LDT300x Wk 06:
Reflection
Link to Storyboard https://miro.com/app/board/uXjVIgke7mI=/?share_link_id=556960766659
I chose to storyboard an interactive assessment module centered on the ' ހިނި ދުވޭ ( Ants Run Around) resource book on Oala.app. This integration of an assessment tool into teh book(s) directly aims to re-position the book as a resource contributing directly to CLO1: Speak and write Dhivehi clearly to share emotions and stories, specifically targeting the objective of recalling 2-3 words. The module is primarily for Level 1 learners, with considerations for scaffolding to Level 2.
The storyboarding process, which I conducted using MiRO as a mind map with frames, was incredibly insightful (I have been using MiRO for quiet sometime now). It allowed me to break down the complex task of integrating an assessment tool into an existing digital storybook into micro-level detail. I mapped out everything from the initial resource assessment (identifying suitability and existing CRAP challenges like text clutter) to setting precise learning thresholds based on our Oala framework(s).
A key aspect of the design involved formulating the MCQ component, where 2-3 questions pop up post-reading, with an outcome matrix that leads to a reward badge for successful completion. This badge system is a direct application of operant conditioning, designed to encourage sustained engagement and reinforce learning.
This exercise truly put into perspective the many layers involved in creating a meaningful and purposeful e-learning course. Storyboarding is undeniably a fundamental process, and I would certainly continue using it to create additional content for my minicourse.
MiRO as a tool allows me to lay all my ideas—the coherent ones, the isolated ones, the interconnected ones—onto the same canvas, and play around until the pieces fit like a jigsaw puzzle.
The Storyboard
Link: https://miro.com/app/board/uXjVIgke7mI=/?share_link_id=408470013243
(please create a free MiRO account if you are having trouble viewing. Also find below the slides if you find it hard to access the MiRO board)
Main Slide : StoryBoard for App Developers / ID's to design assessment tools and Assessments
Objective: Adding a Summative Assessment Tool to all Digital Books that would allow us to assess the age-specific learning objective: Level 1 learners to have retained 2-3 words at the end of the reading.
Estimated Time to Complete Module: ~10 minutes
Rationale:
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To add an assessment module at the end of the book, demonstrating that learning has taken place.
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To iterate on accessibility elements of the book and realign them to CRAP principles of design.
Purpose: Introduces the entire storyboard document and its specific focus.
Content: Displays the formal title: "StoryBoard for App Developers / ID's to design assessment tools and Assessments."
Key Insight: Sets the context, immediately informing the audience (App Devs/IDs) of the document's specialized nature.
Module Title: Clearly presents the learner-facing lesson title: "Run Around with Ants."
Function: Serves as the introductory scene/title page for the entire assessment design blueprint.
Slide 01A
Slide 01B
Slide 01A - 01B : Resource Identification and Potential Analysis
Purpose: Evaluates the chosen book as a potential assessment resource and identifies its suitable learning levels.
Content: Introduces the book 'Ants Run Around' (ހިނި ދުވޭ) as a 10-page resource for Level 1 Learners. It details an initial audit, assessing the book's suitability (Level 1: Good, Level 2: Level Assessment, Level 3: Not suitable) based on artwork intricacy and vocabulary.
Reasoning: This step ensures the resource aligns with the cognitive stage of the target learners before designing assessments. The CRAP audit aspect highlights the need for existing content refinement for accessibility.
Key Insight: Emphasizes that resource selection for assessment begins with a thorough analysis of its inherent characteristics and alignment with learner levels.
Function: Guides the developer/ID in understanding the resource's baseline and identifying its best fit for assessment.
Slide 02A
Slide 02B
Slide 02A - 02B : Objectives and Assessment Method Identification
Purpose: Defines the specific learning objectives for the assessment and identifies the core content to be assessed.
Content: States the estimated book read duration (3-5 minutes) and the primary learning objective: "Recall 2-3 words from the book." It lists potential vocabulary (e.g., ހިނި, ދުވުން) and comprehension targets.
Reasoning: This links the assessment directly to measurable outcomes and provides the specific words around which MCQs will be built. The duration estimate is crucial for user experience.
Key Insight: Highlights the process of deriving specific, measurable learning objectives and content from a general storybook.
Function: Provides the instructional design core for the assessment, detailing what the learner needs to learn and what words will be tested.
Slide 03A
Slide 03B
Slide 03A - 03B : Assessment Design (Sections A & B)
Purpose: Outlines the design of the Multiple Choice Question (MCQ) assessment, including timing and question types.
Content: Details an estimated answering duration (2-3 minutes across 3 MCQ slides) and the need for engaging presentation. It showcases three diverse MCQ examples (fill-in-the-blank for vocabulary, comprehension, and object/color association).
Reasoning: This section demonstrates how to apply varied question formats to assess different types of knowledge effectively. The timing consideration acknowledges learner attention spans post-reading.
Key Insight: Illustrates the thought process behind crafting effective, varied MCQ items that go beyond simple recall, while considering age-appropriate engagement.
Function: Provides concrete examples of assessment items and their instructional objectives for the developer to implement.
Slide 04
Slide 04 : Objective Achieved / Reward System (End Slide)
Purpose: Concludes the lesson, attests to learning, and introduces the motivational reward system.
Content: Displays an "Objective Achieved" message and a badge with text: "Attestation for 'Learning has Occurred'." It notes the need for a practical badge system and the application of operant conditioning principles.
Reasoning: This scene provides crucial closure for the learner, validates their effort, and reinforces continued engagement through positive reinforcement (the badge).
Key Insight: Emphasizes the importance of feedback and reward systems (like badges rooted in operant conditioning) to encourage sustained learner motivation and participation.
Function: Completes the interactive lesson flow and outlines the post-assessment learner experience.