Showing papers on "Storyboard published in 2020"

The Development of Web-Based Learning Using Interactive Media for Science Learning on Levers in Human Body Topic.

Abstract: Integrated curriculum is a popular way to develop 21st century skills, but most of the materials is written on the books separately. In the other hand, web-based learning technology is an online learning media that can be accessed anytime and anywhere on the web and using the internet connection. However, many educational websites do not apply the principles of effective learning. Besides, the traditional learning methods tend to be bored for the students. To remedy this deficiency, this study designed a website education use an interactive content to assist students in learning levers in the human body as one of integrated science materials. The process to develop the website education are consisted of several steps: (1) content analysis; (2) user analysis; (3) software necessity analysis; (4) hardware necessity analysis; (5) learning materials design; (6) flowchart design; (7) storyboard design; (8) interface construction making; (9) coding construction making. This research method used descriptive method. The experts on content, language, and media/IT evaluated the website education. The questionnaire used the technology acceptance model and five-dimensional interactivity to investigate the readability of science teachers’ and students’ perception respond. The research subject was 3 science teachers and 31 students on private Junior High School in Bandung. According to the result, the implementation of the website education, generally it has a good evaluation of each aspect. Even though, the website education will be slow to load because of poor signal, so it needs strong signal to access the website education for not taking time consumer.

Pengembangan Media Pembelajaran Interaktif Game Ular Tangga Berbasis Unity 3D Pada Mata Pelajaran Kearsipan Kelas X OTKP di SMKN 4 Surabaya

Abstract: Lack of interactive learning media used by teachers in the learning process tends to make students easily bored and have difficulty in understanding the material. So the teacher is expected to be able to make interactive learning media interesting and appropriate for use in the learning process. This research aims to describe the process of developing interactive learning media for snakes and ladders game based on 3D unity in the X-class OTKP subjects in SMKN 4 Surabaya. This type of research is research and development (Research and Development). The development model used in this study is ADDIE (Analysis,Design, Development, Implementation, and Evaluation), but this developmentresearch only reaches the Analysis and Design stage only because of the limitations of researchers. The results showed that at the analysis stage to find out some problems, the researcher conducted a preliminary study at Vocational High School 4 Surabaya by conducting interviews with Filing subjects directly and conducting interviews using several questions in a questionnaire. Then the researchers conducted an analysis of the characteristics of students. and then the researchers conducted the competency and instructional analysis stages. After the analysis phase is completed, the design phase is carried out. In the design phase the researchers made the initial design of interactive learning media making game snakes and ladders based on unity 3D. at this stage the researchers designed the learning media by creating storyboards about the snakes and ladders game. Storyboard function is used as a guide for making it easier in the process of making learning media

The Impact of Using Storyboards on Improving Reading skills of Third-Grade Students with Reading Disabilities in Jordanian Context

Abstract: This study aimed to identify the effect of using the storyboard method on improving the reading skill of third-grade students with reading disabilities in Jordan. Many Arabic language learners with reading disabilities cannot distinguish between Arabic letters that look similar in the graph but have different pronunciations. The present study investigated the impact of the storyboard method on learning the skill of distinguishing between Arabic letters that look similar in form but those pronounced differently. The sample of the study consisted of (40) students with reading difficulties assigned equally into an experimental and control group. The experimental group consisted of 20 male and female students taught using the storyboard method, and the control group consisted of 20 male and female students taught using the traditional method. The findings of the study showed that the storyboard method improves the ability of students to distinguish between Arabic letters that look similar in written form but pronounced differently better than those involved in the traditional way of teaching. The study also found out that gender did not affect learning reading skills. The researchers recommend the use of the storyboard method in teaching different language skills. https://doi.org/10.26803/ijlter.19.1.10

The Use of Storyboard: Project-Based Learning Implementation in Teaching Speaking to the 10th Grade Students

