Storyboard,+Final+Review+Questions

Storyboard Final Review || **Review**, as an individual, the completed storyboards of at least two of your Learning Team members.
 * **Learning Team**
 * Write** a brief response to each team member in which you identify the strengths and weaknesses of the online instruction in the team member’s storyboard.
 * Write**, as a Learning Team, a 700- to 1,050-word summary in which you answer the following questions:
 * In what ways did your team incorporate practice effectively? In what ways might your team improve its use of practice?
 * In what ways did your team incorporate feedback in the practice? What was done effectively? What changes might increase the effectiveness?
 * Which multimedia principles are implemented into the practice exercises? How were they applied?
 * Is there an appropriate level of learner control in each plan? Would you change the level of learner control? Why or why not?
 * How does the collaboration enhance the learning? What suggestions would you make to improve collaboration in your team’s activities?
 * Submit** your team summary to your instructor. ||

__**Summary Questions:**__ In team B, one member developed a storyboard in which the learning goal was to teach herstudents the difference between fiction and non-fiction reading selections, and another member created a storyboard to teach her students how to add two two-digit numbers with regrouping by using the strategy of drawing a picture as a visual aide. Clark and Mayer (2011), offer the following explanation on the section of their book dedicated to practicein e-learning: Effective e-learning engages learners with the instructional content in ways that foster the selection, organization, integration, and retrieval of new knowledge. First, attention must be drawn to the important information in the training. Then the instructional words and visuals must be integrated with each other and with prior knowledge. Finally, the new knowledge and skills that are built in long-term memory must be retrieved from long-term memory after the training when needed on the job. (p. 253)
 * **In what ways did your team incorporate practice effectively? In what ways might your team improve its use of practice?**

These team members created two powerful pieces of instruction in which selection of content, organization, and integration of key elements in each lesson were combined with logic and with the ability to activate prior knowledge from students by the use of introductory questioning strategies. Clark and Mayer (2011), also mentioned some principles related to practice. They used these words: In our second edition, we showed evidence that practice should be job-relevant, distributed throughout the learning environment, and that more practice leads to improved performance. We update and extend these recommendations with the following guidelines: Practice likely leads to improved performance inearly sessions as learners find better ways to complete the tasks and in later practice sessions as automaticity increases efficiency. Skills building requires practice on the component skills that make up the infrastructure of a specific work domain. Therefore, your interactions must require learners to respond in a job-realistic context. As with many instructional methods, some factors that influence the effectiveness of feedback include the learning objectives and associated tasks, features of the learner, including prior knowledge and self-confidence, as well as how and when feedbck is formulated and presented to the learners. Taken together, evidence continues to recommend practice throughout a learning event rather than concentrated in one time or place. Completing practice exercises imposes a great deal of mental load. In fact, faded worked examples are a proven strategy to impose load gradually as learners gain expertise. Start with a worked example and gradually increase the amount of work the learner must perform ending with a full practice assignment. (pp. 257-274)
 * //Principle 1:// Add sufficient practice interaction to e-learning to achieve the learning goal.**
 * //Principle2:// Mirror the job.**
 * //Principle 3:// Provide effective feedback**
 * //Principle 4:// Distribute and mix practice among learning events.**
 * //Principle 5:// Apply the multimedia principles.**
 * //Principle 6:// Transition from examples to practice gradually.**

It was important to refresh our memories with the content of the course reading about practice because my teammates did a magnificent job including quality practice throughout their storyboards. The entire team applied the previous mentioned principles, but my chosen teammates (Joyce and Mary Ann) were creative, precise, and accurate at the time that they incorporated their practice in their work. They started by having very clear learning objectives and continue with worked examples followed by faded worked examples and ended with independent practice (without leaving learners totally on their own without needed assistance). They offered immediate feedback that sometimes was explanatory and sometimes corrective.

To answer the second part of the question, I would say that my teammates did an amazing job incorporating practice throughout their storyboards. If I have to offer a comment about how our team can improve the use of practice, I would say that continue creating storyboards in the future to have the opportunity to use different ways to incorporate innovative practice that continue promoting critical thinking skills and learners' self-confidence would be a way to improve the appication of practice. Our team applied the resouces that our couse content offered us to try to create a quality product.

Clark, R. C. & Mayer, R. E. (2011). //E-learning and the science of instruction: Proven guidelines for consumer and designer of multimedia learning// (3rd. ed.) San Francisco, CA: Pfeiffer.

