{"id":4686,"date":"2017-07-10T14:01:06","date_gmt":"2017-07-10T04:01:06","guid":{"rendered":"http:\/\/sydney.edu.au\/education-portfolio\/ei\/teaching@sydney\/?p=4686"},"modified":"2017-10-17T16:46:30","modified_gmt":"2017-10-17T05:46:30","slug":"storyboarding-now-never","status":"publish","type":"post","link":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/storyboarding-now-never\/","title":{"rendered":"Storyboarding – It\u2019s now or never!"},"content":{"rendered":"

Stage 1 – Visualising your UoS design<\/h3>\n

Jessica Frawley\u2019s recent article in Teaching@Sydney, ‘(Re)designing Your Unit of Study \u2013 Learning Outcomes and Constructive Alignment’<\/a>, spoke of the importance of alignment, and gave us quick tips on how we can achieve it. This same principle was our frame of reference in the recent FASS Storyboarding workshops for our OLE pioneers and subsequently for our FASS First Year Coordinators Program participants. Demonstrating alignment in our Units of Study was our objective.<\/p>\n

\"\"
FASS – Storyboarding Workshop – June 2017<\/figcaption><\/figure>\n

Charged with large pieces of butcher paper, multi-coloured post-it notes, markers and stickers, we all bravely ventured into the colourful unknown.<\/p>\n

As opposed to our \u2018Do-Re-Mi\u2019 renditions, we started not at the beginning, but at the end and we worked backwards, gradually adding in all of the pieces that will complete our \u2018puzzle\u2019, otherwise known as our Unit of Study (UoS). The goal of course, is achievement of the Learning Outcomes (L.O.) and ultimately the Graduate Qualities.<\/p>\n

In constructing our L.O.s, we began by considering carefully the verb that follows the statement: \u201cOn successful completion of this course students should be able to \u2026\u201d. We recognised that the L.O.s should use measurable verbs<\/u><\/a> of student activity, which we based on the 6 levels of cognitive learning (Bloom\u2019s revised Taxonomy). Initial L.O.s may focus on the lower order thinking skills (remembering \/ understanding), however ideally, we should aim to also achieve some higher order thinking (applying \/ analysing \/ evaluating \/ creating) as well. We addressed which verbs to use and what type of activities each might suggest. And so, the challenge had begun!<\/p>\n

\"\"
http:\/\/pcs2ndgrade.pbworks.com\/w\/file\/fetch\/46897827\/RBT.PNG<\/figcaption><\/figure>\n

Next, we looked at both the formative and summative assessment tasks for the whole unit.\u00a0 We addressed the \u2018whats\u2019, \u2018whens\u2019, \u2018hows\u2019\u00a0and \u2018whys\u2019 regarding each task; \u2018What will the students do?\u2019; \u2018When and how will they do it?\u2019; and perhaps most importantly, \u2018WHY are they doing it?\u201d The final question of course is pivotal in motivating the students to really engage with the task. We also noted the importance of having assessment commence early in semester to support any required behavioural changes, whilst also ensuring enough time in between each task to provide adequate scaffolding and feed forward opportunities.<\/p>\n

Finally, we considered the same four questions in relation to each \u2018Content\u2019 item to be shared with the students, i.e. readings, videos, URL links etc. and \u2018Activities\u2019, i.e. engagement with this content. We discussed the varieties of tools and resources that could be used to achieve both, in particular in line with Strategy 5 – Initiative 1, to make the learning a more interactive and student-centred experience.<\/p>\n

Each level in the Storyboard was represented by a different coloured post-it note: Content, Activities, Assessment Tasks and L.O.s. We numbered the L.O.s from 1 \u2013 x and used these numbers to confirm which activities and assessment tasks addressed each L.O. It was beneficial for our participants to consider whether the students are, in fact, achieving each of the L.O.s through the activities and assessment design. As it\u2019s almost guaranteed that our students have not made this connection either, we discussed the importance of including within the instructions of each assessment task which L.O.s would be achieved.<\/p>\n

Then, the finale was to utilise coloured markers to illustrate the feedback and feed forward opportunities from \u2018student activity\u2019 to \u2018assessment task\u2019 and between \u2018assessment tasks\u2019.<\/p>\n

Phew! We had made it through to the other side, and we all felt better for the experience, with many pretty colours on our butcher\u2019s paper to show for our hard work! HOWEVER, just as our pioneers breathed a sigh of relief AND while they were still on the euphoric high from their achievements, I informed them of the all-important Stage 2: \u201cTranslating our UoS Storyboards into Canvas!\u201d<\/p>\n

Stage 2 – Visualising your Canvas LMS site<\/h3>\n

As we transition from Blackboard to Canvas, each UoS Coordinator needs to have a clear vision of how their Canvas site should be designed to best support their UoS. Experience tells us that reliance on verbal explanation alone is inefficient.<\/p>\n

Creating a visualisation on paper showing how the \u2018story\u2019 comes together, facilitates more efficient discussion between the UoS Coordinator and support staff, making this time more productive. Everyone concerned was able to see the goal and how the various components fit together to make the \u2018whole\u2019.<\/p>\n

Despite being armed with our UoS storyboards from Stage 1, translating this into a clear Canvas structure was challenging.<\/p>\n

\"Flowchart
An example of structuring material on a Canvas unit site<\/figcaption><\/figure>\n

We started with basic structure from the \u2018Introduction to Canvas<\/a>\u2019 sessions, as a guide.<\/p>\n

We chose a different colour for each Canvas element, i.e. \u2018modules\u2019 and \u2018pages\u2019 (as illustrated above), or by more specific \u2018content\u2019, \u2018activities\u2019, \u2018discussions\u2019, \u2018quizzes\u2019 etc. within the modules, referring to a number of exemplars. One exemplar of a UoS that is 70% f2f and 30% online and is taught in intensive mode, was to have each module (day) divided into \u2018pre-lesson\u2019 and \u2018post-lesson\u2019 activities & material.<\/p>\n

\"\"
Canvas_Storyboard_Exemplar_JPNS1611_Intensive<\/figcaption><\/figure>\n

 <\/p>\n

Next, we used highlighters to clearly identify which components were \u2018discussions\u2019, \u2018quizzes\u2019 and \u2018assignments\u2019. The clearer the \u2018story\u2019 is, the better the final result.<\/p>\n

Drawing a picture of how your UoS Canvas site should look is much more than a conversation starter. It provides the framework to create a robust and well-structured, re-designed Unit, that should carry you through numerous future iterations.<\/p>\n","protected":false},"excerpt":{"rendered":"

Stage 1 – Visualising your UoS design Jessica Frawley\u2019s recent article in Teaching@Sydney, ‘(Re)designing Your Unit of Study \u2013 Learning Outcomes and Constructive Alignment’,…<\/p>\n","protected":false},"author":173,"featured_media":4741,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[243,117,57],"tags":[200,132,176,237,238],"coauthors":[522],"class_list":["post-4686","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-graduate-qualities","category-lms-transformation","category-teaching-tips","tag-canvas","tag-curriculum","tag-graduate-qualities","tag-learning-design","tag-learning-outcomes","post-item","post-even"],"_links":{"self":[{"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/posts\/4686","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/users\/173"}],"replies":[{"embeddable":true,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/comments?post=4686"}],"version-history":[{"count":11,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/posts\/4686\/revisions"}],"predecessor-version":[{"id":6811,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/posts\/4686\/revisions\/6811"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/media\/4741"}],"wp:attachment":[{"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/media?parent=4686"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/categories?post=4686"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/tags?post=4686"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/wp-json\/wp\/v2\/coauthors?post=4686"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}