Storyboard,+Peer+Review+2

Dana's Storyboard (Part 2)



Dana, I believe that you have excellent technology skills and you are very creative and effective at the time to use them. Your application of personalization, segmentation, text, graphics, worked example, and audio have given your storyboard a real instructional purpose on how to create a PowerPoint presentation. I understand that there are a lot of details and steps to follow in creating a PowerPoint presentation and your creativity and graphics have helped with that process. I love the storyboard, but I believe that the nature of the topic is requiring from you to add a lot of slides to complete it. Like I said before, there are several steps to follow to build the quality PowerPoint presentation that you want your learners to be able to create, but maybe you can combine some of the steps to have fewer slides without losing segmentation. I do not know how long in slide number the storyboard should be, but that is the only personal suggestion that I can offer. You are very talented. Sincerely, Niurka

Dana, I really enjoy looking at every project you work on. You have so many technology skills and I wish that I was able to do some of the things you do. I think that the girl being the narrator in the powerpoint is a great idea and will allow the learner to personalize the lesson. The screen shots give the learner an opportunity to not only visualize what the screen will look like but see the actual screen. This is great. Keep up the good work and I am looking forward to seeing what comes next. Joyce

Dana, I enjoyed the conversational tone you used in your audio recordings. I felt as if you were sitting next to me explaining how to change the background color. You did a great job following the redundancy principle. Your audio explained the screen clips on the slides. The screen clips are a fantastic graphic to provide for the learner. You segmented the process into steps that allows the learner to see what each step looks like. I feel that you are comfortable with technology and are creating a wonderful storyboard. ~Mary Ann

Niurka's Storyboard (Part 2)

This is what I sent to the instructor the last time. I wanted to add some new slides, but I believe that this is what is needed at this time. Sincerely, Niurka

Niurka,
====I think you're storyboard is really coming along! The visuals of the flan that you've added are really great. You are definitely following the principles that we've been learning about. I noticed that for the most part, you do not have any redundancy in the audio and the text on the screen. This is a good thing considering that some of your audio is quite long. If one of your viewers wanted to go back and listen to one of the steps again, they could just go back and listen to the audio again. ==== ====My one suggestion is about the slide transitions on the second page. Right now, the transition brings up the picture of one of the cooking tools. And then an entirely different transition brings in the on-screen text describing that tool. I think that it would be better if you could link the picture and the corresponding text together in one transition. That way, when the graphic of the measuring spoons appear, the text about them appears at the exact same time. This would really cut down on the number of times that I person ends up clicking on this slide. ====

**Niurka, **
====**I have really enjoyed the storyboard you have prepared. It is interesting and I find the narration and graphics great. I feel that you are being precise and to the point allowing for the learner to personalize the information and to take their time before moving to the next step. The graphics allow the learner to see exactly what they need and what they will be using to complete each task. Even though the narrations are long it gives the learner an opportunity to take in the information and follow each step as they are made to be done. Keep up the good work!!! **====

I enjoyed your storyboard! You personalized your audio recordings by sharing your personal experiences with making flan. For someone like me, who has never made flan before, your cooking tips will help to make my first attempt at flan more successful. You spoke in a formal, yet friendly tone. I love the way you provided an example of what each stage of cooking should look like. This will allow the learner to compare her cooking to the picture to ensure a successful dessert. I like how you segmented the cooking procedures since there are numerous steps. Your choice to narrate the steps is highly beneficial to the learner. It would be difficult to read and fully understand all the steps in this recipe in a written form. Your information is straight forward without any distracting graphics. I look forward to seeing the rest of your storyboard. Nice job! ~Mary Ann

Joyce's Storyboard (Part 2)



==== First of all, your graphics in your storyboard are very nice and attention grabbing. I also think that you’ve chosen some great examples for practicing the concept of fiction versus nonfiction. I think that you are saving your students some “space” in their working memories by selecting stories that they are already familiar with (i.e. Cinderella). Since the students will not have to use as much of their working memory to absorb the details of a story they are already familiar with, they will be able to concentrate on distinguishing fiction versus nonfiction based on the definitions of each. Nicely done! ====

==== Even though your first storyboard slide incorporates background music with a simple visual, I don’t think that you are violating any of the principles. Since this is your introductory slide, the background music is not going to be a major distraction from any kind of serious content. Are you going to have your voice recorded on this slide with the background music playing softer behind your voice? If you choose to do this, I still don’t think that the background music will be an issue. ====

==== The second slide is a bit jumbled and confusing with graphics, text, and audio. Can you split this into two slides? Maybe one could be an extension of the introductory slide. The narration could go something like this: “Hello! Today we are going to talk about fiction and non-fiction. First we are going to find out what you already know. Let’s start by reading the passage [on the next screen] together. You read silently while I read aloud. At the end of this passage, I am going to ask you if you can already categorize it as fiction or nonfiction.” ====

==== Again, be careful with the coherence principle on your slide with Cinderella. If the student is focusing on the graphic and also reading the textual content of the screen, he/she may not listen to the audio. Or perhaps he/she will listen to the audio and neglect the textual component. I know that we have been trying to keep our storyboards very short and concise, but if you have good information, examples, and practice to present, segmenting the content into small bites will allow you to keep it from being cluttered. ====

