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Symbols
Interpretation Defines a unique successor node
Symbol
Table 7. Simple edge
Table 8. Fork
Interpretation Defines several successor nodes, which have to be traversed independently from each
other, i.e., in any sequence or parallel
Symbol
Table 9. Fork with conditions
Interpretation Defines several successor nodes, which have to be traversed independently from each
other, i.e., in any sequence or parallel according to the specified condition, e.g., take n out
of m specified paths
Symbol
choose 2 of 3
Table 10. Alternatives
Interpretation Defines alternative successor nodes, i.e., one of them has to be traversed
Characteristics of the new storyboard concept
Generally, the basic but important approach behind the new storyboarding is that teaching consists of activity
sequences, which can be described by a hierarchy of nested directed graphs.
On the first view, the purpose of our storyboards is similar to the purpose of traditional storyboards that are produced
for plays or movies. The materials and tools of the storyboard learning activities such as textbooks, scripts, slides,
hardware and software models, e-learning systems, and others are comparable to the props of a play or movie.
However, there are basic differences between the storyboards proposed here and the traditional storyboards used to
depict a play or movie. The differences are as follows:
primary purpose (learning vs. entertainment)
degree of formalization
the constraint of everything above the level of scenes, which is not (and should not be) applied to traditional
storyboards in performing arts, since the director has some freedom of individual interpretation (which is good
for arts, but bad for our purpose)
opportunities to formally represent, process, evaluate, and refine new storyboards, which do not apply at all to
storyboards in performing arts
In fact, the last two differences are due to the degree of formalization.
Also, the newly proposed storyboard concept has features in common with the following:
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