Applying Theories to Storyboarding in Digital Video Classes, Exams of History of Education

Download Applying Theories to Storyboarding in Digital Video Classes and more Exams History of Education in PDF only on Docsity! Rudy Picardo EDCI 5534 – Applied Theories of Instructional Design Date Submitted: October 7, 2004 TEST 1 - LESSON PLAN FOR A DIGITAL VIDEO CLASS ~ STORYBOARDING PART I - TEACHING STORYBOARDING BASED ON CONSTRUCTIVISM This particular instructional design of a lesson plan applies to digital video editing; specifically on storyboarding. This lesson would part of a complete instructional period (e.g. one semester) and was created taking into account my own disciplinary knowledge of video editing; both real-world and class-room experiences. The audience would primarily be students with a communications major. As the art of storyboarding would be a part of a full semester lesson plan, as a constructivist it would be important to continue or reiterate what students specifically want to get out of the class. To contrast Gagne’s theories, a constructivist approach would be very student centered. Instructors are more coaches, rather than teachers. As such, the first part of the lesson would include asking students what types of videos they would like to make. The instructor should have different movies and storyboards available, dealing with a myriad of genres (i.e. action, science fiction, documentary, drama, comedy, etc.). An instructor with constructivist mindset must be prepared for multiple contingencies that the students present. Therefore having different types of storyboards would allow the instructor to present relevant and/or related information based on the video or film the students wish to make. Once the instructor has a feel for what genres of film/video the students wish to create, a presentation of related films/video should be presented. It is important to show multiple examples of actual films/video in the production/corporate world, rather than a sample of a pre-made video that the instructor has made. By letting students discuss the videos/films they want to make then showing examples of related genres, the instructor addresses the criticism of constructivism – the problem with motivation. A constructivist mentality would include creation of an environment which stimulates learning in complex, realistic and relevant contexts. After each film or video excerpt is presented, the corresponding storyboards or A/V script should be shown. At this time students, not the instructor, should discuss how these storyboards and A/V scripts relate to the film. The students, through this discussion should ask each other questions and create meaningful patterns about the storyboarding process. The students should also discuss how their personal storyboards and A/V scripts should be created based on their professional counterparts. It will be more important for the instructor to stay out of the way of their students; be a coach/observer rather than instructor. At most, the instructor should ask questions and intervene when it is clear that the students are missing information. For example, during open discussion, if the students fail to mention anything about the location where the actors are filming, the instructor should ask a question about the filming location and what issues are related to this. At the end of the lesson, an assignment would include either a reflective piece or a homework assignment. The reflective piece would require students to discuss what aspects of storyboarding would be included in their films. The homework element would ask students to make their own storyboards. Feedback after their storyboards would be from the students as well. 2 Assuming this is a distance learning environment, I believe the same concepts and outline should be followed. In addition, there are some distance learning issues that should be addressed: • The assumption is that this class would be taught using Blackboard or other online course support tool. • Discussion boards and chat rooms would be available for synchronous or asynchronous discussions (not instruction) of related material. • A discussion board thread would be created to ascertain the student interest in creating their films. From this thread, the instructor would present excerpts from films via Windows Media, Real Streaming, or QuickTime. The corresponding A/V script or storyboards would have to be displayed via gif, jpeg, or even Adobe PDF format. • Based on the media presented, either a chat room or new discussion board thread would be created to discuss various aspects of each example. • The reflective piece at the end of the lesson would be via e-mail to the instructor, whereas the homework would have to be turned into an online presentable format for further discussion via the discussion board or chat room. Using a constructivist approach, creating a lesson in a distance learning environment would be ideal. As it is difficult for the teacher to interact in the same manner as face-to-face instruction in a distance learning situation, constructivist principles techniques can actually be used quite favorably. PART II - TEACHING STORYBOARDING BASED ON SYSTEMS THEORY Systems theory is useful for evaluation of instructional processes and improving performance of a system. By analyzing a system using this approach, particularly in instructional design, we can study the importance of feedback. The attached diagram (Figure 1) provides a better picture of how systems theory can be applied to storyboarding. In addition the list below outlines the major points indicative of the systems theory approach: • Target system – Communication Students at Tech • Subsystem – Communications Department • Suprasystem – Virginia Tech Campus • Environment – Blacksburg Community • Goal (of target system) – To create/produce/edit video or film • Inputs to system 1. Persons – Faculty/Staff 2. Resources – Computers, Movies 3. Constraints – Time and Budget • Process of system – Learn and communicate ideas of a story using visual or written means • Output of system – Creation of storyboards or A/V script • Feedback - Negative or Positive via interactions with faculty, students, and/or other films (with their corresponding storyboards)