Schemas, Scripts, Storyboards
Session 02
OVERVIEW
• Instructional Design Principles Review
– Definition & models
– Audience analysis
– Writing objectives
• Instructional Schema
– Definition
– Activity
• Scripts, storyboards, & shot lists
• Next Session
INSTRUCTIONAL DESIGN
DEFINITION / MODEL
• Generally analysis of the problem, design instruction, develop
materials, implement instruction and materials, evaluate instruction
and materials
•
•
•
•
•
•
•
•
•
•
•
Problem definition
Needs assessment
Audience
Objectives
Task analysis / content analysis
Instructional strategies
Instructional sequence
Make materials
Implementation
Feedback
Ongoing evaluation
AUDIENCE ANALYSIS
Why:
• Understand audience so instruction/materials are
meaningful
• Learn prerequisite skills, knowledge so instruction
address level, starting point
• Match level of instruction, verbal, math, to learner
AUDIENCE ANALYSIS
Depending on the problem:
• Demographic variables like age, gender, culture
• Academic skills like reading, writing, mathematics
• Cognitive skills like processing, memory, problemsolving, reasoning
• Motor skills like fine, gross
• Sensory skills like hearing, vision, attention
• Preferences like how learn best
WRITING OBJECTIVES
ABCD (Audience, Behavior, Condition, Degree)
Given exemplars and non-exemplars of videos, the student will be able
to sort the exemplars and non-exemplars and describe in writing why
each video is or is not an exemplar in 20 words or less.
Audience - Green
Behavior - Red
Condition - Yellow
Degree - Blue
INSTRUCTIONAL SCHEMA
• Schema theory says all knowledge is organized into units
• Schemas are a generalized description or a conceptual
system for:
– Understanding knowledge
– Understanding how knowledge is represented in our
minds/memory
– Understanding how knowledge is used (problem-solving)
• Strength of schema related to:
– Degree of connectivity between components
– Degree of cognitive flexibility and accessibility of schema during
recall
– Amount of distortion, noise, inaccuracy in schema
VIDEO ACTIVITY
• Part 1 of 4
– Write/type your schema for “dog”
– Said another way; write a generalized
description or a conceptual system for
understanding “dog”
– Share/discuss your schema for “dog”
VIDEO ACTIVITY
• Part 2 of 4
• Write/type the first things that come to your mind
when I say the following words
•
•
•
•
Train
Ship
Fish
Car
VIDEO ACTIVITY
• Part 3 of 4
• Video of Dr. Temple Grandin
– Show templeGrandinShipDog.wmv
• She’ll present her conceptualization of dog
• She’ll talk about language-based processing
• Discuss her schema formation for dog
– How different than your schema for “dog”
• Discuss how schemas are formed
VIDEO ACTIVITY
• Part 4 of 4
• Main implications for EDT 522
– Remember schema information when storyboarding/script writing
– Begin to think visually, see how a camera would see or think of a camera seeing as
you do, attend to visual information or what camera captures as contributing or
distracting to communication effectiveness
– Begin to think auditorily, listen carefully when recording, attend to auditory
information as contributing or distracting to communication effectiveness
– Tell my Duff table top is brown story
SCHEMAS
• Schemas are active recognition devices
– Applying a schema typically helps understanding because schema encapsulates
already known material
• Schemas represent knowledge rather than definitions
– Comprise the knowledge and experience we have of the world
– Not consisting entirely of abstract rules
• Schemas represent knowledge at all levels of abstraction
– Used for abstract concepts like justice to concrete like facial features
• Schemas can embed one within another
– Not mutually exclusive packages of information, can be nested
– Schema of head (face, ears, hair) can contain schema of face (eyes, nose, mouth)
can contain schema of eye (iris, eyelid, eyelashes)
• Schemas have variables
– Packets of information with fixed core and variable aspect
– Schema for making a purchase likely has fixed idea of money exchange, but
variable amount of money exchanged
SCHEMAS
• Use in problem solving
• Domain or context specific knowledge structures that
organize knowledge and help the learner categorize various
problem types to determine the most appropriate actions
needed to solve the problem
• Math example
– Organizing problems on the basis of structural features (e.g. rate
problem, compare problem) rather than surface features (i.e., the
problem’s cover story) can evoke the appropriate solution strategy
SCHEMA ACTIVITY
• Divide class into 2 groups
• Complete same activity twice
• Once you will have schema activation, once
you will not
• Discuss performance on task
• Task: memorize passage for typing or
writing from memory as much as you can
recall
SCHEMA IMPLICATIONS
• Memory skills and strategies
• Facilitate long-term storage
• Organization has big effect on recall
INSTRUCTIONAL SCHEMA
IMPLICATIONS
• Audio and video development
– Produced audio and video can connect to,
access, or build schema
– Teachers should create a/v products that
activate existing schema and strengthen them
– Best way to do this is through well-written
storyboards and scripts, careful selection of
visual elements and application of instructional
design principles and practices including
audience analysis, having goals/objectives for
a/v products
OVERVIEW
• Script
• Storyboard
• Shot list
SCRIPT
• Written text of a stage play, screenplay, or broadcast
– Teacher-made video
•
•
•
•
Used in production or performance
Often include stage direction/action
Can include intonation (nervously, excited, emphasis)
References to speakers if more than one
STORYBOARD
• Panel or series of panels on which a set of sketches is
arranged depicting consecutively the important changes of
scene and action in a series of shots for a film, tv show,
commercial, video (Challenging Regional Educators to
Advance Technology in Education, 2006)
• Visual script or plan of camera shots
• “Acting with a pencil” using one storyboard sketch for
each camera shot
• Shares properties of graphic organizers
• Visual plan of presentation including all media elements
– Audio, video, still photos, animations, voiceovers, music…
WHY SCRIPT & STORYBOARD?
