Ashley Chiasson, M.Ed

Instructional Designer & Consultant

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Time-Lapse Demo: Very Basic Storyboard Template

I thought it time for a new feature; from here on out, I will try to reserve my Friday blog posts for time-lapse demos or tutorials. For the inaugural demo, I thought it best to keep things very simple – I was just getting the hang of stringing this stuff together and adding some fun audio (thank you, Pharrell!), so I am showing everyone how to create an incredibly basic storyboard template.

Most Instructional Designers create storyboards for a variety of reasons; maybe it’s one of your deliverables or maybe it just helps you organize your content before you begin rapid development. For me, I always storyboard – even if it isn’t required. It helps me with the layout of course content and I find it easier to pull the relevant information (e.g. audio narration) from a storyboard than having to develop it when I get to the audio recording (trust me – this makes a huge difference when you’re looking at recording 34832932 audio files for one course).

This time-lapse demo will be the first in a two part series – this is the type of storyboard template I would use in a non-deliverable, for my own personal content organization; next week I’ll go into a bit more detail, including cover-pages, multiple sections, page numbering, headers, and footers – hooray! The more detailed storyboard template is one that I would use for a client deliverable, and would encompass some more superfluous elements that are most often required in a formal deliverable.

I’m very excited about this feature because I would also like to show everyone how to create a detailed media task analysis, Articulate templates, and more! So, I hope you enjoy this new addition to the blog, and definitely stay tuned for more chances to watch me fumble my way through these videos (and hopefully provide some useful information along the way)!

Basic Storyboard Template from Ashley Chiasson on Vimeo.

You can download the document created within the video by clicking here.

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E-Learning Challenge #30: What Do E-Learning Designers Really Do?

This week’s challenge was a fun one! My submission didn’t really require a lot of design know how because I used the template provided; however, it was all about what people really think you do, in my case, as an Instructional Designer. I enjoyed this challenge as I am often met with curious looks when I try to explain exactly what it is that I do for a living.

The Concept

Attempt to create a graphical storyboard (of sorts), using the template provided, to explain what my husband, friends, mother, and colleagues think I do, and then compare that with what I think I do and what I actually do.

The Method

First, I downloaded the template and then I sought about consulting The Google to source some appropriate images.

I knew I would need some images to depict: boring presentation, confusion, rocket science, juggling, sleeping on the job, and coffee. Those were my jumping off points.

My husband always explains my job to his coworkers as “you know those boring presentations HR makes us watch? Ashley makes those.” Not accurate, but relatable.

My friends seem to have no idea what it is that I do, and I would liken their glazed looks (when trying to explain it to them) to Charlie Brown listening to his teacher ‘wah wah wah’ at her students.

My mother more or less thinks I’m a rocket scientist, and I have to admit that I sometimes feel like one!

My colleagues probably think I’m taking cat naps (or sourcing cat images) on the job – I must admit, sometimes the content is D-R-Y.

I think I spend most of my time juggling all of the different tasks required of me. Even e-learning companies can’t seem to really nail down what Instructional Designers do – I’ve worked for companies who have micro-tasked everything (one person for each task), and those that have combined everything into one role with impossible deadlines. I’m more accustomed to the latter.

What I actually do can be summed up in one sentence: I drink A LOT of coffee. Really – it’s bordering on addiction. But whatever gets you through the day, right?

The Result

What_I_Do

Terminology Tuesday: Asynchronous versus Synchronous Learning

We’re back with another terminology Tuesday, and today we’re going to discuss the differences between the terms asynchronous and synchronous learning – hold on to your hats!

Within the e-learning industry you may hear the terms ‘asynchronous’ and ‘synchronous’ tossed around willy nilly; however, these terms can be easily confused. I don’t want you to use these terms interchangeably or sound unprofessional mixing them up, so I thought I would provide a little bit of clarity. Here we go!

Asynchronous Learning

When we refer to asynchronous learning, we’re referring to a student-centred learning model based on constructivist principles. Here, content is presented, and students learn the material in a self-paced manner; learning is often facilitated by an instructor, but the network of learners will engage within asynchronous interactions, such as discussion boards, to share information on the subject matter and build on one another’s knowledge – therefore constructing more knowledge or greater understanding of the subject matter.

Basically, asynchronous learning can occur at any time – students can pop in and out of the learning environment whenever they choose, interacting with other students as they see fit. The obvious benefit to asynchronous learning is that the learning does not need to occur in real-time; another benefit is that the pedagogy behind asynchronous learning recognizes an individual’s prior learning and seeks to build upon it through interactions with other students, the course facilitator or instructor, and the materials.

Synchronous Learning

Synchronous learning occurs in real-time and involves all students learning and the same time. This is how we experience traditional classroom education.

In recent years, technology has allowed for collaboration between synchronous and asynchronous learning, creating blended learning environments. For example, an instructor may offer a standing face-to-face lecture, but may choose to leverage technology (e.g. Blackboard Collaborate or Adobe Connect) to allow students to attend the course without having to be at the physical location where the face-to-face course is being offered. Essentially, the instructor would stream their lecture, in real-time, allowing students to participate at a distance or within the face-to-face environment.

But How Do I Remember These Differences?!

Because asynchronous learning is of the constructivist kind, the mnemonic I use to remember the difference is to remember that I am constructing upon a previously developed term – ‘synchronous’ by adding the prefix of ‘a’.

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How to Design an Innovative Course

Last week I stumbled upon an interesting article, on Contact North’s website, titled How to Design an Innovative Course. I have to admit that initially my interest was piqued because the term “innovative” has been a buzz word in the e-learning industry for many moons, so I wasn’t sure if I would buy into the “innovation” the article was proposing or whether it would be just another article peddling non-innovative innovation. However, the article was posted by Contact North, and I respect Contact North, so I gave it a read, applying it to online courses in particular.

