Storyboarding and Instructional Design
Storyboarding has its origins in the early days of animation, specifically in the 1930s at the Walt Disney Studios. The process was developed by Disney animator Webb Smith, who created sketches and drawings that were used to plan and organize the sequences in animated films.
The idea behind storyboarding was to create a visual representation of the script and to help the filmmakers visualize how the story would unfold. By breaking down the script into individual scenes and shots, the storyboard artist could map out the action and composition of each shot, making it easier to plan the animation and to ensure that the story flowed smoothly from one scene to the next.
Storyboarding quickly became an essential tool for animation, and its use soon spread to other areas of filmmaking, including live-action films, commercials, and television shows. Today, storyboarding is used in a variety of industries, from video game design to advertising, and even instructional design to help visualize and plan out complex projects.
How is it used in Instructional Design?
Storyboarding is a valuable tool in instructional design as it allows designers to visualize and plan out the content of a course or lesson before it is created. Here are some ways in which storyboarding is used in instructional design:
Planning the structure: Storyboarding can be used to map out the structure of a course or lesson, including the topics to be covered, the order in which they will be presented, and how they will be linked together.
Visualizing the content: Storyboarding allows designers to visualize the content of a course or lesson, including the text, images, and multimedia elements that will be used to present information.
Testing and refining: Storyboarding provides a way to test and refine the content of a course or lesson before it is created. This can be done by presenting the storyboard to test audiences or stakeholders for feedback and input.
Collaboration: Storyboarding can be used as a collaboration tool to bring together designers, subject matter experts, and other stakeholders to ensure that the content is accurate and meets the needs of the target audience.
Example and Free Template
In previous blog posts I have been working towards an eLearning solution. The example below was created in PowerPoint and is a very basic design for the desired end-product. The storyboard template I used can capture ideas for each section and makes it easier to collaborate and eventually create the course.
A summary of my thought process is below:
1. I used mind mapping to Ideate a solution to the problem that I analyzed based upon the case study (both the survey results, the company analytics, as well as the interview responses). One of the key issues these Sales Agents had was understanding the communication tools, I decided that would be a good starting point. I created the objectives and looked for the best learning methods to meet the learners' needs.
To determine the most effective idea I used convergent thinking. There were 3 types of learners needs that I analyzed, each need that I addressed helped me narrow-in on one specific solution.
The first domain I analyzed was related to the knowledge and skills these learners already possess. The case study seemed to show these Sales agents struggled with using the applications as well as trouble building relationships and communicating in a remote environment. To address the soft skills of building relationships and communicating remotely, I would need to address the issue of using the platforms first and scaffold towards using the platforms most effectively.
The second domain I analyzed was related to how the learners feel. This group of learners feel their skills with these applications are lower than what is needed according to the data in the case study. This group also mentioned negative feelings towards working remotely. I felt that addressing the issue of using the applications may even address the way learners feel working remotely.
The final domain is related to the social needs of the group. This group mentioned missing the in-person aspect of their jobs related to communication and the relationships with their coworkers. While this need is important, I felt that once this group learns how to use the applications, they will be less hesitant to message or call team members and reengage with each other.
My chosen eLearning solution would cover their needs right now but allows for further growth if needed.
2. The content strategy in this course was chosen based on the following:
Relevance to the learners - the applications they use are directly referenced along with essential information related to each application.
Chunking was used to help focus on specific applications in an order that makes sense and does not involve too much information processing all at once for those who are less familiar with the communication tools.
Mastery learning approach – adult learners in this group can draw on their expertise to skip portions of the course they already know
3. The instructional strategy used in the Storyboard is Inquiry-based learning. The reason for this is due to the group's responses and needs in the case-study. These learners seem driven to learn more about improving their communication skills with the tools available, therefore they are likely to engage in this type of strategy more than they might if it were a basic “Annual training” on a topic unrelated to their job performance. Learners also get to explore the applications in a safe environment where they do not have to worry about accidentally sending a message to someone when they are trying to figure out the systems.
4. The instructional strategy of Inquiry-based learning aligns with the scope and sequence of the content strategy in the following ways:
Using relevant application screens and encouraging learners to explore will be a more engaging learning experience than just having them watch a walk-through video. Interacting with a screen that looks identical to the actual application allows learners to safely explore and engage with the information.
The information in this course was broken down into component pieces and organized to ensure learners can focus on one application at a time as well as skip applications they are comfortable with. This allows learners to use previous knowledge and focus only on the information they are not comfortable with.
The course has sections prior to the application walkthrough that go over basic information about what each type of program is as well as other tips/tricks/best use cases. This is also inquiry based because learners only must interact with the sections they are not comfortable with.
