldwater, milk and sugar, an electric power point.Step 1: DSCN06540003.JPG 3) Think about what image to use in this first box, if it’s an introduction then maybe a collage of images based on the requirements of the task or information in the learning point (see storyboard example). 4) In the next box begin the first stage of information giving based on the agreed process, as mentioned on Page 5.Guide to Storyboarding for Teachers and Trainers – David Rowe JISC-RSC South West Page 7
  • 5) Either create an image or obtain an image which fulfils the function of the text for each box. Digital images are the easiest to use and can be cropped and altered to suit the requirement. If you are lucky enough to be using animations, ensure that the animation can be broken down into the components parts of its operation. 6) It is usual for those writing their first storyboard to concentrate on the text for each box and then think about sourcing images. This is quite OK and once the first few storyboards are completed you will normally find that you are thinking about the image when writing the text. It is of course quite possible to do this the other way i.e. begin with the image and then write the text. 7) Once all the text is complete, and images sourced or created, the completed storyboard should be read / edited by someone else. This peer review process will hopefully remove all the common mistakes we all make and ensure that the information on the storyboard is not only accurate but covers all aspects of the required learning point. 8) Review the edited storyboard against the plan and see if it fulfils all the areas intended, if so it is ready for conversion to e-learning format. 9) Once converted the trialling process can begin.Guide to Storyboarding for Teachers and Trainers – David Rowe JISC-RSC South West Page 8
  • Learning Programme Life Skills Skill Area Socialability SkillsSubject/Unit Title Refreshments Storyboard No: 1 Making a cup of tea using an Electric KettleStoryboard/Learning PointYou will need all the things Step 1: Remove lid from Step 2: Look at the flex and Step 3: Move the switch onbelow to complete this kettle and pour in the plug attached to the kettle. the wall to the on position,exercise: An electric kettle, water. Replace the lid and Fit the legs of the plug this is sometimes indicateda flat work surface, a tea place the kettle securely on gently into the slots and by the switch turning red.bag and waste bin, a mug a flat surface. Make sure push the plug into the power Then put the switch on theand teaspoon, some cold there is enough water to point. Please make sure the kettle to the on position. Thewater, milk and sugar, an make the tea this stops the switch is turned off before kettle should now begin toelectric power point. kettle boiling dry which you put the plug in. heat up and eventually boil may damage it. the water.Step 1: DSCN06540003.JPG Now go to Step 2 Now go to Step 3 Go to Step 4 DSCN DSCN06550004 DSCN06560005 06570006.jpg DSCN06580007.jpgStep 4: While you are Step 5: You will know Step 6: Carefully lift the Step 7: Return the kettle towaiting for the water to boil when the kettle boils as it kettle and pour the water the flat surface, if it’s a workput the tea bag into the mug will either turn itself off with into the mug until it is near surface push it to the backand add any sugar you think a click or it may make a the top. Remember to leave of the work surface so thatyou might need in your tea. whistling noise or both. Be enough space for any milk you do not accidentally careful, boiling water can you might want to have in upset the kettle. be dangerous, treat it your tea. carefully.Go to Step 5 When the kettle has boiled Go to Step 7 Go to Step 8 DSCN06620011DSCN06590008.jpg Go to Step 6 DSCN06610010.jpg DSCN06600009.jpgStep 8: The water will Step 9: Once the tea bag Step 10: Now pour some Now you can enjoy your teabecome brown as the tea has soaked for 1 or 2 milk into the tea and stir it but be careful, tea can bebag becomes soaked. It minutes use the spoon to using the spoon. If the tea hot enough to scald skinmay help to speed this carefully remove it from the looks too strong add some and hurt you.process up if you use the mug and dispose of it in a more milk and stir.spoon to stir the tea. bin.Guide to Storyboarding for Teachers and Trainers – David Rowe JISC-RSC South West Page 9
  • Learning Programme Skill AreaSubject/Unit Title Storyboard No:Storyboard/Learning PointGuide to Storyboarding for Teachers and Trainers – David Rowe JISC-RSC South West Page 10
  • Guide to Storyboarding for Teachers and Trainers – David Rowe JISC-RSC South West Page 11