Dana,
==== Thanks for your feedback. I will try to work on the cluttered page and segmenting some of the slides to make them more user friendly. After reading this week's readings I realized that some of the audio and text on screen was redundant and I will have to work on that. I appreciate all of your help. ====

Joyce, I love the idea that your introductory slide will have soft music in the background. It sets the mood for a relaxed environment. I do not think that low and slow music will distract from your introductory slide. I loved how on the second slide you provide an audio version of the story as well as a written version. I feel that this can be a form of differentiating for struggling readers. These students still need to build the same reading comprehension skills despite their reading ability. However, having written text and audio of the same information could go against the redundancy principle.

You implemented the pretraining principle in the third slide where you defined and provided an example of fiction. Will you provide them with the meaning and an example of nonfiction? I like your example of Cinderella since most students are aware of this story. They already have the background knowledge that you desire. However, I am concerned that the students will get overly excited with the super cute graphics.

For slides four through six, what do you think about adding animation so that the question pops up after the students have read the story? My eyes were immediately drawn to the question first before looking at anything else. Also, will there be feedback as to whether the story is fiction or nonfiction? ~Mary Ann

Joyce, I believe that you are applying pretraining, personalization, and segmenting in a wonderful manner. For this week, we have read about coherence and redundancy, but even when you have on-screen text and narration of the text on the second slide, I agree with Mary Ann on how this would probably benefit struggle readers and ESOL students. Your graphics are simple and your backgrounds allow the students to see the on-screen text. I do not know if it is my computer ( I know that you hav a very soft voice), but I could not hear the narration clearly. I suggest that you ask some of the other team members if they heard your narration without any difficulty because if that is not the case, I believe that to record the narration a little bit louder would benefit the listening part. I like how you are building the concepts of fiction and non-fiction for your students. Your segmentation and pretraining are building the foundation for the formative assessment that you have included in your storyboard. Your students will have a clear understanding of both genres at the end of the storyboard. I know that you mentioned that you will try to improve some details from suggestions ( and that will make it even better), but have done a wonderful job. Sincerely, Niurka

Mary Ann's Storyboard (Part 2)

This is Part 2 of my storyboard. I followed your advice and added narration. I am thinking of taking out some of the animation at the beginning of each slide. I am lost as to how to progress from this point on the storyboard so I look forward to your critiques. ~Mary Ann

Mary Ann,

I think you’re doing a really nice job of following the redundancy principle. Even though your slides may include a graphic, with audio narration, and some text there is nothing redundant about it. The text that you’re incorporating serves as a vocabulary reminder. As long as the animation for those terms brings the text in at the appropriate moment so that it is timed with the audio narration, I think that your slides are not redundant at all.

One way to properly time your slides may be through rehearsing the timings. You can actually go through your entire presentation and essentially “record” the transitions. On my computer, you can do this by going to “Slide Show” and then to “Rehearse Timings.” Of course, you don’t have to rehearse your timings. It’s just something you might want to consider in order to align the audio narration with the graphic/text transitions.



For some reason, I was not able to hear the audio in the actual slide presentation. However, when I double clicked on the audio icon during the general editing mode, I was able to hear your narration. Not sure what the problem might be there. This can sometimes happen simply due to different computer operating systems. I do all of my grad schoolwork on a Mac. Are you suing a Mac or a PC?

Dana

Dana, I will try the rehearse timings. I complete my work on a PC. When I view your presentation, I have to click on the audio icon for it to play as well. Must be something with the different computer systems. Thank you for the advice. I love any help and advice that I can get. :) ~Mary Ann

Mary Ann, I really enjoyed the storyboard so far. I like the way you used graphics to introduce the new words that they would be using. By having them annimated and in a bright color they were eye-catching and the learner would take the time to listen to the meanings. Dana mentioned the audio and I was able to hear it from each screen when I clicked on the sound icon. The information was coherent and to the subject, there was very little audio except the narrator giving instructions so the learner would not be distracted from the task at hand. I think a second grader would enjoy clicking through the screens and following the narrator and the graphics to learn to add with regrouping. The slides broke the information down in small pieces so that the learner could go back and review if they so desired or needed. Will there be an opportunity for the student to practice and receive feedback? Looking forward to seeing that done. Good job and loving it!!! Joyce

Mary Ann, I am in love with your storyboard!! Like Joyce said, it made me feel like a second grader. Your students will be captivated by your work. I will mention again how much life your graphics add to your slides. Even when your lesson requires a lot of details on the slides to make it comprehensible, the slides do not look cluttered. You have used excellent worked examples, and the principles of pretraining, segmentation, and personalization can be clearly seen. You used a clear tone in your narration and made special emphasis on key terms for the lesson. There was one slide in which you used on-sceer text and narration for the text, but I believe that in that case could be helpful instead or harmful because it can assist struggle readers and ESOL students like it happened in Joyce's case. Amazing job!! Sincerely, Niurka