In Niurka’s storyboard on the preparation of flan, she provided feedback to her students in the practice examples. Her practice opportunities are well-timed in regard to the rest of her storyboard. She placed them in a part of her storyboard where the viewers are just waiting for the flan to bake. She even says in the audio clip, “While our dessert gets ready, we will use some time to answer a few questions about what is needed to prepare a flan.” Students then have a chance to read several questions about flan ingredients and then recall the correct answer. The answers to these questions are initially covered up by a yellow box, but she incorporated exit animations. After the students have had time to think of an answer, they need only click to remove the yellow box and reveal the correct answer. Students also have the opportunity to gain feedback from one another during the collaborative activity in which they discuss unexpected situations. At this point in her storyboards, students get to work in pairs or in small groups to discuss potential problems that may arise while preparing flan. She also explained that the groups will share with the rest of the participants how they solved the problematic situations. At this point in the storyboard, students would gain feedback from each other and from the facilitator in their analyses of the unexpected situations. Dana also provided feedback to students in her practice opportunities. Her feedback comes in the form of both graphics and written explanations on the importance of saving student work when creating a PowerPoint presentation. Her written feedback to students is as follows: “The save icon at the top of the PowerPoint should become every person’s best friend when creating a presentation. By clicking on this icon every few minutes, you will ensure that you don’t lose any of your work due to a power outage or some other kind of computer glitch.” Dana’s individual practice opportunity / feedback could probably be more effective on slide number 19 by not initially revealing the answer to her question; this would give students more time to think of the answer themselves. The answer and feedback can both be provided on slide number 20. Mary Ann’s incorporated feedback into her storyboard by including additional audio specifically labeled as feedback.
 * **In what ways did your team incorporate feedback in the practice? What was done effectively? What changes might increase the effectivenes?**

Once her students arrive at the part of the storyboard where they use guided practice to solve addition problems that require regrouping, she incorporates the additional feedback audio. This is a highly effective technique for provided feedback; students who do not require the additional instruction can skip over this audio component while students who do need more assistance can listen to this feedback when needed. Joyce provided feedback to her students with each of her worked examples/practice opportunities. Her feedback throughout the storyboard was in both audio and written format. Like Dana’s use of feedback, Joyce’s use of feedback could be even more effective if she gives her students more time to read through the practice examples and think them before revealing the answers. Actually, Mary Ann’s storyboard is an effective model to follow since she includes two different audio files on the one slide. This gives her students ample time to work through a problem before they can select to hear the feedback.
 * **Which multimedia principles are implemented into the practice exercises? How were they applied?**

Each storyboard utilizes practice exercises to allow the learner an opportunity to try the new skill. The storyboards implement multimedia principles in the practice portion. Joyce’s storyboard uses the multimedia principle which states to “minimize split attention in behavioral response required by using on-screen rather than keyboard input modes “ (Clark & Mayer, 2011, p. 274). Her learners will choose an answer from a drop down box on the screen. This will eliminate the learner having to look between the screen and the keyboard. Joyce applied the multimedia principle “Align directions, practice questions, and feedback in on-screen text so that learners can easily see all the important elements in one location” when she created her storyboard (Clark & Mayer, 2011, p. 274). All the information was provided to the learner in one place. All four of the storyboards included only audio, graphics, and text that supported the learner’s application exercise. There was not any environmental noise or distracted graphics that distracted from the activity.

> The lessons are one topic in nature so I feel that the learner control is appropriate. I would not change the learner controls because learner controls are based on prior knowledge of the learner and the lessons taught by the team’s storyboards are basically for novice learners. > retention of what is learned, more frequent use of higher –level reasoning and meta-cognitive thought, more accurate and creative problem solving and more willingness to take on difficult tasks and persist in working toward goal accomplishment.”(Johnson, Johnson, and Smith, 2007, p.19) Mary Ann’s storyboard has the students work together to practice and check to see if the student has an understanding of the problem. Niurka allows her students to work together to review the steps and processes used in preparing the flan. Dana allows the students to work collaboratively on putting together a powerpoint presentation. Each of these opportunities gives the students opportunities to share ideas and help each other when information learned. When this happens the students gain more knowledge and feel confident about what they have learned. > The only suggestion I would make would be to allow collaboration earlier in the storyboard and then again near the end of the storyboard. This way the student will be able to build on the knowledge and ideas that they received during the collaboration.
 * **Is there an appropriate level of learner control in each plan? Would you change the level of learner control? Why or why not?**
 * Dana’s storyboard provides the learner with many opportunities to review materials by using podcasts and screen shots. Mary Ann uses plenty of exercises for practice giving the student the opportunity to go back and view steps to make sure they mastered the task. Niurka uses personalization and segmenting to help the student as he progresses through the lesson. If the student is ready to move on then they can skip on to the step they are ready to proceed to. Each of the storyboards is full of practice exercises and the student is given the opportunity to move around the slides to where ever they feel they need to be.
 * **How does the collaboration enhance the learning? What suggestions would you make to improve collaboration in your team’s activities?**
 * Collaboration enhances learning by providing for “higher achievement, greater long-term