Sadly, I’ve witnessed training professionals either skipping the storyboarding phase prior to development or wasting time using PowerPoint. Let’s examine why both of these practices are flawed and then look at an efficient method for storyboarding. A storyboard artists needs to have command of drawing, storytelling and cinematography skills, and some life-experience is an asset.
Destructive Practice #1 -Skipping the Storyboarding Phase
Many instructional designers have long since said, “phooey,” to the storyboarding process, adamant that they develop e-learning material best when thinking “on the fly” or creating it “off the top of their heads.” This belief simply isn’t acceptable for an instructional design professional. I equate this haphazard method of course creation with my strategy for playing the triangular peg puzzle at Cracker Barrel. I use no forethought as I jump the pegs over one another, hungrily awaiting my meal. In the end, I almost always discover I am “just plain dumb” or an “eg-no-ramoose” as I stare down at the pegs left on the board.
Destructive Practice #2 -Wasting Time in PowerPoint
Many professionals mistake storyboarding for the prototyping. They therefore believe that they need to use PowerPoint to illustrate how the screens will look so the client has an idea of what type of product he or she will receive. PowerPoint is visual, it simulates the idea of presenting the information in screen format, and it can work. However, if you are showing a storyboard with stick figures to your clients to try and help them see your vision for the course -wouldn’t it be more effective to show them a similar course you’ve developed completely? From a finished course (even one covering entirely different content) a client may see the types of interactions you typically use; the attractive layout you can be trusted to create as a course backdrop; and they can certainly use a finished course to ascertain whether or not you are capable of writing well.
Productive Practice for Storyboarding
If the storyboard isn’t a prototype, then what exactly is it and why is it so important? It is a tool for creating effective and efficient e-learning that flows and introduces new material to the learner in the most meaningful way possible. In any e-learning course there are several factors bearing consideration:
If am hit by a bus tomorrow can someone look at my documentation and continue where I left off designing or developing this course?
What objectives does the course need to meet in order to have satisfied the overall goal?
Which interactions best facilitate the content presentation and transfer of this new information to the learner?
Will audio scripting accompany any of the screens?
What graphics will be necessary for illustrating the concept being taught?
Start storyboarding efficiently – using the table method [http://www.instructionalstrategies.org/files/Efficient_Storyboarding_for_Elearning.pdf]. Doing so addresses the points in the list above and it may surprise you with its simplicity. You don’t need to spend loads of time drawing stick figures and other shapes in PowerPoint. Just create a simple table in word and designate each column for specific information related to each screen. Each row represents a new screen. The table you viewed in the link above demonstrates how one might storyboard a Workplace Harassment Course. You can experiment with adding columns for other important information -for instance audio if it is to be included.
What are the advantages to using a table like this?
This format forces a designer to think about the information that must be contained within the course. Though he or she may have constructed an outline, the presentation and interaction must still be designed. Glancing over a table like this, one can easily see if four or five static screens are next to one another or if the majority of the interaction consists only of multiple choice questions. The mere presence of an Interaction column places pressure on the designer to include thoughtful activities throughout the course.
This format isn’t visual and that can be a good thing. While it’s suggested you use a prototype for soliciting some input from clients regarding the look and feel of a course, it is certainly not desirable to have a SME begin dictating what interactions, colors, characters, and graphics you are to use for every screen. Stated previously, PowerPoint is a visual tool. As such, it can do more harm than good if it tempts your SME to try on your Instructional Designer hat and they never relinquish it. It’s never fun to have to remind a client that while they are the subject matter authority, you are the expert at presenting the content and facilitating knowledge transfer. If you have already shown a prototype of your work to the client, then make it easy on them and instruct them to simply review the middle column for content accuracy and reply to any questions you’ve included in the Notes column. They may also leave notes for you in this column.
Assuming all instructional designers in the department are familiar with standard interactions and their names, this table can be used to disperse course development among several employees as needed -resulting in faster delivery. One person can gather graphics, another can make edits/additions to the storyboard, while a third person programs the course. Click here to see the works of our storyboard freelancers.
Michele K. Morgan
Owner of Instructional Strategies, LLC.
[http://www.instructionalstrategies.org]
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