• Brainstorming component
– Generates more ideas
– Allows for experimentation with ideas
• Visualize final product
– Writing for visual elements
– Referred to as Previsualization
• Plan your work and work your plan
– Easy to make changes/edits
• Easier to record when decisions are already made
– More efficient time/cost wise
• Keep collaborators focused on same vision/goal
• Integrate media components
WHY SCRIPT & STORYBOARD?
• Student-produced video:
• Literacy experience
–
–
–
–
Pre-writing, outlining = research, scripts, storyboards
Writing a first draft = recording audio or video
Writing a second draft = editing audio or video
Publishing = presenting/showing
• Content mastery
– Develop background knowledge in content for a/v presentation
– Analyze and synthesize information
• Constructivist approach
• Motivation
CONSIDERATIONS
• Script/storyboard
– Not the end product
– Can be rough, stick figures, notes to self in margins
– Depict major scene features/actions, not frame by frame
• Audience
• Message
• Using technology to communicate
– Shot composition (close-ups for emotions)
– Using audio that captures/coordinates with visual elements
AUDIO EXAMPLE
• ESPN sports package
• About 4 minutes of typical presentation
• About 4 minutes of same presentation except it also has
director’s track
– Imagine control room and staff
– Imagine script/storyboard/plan the production team is following
APPROACHES
•
•
•
•
•
Actual board or wall
Post-its
Word table with columns
Craft paper
Blank paper and write with pencil
– Color code elements
• Slide presentation software
• Inspiration or pre-writing software
• Commercial script writing programs
TEMPLATE EXAMPLE
STORYBOARD EXAMPLE
INSPIRATION EXAMPLE
SLIDE PRESENTATION
APPROACH
• Blank slides printed as notes page with blank lines in the
notes section
–
–
–
–
One scene per slide
Easy rearrangement even when already printed
Room for notes
Area for drawing scene possibly larger than necessary
• Blank slides printed as handouts, 3 per page
– Small sketch box (slide thumbnail)
– Lines for comments/notes
– Reprinting necessary for rearrangement
Lets Hear from Some Pros
•
•
•
•
•
Videographer presentation on storyboarding
http://www.youtube.com/watch?v=LgDwNxGIuCQ
Steven Spielberg on storyboarding
http://www.youtube.com/watch?v=nBH89Y0Xj7c
Pixar
• http://www.youtube.com/watch?v=QOeaC8kcxH0
• TeacherTube
• http://www.teachertube.com/viewVideo.php?video_id=16102
SHOT LIST
•
•
•
•
Full log of all shots used in video
Checklist filled with minute details
Contain directions for recording/camera/actors
Reference particular settings/locations
– Useful if shooting out of sequence
• Often include:
–
–
–
–
–
–
–
Scene number, shot number within scene
Location
Shot description, duration of shot
Framing (composition of camera)
Action
Dialog/Narration
Actors names
– Additional notes to director
SHOT LIST ACTIVITY
•
•
•
•
•
Shot list example
– http://edt522.yolasite.com Session 02 Shot list activity file
– Purchasing from a vending machine is page 1 example
– Page 2 is blank template
Identify a brief, but common, activity
– For example, checking email, making coffee, setting alarm clock
– writing a check, making a phone call, making a sandwich ,
– Segment is approx. 00:30 (30 seconds long)
Use Page 2 shot list template on course web site
– Create detailed shot list to guide video production
– Include narration script/words
Use Word or PowerPoint or paper
– Rough out storyboard
– Sketch important visual elements of scenes/sequence
– Sketches should represent camera position
Share and discuss
NEXT SESSION
• Audio basics
• Sound recording
• Microphones