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 DESIGNDEFINITION / 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

• 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

Why:

AUDIENCE ANALYSISDepending on the problem:

• Demographic variables like age, gender, culture• Academic skills like reading, writing, mathematics• Cognitive skills like processing, memory, problem-

solving, 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 - GreenBehavior - RedCondition - YellowDegree - 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