Update on the storyboard

This week we have a large delegation with us from OU China. Palitha Edirisingha has put together a fantastic programme, Terese Bird is doing a great job behind the scenes on the technical side of things, including recording the sessions and Ming Nie has been translating. Yesterday we ran a 7Cs of Learning Design workshop with them. We concentrated on four activities: the course features card pack, tools to capture, communicate and collaborate, the course map and the storyboard. In the course of doing this I made some revisions to the storyboard, which I think help make the linking between the learning outcomes and the assessment elements clearer. Figure 1 shows the new version.


The storyboard is a temporal sequence of activities. The learning outcomes are listed on the left-hand side. Across the top the time dimension is listed, in this case in weeks, along with the topics that are covered. The e-tivities are listed in the middle. Above them any content or resources drawn on are indicated. In e-tivity one the students watch a video, read a document and listen to a podcast. In e-tivity two then listen to two podcasts and read a document. In e-tivity three they relisten to one of the podcasts, watch a video and read a document. Below the e-tivities are the student outputs are listed. In week one they write a document, in week two they produce a blog post and in week 4 they do a group presentation. Formative feedback is provided on the document, their peers peer crtique their blog post and summative feedback is provided on the group presentation. Finally, at the bottom the learning outcomes for each assessment element are listed, to ensure constructive alignment (Biggs 1999). 


Biggs, J. (1999). “What the student does: teaching for enhanced learning.” Higher Education Research & Development 18(1): 57–75.