Reflection on the Use of Storyboarding for Course Development

The process of creating a course can often seem overwhelming, with many components to consider, from instructional content to assessments and engagement strategies. However, the use of a storyboard, particularly in the form of an Excel document, provides a structured framework that significantly eases the course development process. This tool helps to break down complex course components into manageable, clear segments, allowing for a more organized and effective approach to designing and implementing a course.

A storyboard is a visual tool that organizes the flow of content and activities throughout a course, essentially providing a roadmap for the course’s structure (Morrison et al. 2019). In the context of healthcare education, where the need for clarity and coherence is paramount, using a storyboard ensures that all course elements, such as learning objectives, content delivery, activities, and assessments, are logically arranged and aligned with each other. This alignment is essential in healthcare courses, where content must be clear and applicable to real-world clinical practice. The Excel-based storyboard allows for an efficient breakdown of each module or lesson, providing a quick overview of what is to be taught, the resources needed, and how assessments will be integrated, making the course development process more systematic.

One of the primary advantages of using a storyboard in Excel is that it offers a visual representation of the course structure that is easy to update and modify as needed. By mapping out the course week by week or unit by unit, I can visualize the entire course at a glance and identify potential gaps or redundancies in content. This helps in refining course delivery and ensures that the course maintains a logical flow that aligns with the learning objectives (Merrill, 2012). Furthermore, the Excel format allows for quick adjustments to be made, whether it’s modifying activities or re-aligning assessments to better meet the learning needs of students. This flexibility is particularly important when teaching healthcare professionals, who may have varying levels of experience and need a dynamic learning experience that can adapt to their needs (Strauss et al., 2004).

The storyboard also allows for easier tracking of the course development process, offering a clear timeline and organized view of which content has been completed and what is still in progress. This aspect of the organization ensures that nothing is overlooked and helps to keep the course on track for timely delivery. Additionally, the visual nature of the storyboard, with clear sections for each part of the course, reduces the cognitive load for both the course developer and the learners (Sweller, 2011). As the course progresses, I can track the flow of content to ensure that it supports the intended learning outcomes, thus enhancing the overall learning experience for students (Anderson, 2008).

In conclusion, using a storyboard in the form of an Excel document is an invaluable tool for course development. It allows for an organized, structured approach to course creation, breaking down the content into easily digestible components while ensuring alignment with learning objectives. Offering a visual representation of the course flow and an easy method for making adjustments helps streamline the development process and ultimately leads to a more effective and engaging learning experience for students.

References

Anderson, T. (Ed.). (2008). The theory and practice of online learning. Athabasca University Press.

Merrill, M. D. (2012). First principles of instruction. John Wiley & Sons.

Morrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2019). Designing effective instruction. John Wiley & Sons.

Power, R. (2023). Everyday instructional design: A practical resource for educators and instructional designers. Power Learning Solutions.

Straus, S. E., Green, M. L., Bell, D. S., Badgett, R., Davis, D., Gerrity, M., ... & Mangrulkar, R. (2004). Evaluating the teaching of evidence based medicine: conceptual framework. Bmj, 329(7473), 1029-1032.

Sweller, J. (2011). Cognitive load theory. In Psychology of learning and motivation (Vol. 55, pp. 37-76). Academic Press.