I quickly found myself nodding at my computer monitor – doing something differently ISN’T innovative (most times). Working within higher education, I find that faculty members often have a hard time wrapping their head around how they could possibly deliver their courses online, and a lot of these faculty members end up recording video lectures or podcasts of their lectures, uploading them to the Learning Management System (LMS), and call it a day. While these resources are certainly valuable, especially when you consider different learning styles and the fact that many distance students would prefer a face-to-face format, but are unable to physically attend classes, these resources are definitely not innovative. In these cases, I like to push faculty members (some are more receptive than others) to challenge their teaching preference and to step outside of the box to consider alternative approaches to presenting their subject matter.

Reading further, I continued nodding. “In particular innovative teaching should result in solving some challenge or problem you are facing.” (2014) – YES! It’s not particularly innovative to just throw a course on the internet and call it done! If the issue is that you are unable to interact with students regularly – maybe you need to research the technology further to see how you might be able to leverage forum posting or Voice Over Internet Protocol (VOIP) communication sessions. Maybe you need to adjust your course outline; for example, if you grade for participation – maybe indicate within your course outline that students must post one original thought of X number of words and respond to at least X number of their peers in X number of words. Dictating this will ensure that your students don’t just do the minimum of “great post!” and consider that their participation. This could also save you a lot of headache at the end of the semester if students decide to challenge their participation grade.

Often times, faculty members may be intimidated by technology or feel as though they are limited in their abilities because  of the technology they’re required to use. However, this is where individuals must be open to changing their way of thinking. Instead of thinking that technology is a hinderance (because it doesn’t always work or because of X, Y, Z reasons), individuals must instead think of ways in which they can make the technology work for them. If you don’t know, ask! If you’re too afraid to ask, research! There’s a whole technology (the world wide web) out there to answer any question you might have. Just don’t be part of the resistance or your students are the ones who stand to lose.

In my opinion, if you want to design an innovative course, you need to understand the problems that exist within your other courses (or someone else’s) and then challenge these problems by thinking outside of the box. Maybe you want to include relevant videos… or do dramatic readings or course material… or create interactive pieces (e.g. flash files)… or leverage aspects of your LMS that are seldom used (e.g. databases for students to upload information to and comment on other student uploads). Perhaps you want to create a more collaborative approach to learning the material (popular in graduate studies)…whatever you want to do, you need to first understand the problem, and then go out of your way to address the problem in a creative way.

Once you’ve developed and delivered your course. You can conduct student surveys and collect valuable information that may tell you what did and didn’t work, and then you can adjust your course accordingly. And most importantly, if the innovations you’ve made are deemed successful, SHOW IT OFF! Faculty members like to see what other faculty members are doing; there’s no point in being shy or modest about it. If you’ve done something cool that your students are loving, present it to your colleagues, and maybe your course will become a jumping off point for other faculty members! Pave the way.

Now go forth and innovate!

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E-Learning Challenge #29: Summary and Resource Screens

This week’s challenge was to develop a summary or resource screen. I didn’t particularly have a ton of time this week, so my submission was less of a summary or resource screen and more of an exit slide. I’m planning on another submission, but until then, you’ll have to settle for a little bit of cheekiness. I have since been followed on twitter by some Grumpy Cat impostors.

The Concept

I wanted to develop ‘exit instructions’ in a format that would ensure my audience would not be confused about how to exit the course. There’s nothing worse than leaving your audience hanging or confused!

The Method

Once I determined my approach, I tried to think of some good exit strategies. My mind often goes to kitties, because whose wouldn’t? And I immediately jumped to Grumpy Cat (or Tardar Sauce as she’s so lovingly known). I consulted The Google to find some Grumpy Cat vector images, and stumbled upon this lovely graphic. It was perfect! That artist really knows how to capture the essence of a cat with dwarfism and an overbite! I then took to Articulate Storyline, created a new slide, matched the background to the vector’s background, added the image, included a very slow fly in from the bottom, and once the timeline ended, the layer including the button was set to appear, directing the user to Leave. Meow. Tada!

The Result

Grumpy_Cat

To view the complete interaction, click here.

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Terminology Tuesday: SCORM

Another Tuesday, another acronym! Today we’re going to be talking about SCORM!

SCORM stands for Sharable Content Object Reference Model and more or less dictates how e-learning content must be programmed in order to work with other e-learning software, such as Learning Content Management Systems (LCMS’) or Learning Management Systems (LMS’). The SCORM website provides a nice explanation of how SCORM let’s code and software play well with one another, so to speak.

As the name alludes to, SCORM creates ‘sharable’ content, which is essential when it comes to saving a business’ hard earned profits. Why? Well – before the days of SCORM, organizations may have contracted out training requirements to many different providers who all used their LMS of choice – creating a high volume of duplication, and likely less consistency. Now that SCORM exists, organizations can re-use training programs more easily than in the past.

Why is SCORM a sought after client requirement? Well. When clients dictate they want SCORM conformant or compliant e-learning product, they’re doing this to ensure that the developed e-learning product will function within any LMS they wish to launch the product within. Adhering to the SCORM standard will greatly help ensure your e-learning products are well-equipped for interoperability.

Right now, Tin Can API is foraging ahead to become the next generation of SCORM (let’s face it; SCORM is an old-timer; don’t get me wrong – a tried and true old-timer, but everyone needs to evolve), and will become the new standard within coming years – more on Tin Can API in another post.

Still curious about SCORM? There’s a lot to it, and I’ve definitely only skimmed the top of  explaining it, but Learningpool provides a great infographic that should explain anything I’ve left out!

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