Storyboards are displays of a cooperative coursework plan and development procedure. They provide an amalgamation of content and graphics that communicate all the required details about the release of a course content. A storyboard for electronic learning identifies the visual, text, aural and interactive components of each screen in an online module.
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Its main function is to provide a general outlook of the presentation and converse the salient points to the technicians and performers who are generating and convening the images. Each storyboard structure represents a computer screen that shows the information to the students (Hart, 1999).
A sufficient storyboard should have a section for the title. It should have regions showing the screen number and the visual constituents of the lesson. It should also have a region for audio and interactions. Finally, sections for miscellaneous notes, learning goals and reviewer remarks are recommended. The storyboard should consist of 25-30 frames.
This should be established in power point. However, one should not be moved and generate an intricate storyboard at the expense of endangering the reliability of the instructional plan.
It should be planned systematically and displayed sequentially to portray the logical overture of the content. Power point presentation should be used to generate, systematize, assemble and arrange the sequence frames in order (Fletcher & Munns, 2005).
A storyboard does not need to be complex or lengthy. The storyboard can be made using file cards. Transformations at the storyboard level are comparatively cheap since no images have been created. The storyboard should comprise of a design of each image, in an efficient detail so as to transmit its estimated completed appearance.
If more comprehensive instructions are required to generate an image than can be plainly expressed on the storyboard, different layout scripts should be made. These sheets should identify colors, designs, typescripts and values for charts and grids.
Artworks or pictures used in an image must be clearly specified in the storyboard. It should also entail arrows or directives which signify movement. The pictures in an illustrative storyboard should be moralized (Fletcher & Munns, 2005).
Hyperlinks, slide conversions, custom animations and all the other features linked to Power Point Presentation should not be incorporated in a storyboard. Animation is typically an expensive procedure, so there will be a low number of deleted prospects if the film is to be finished within a financial statement. Since the slides in a storyboard are exported like representations, animations have no effect on the video storyboard.
A display with animations will require about five slides when translated into a storyboard. Another reason for rejecting animations is that the presenters will also be required to generate a frame for every half second of movement of the target. All slide transitions are also not necessary.
This is also due to the fact slides in a storyboard are exported as representations hence animations and hyperlinks have no effect on the video storyboard (Hart, 1999).
It is during the implementation stage where content, graphics and assessments should be established. At this point, the storyboard should be experimented for appropriateness.
At this point, the script can be reviewed and easily rescheduled, corrected, deleted from or supplemented to the presentation. It is also during this point that the storyboard becomes the completed version of ones presentation. This is one of the most significant plan tools used to create the graphics (Fletcher & Munns, 2005).
Fletcher, M., & Munns, R. (2005). Storyboard. London: Cornelsen Publishers.
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Hart, J. (1999). The art of the storyboard: storyboarding for film, TV, and animation. Boston: Focal Press.