Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

20 – Instructional Strategies
DEVELOP THE NEEDED MATERIAL
The instructional strategy of the materials you develop
should consider the learning domain, motivational
techniques, each event of instruction, and all of the information
gained through the systematic instructional
design process. It is wise to create a paper-based version
(storyboard) of what will appear on each screen that a
student will see. The screen sample is shown in Figure
20.2. Storyboards are easier to review and edit than
content within a learning management system.
Tip
Thoroughly evaluating a storyboard can help prevent
the team from wasting a significant amount
of time making revisions.
The following storyboard example shows that two video clips need to be
created for the question. The first video clip needs to be seen to answer
the question. The second video clip is presented as part of the feedback.
The text stating “Answer: False” is information needed for answer, judging
when the storyboard is transferred to the computer-managed learning
system. The feedback is presented after the learner answers the question.
Video for the question:
A teacher being animated and talking energetically while standing still
and saying:
“Lao Tzu stated, ‘You can no more teach without the learner than a merchant
can sell without a willing buyer.’”
Video for the feedback:
The same teacher being animated and talking energetically while moving
around and saying:
“Lao Tzu stated, ‘You can no more teach without the learner than a merchant
can sell without a willing buyer.’”
Review Question 8
True or false? The teacher effectively presented the quote.
Click on “Play” to watch the video to answer the question.
Answer: False
Feedback:
This example does NOT show the most effective way to present the quote
because the teacher was standing still. You should create energy by moving
around as you speak, being animated, and showing your enthusiasm.
Click on “Play” to see how the quote should have been presented.
Figure 20.2—Storyboard for a sample screen
The storyboard must be written and designed for the
computer screen. If this is not done well, time must be
spent adapting the material. If possible, follow standardized
specifications to help with consistency. Consistency
is important as it makes it easier for learners to
learn. A lack of consistency can lead to learner frustration.
Attain consistency by using design templates but
ensure that the templates do not inhibit creativity or
compromise learning.
Leave room for visuals on the screen or insert digitized
images and try to estimate the amount of text that is
reasonable for each screen. A problem with trying to
exactly match storyboards to computer screens is that
the video images, visuals, and text can take more or less
space than expected. It is not necessary to have the media
at this point. For example, text and dialogue scripts
can describe what video and audio will contain while
text can be used to describe photographs.
Initially work with one typical learning outcome and
evaluate the storyboard before continuing with other
learning outcomes. This helps prevent problems from
being perpetuated throughout a course. After the entire
storyboard is written, distribute the storyboard or pin it
up and ask for feedback from other subject-matter experts,
especially others who will use the product, and
from potential learners. Thoroughly evaluate the material
for flow, clarity, accuracy, completeness, pace, interaction,
and length. As a general rule, if the storyboard
has problems, then the material will have problems
when it is transferred to the learning management system.
Remember that the final version will be inherently
better when the media is added.
Tip
If you develop, review, and revise one learning
outcome at a time, you can prevent problems from
being copied throughout the course.
Expect to make revisions. After the first learning outcome
has been transferred to the computer, thoroughly
evaluate it. After revisions have been made, continue
developing subsequent learning outcomes and lessons.
Repeat the revision and evaluation process as often as is
needed for each learning outcome, group of learning
outcomes, and lesson.
Based on the storyboard, make final decisions about
the media needed to effectively teach the material. These
decisions are based on what will most effectively teach
the material as well as practical considerations such as
cost and available expertise. Once you make the decisions,
start creating the media. You must consider the
file formats that will be used and where the media will
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