Abstract: This paper is aimed to examine whether or not (1) there was any significant difference in students speaking achievement of the tenth-grade students of SMA Negeri 2 Banyuasin III before and after they were taught through Project-Based Learning (PBL) method using storyboard, (2) there was any significant difference in students' speaking achievement of 10th-grade students of SMA Negeri 2 Banyuasin III between the experimental group taught through PBL using storyboard and the control group who were not, and (3) to know students' perspectives using PBL method. Sixty-three students of tenth-grade were chosen as the subject. They were divided into two groups 32 students of Experimental group and 31 students of Control group. They were selected purposive sampling. The data were collected through preand post-tests and questionnaires. Pair sample t-test and independent t-test were used to analyse the data. The result showed that PBL using storyboard has significantly enhanced the students' speaking achievement with significant value (2-tailed) 0.000 <. 0.05. It means that PBL can be an alternative learning method for students to enhance their speaking achievement.

Creative solutions to common groupwork problems

Abstract: This case study considers a new workshop activity designed to provide the opportunity for students in the Faculty of Business and Law (FBL) to practice the skills associated with groupwork. A need was established through discussions between Faculty tutors and the authors, a Learning Development tutor and a Learning Technologist, for learners to model the process utilising technology. A scenario workshop was devised where groups negotiated, scripted and filmed responses to given team problems. The prospect of potentially advising future students through video without being assessed appeared to galvanise groups and received positive feedback. Surveys were taken at the beginning of the process to establish participants’ previous experiences of groupwork, and this data informed five scenarios for future cohorts to storyboard their strategies. Feedback on the workshop activity has demonstrated that using video technologies together with scenario-based role-play can be an effective strategy in helping students to become effective group members.

The Application of Project-Based Learning (PBL) Through Storyboard to Improve Reading Achievement of the 10th Grade Students

Abstract: This study was aimed at finding out (1) whether there was any significant difference in students’ reading achievement of the 10th grade students of SMA Srijaya Negara Palembang between before and after they are taught through PBL, (2) whether there was any significant difference in students’ reading achievement of the 10th grade students of SMA Srijaya Negara Palembang between the experimental group who are taught through PBL and the control group who are not, and (3) how are the students’ perspectives on the use of PBL in learning reading. 72 students of tenth-grade students were chosen as the subject. They were divided into two groups, 36 students of Experimental group and 36 students of Control group. Quasi experimental method was chosen in this study and the techniques of selecting the data were used purposive sampling. The pre-test, post-test, and the questionnaire were used to collect the data for the experimental group. Meanwhile, to analyse the data, the researcher used pair sample t-test and independent t-test. The results showed that there was a significant improvement in the students’ reading achievements after using ProjectBased Learning with a significant level of 0.000 < 0.05. This indicates that the implementation of Project-Based Learning helps the students of experimental group improve their reading achievement.

SyncMeet: Virtual Work Environment for Collaborative Manga Creation

Abstract: In recent years several efforts using technologies to improve collaborative work have been made in fields such as education, training, entertainment, and technology; however, there has been limited research for collaborative creative thinking and art. In this study, we explore the opportunities within virtual collaboration in creative activities via a virtual work environment named SyncMeet. This virtual environment aims to support the discussion of artistic ideas and effective collaboration during a brainstorming session for a storyboard of Japanese comic (manga) between two people who have different narrative abilities such as a writer and illustrator, and who work in distant locations. In this approach, we demonstrated that working inside an immersive environment could improve the users’ collaboration, creative skills, and communication. We handled three different experiment sessions that allowed us to compare effectiveness in face-to-face environments, Skype, and SyncMeet. The results indicated that SyncMeet supports verbal and non-verbal communication as a fundamental part of collaboration in a creative task, and the users who were able to immerse themselves inside the environment showed active participation when they worked in distant locations.

ABC LD – A new Toolkit for Rapid Learning Design

Abstract: ABC Learning Design (ABC LD) is a high-energy, hands-on curriculum development workshop from University College London (UCL) In just 90 minutes teaching teams work together to create a visual “storyboard” The storyboard is made up of pre-printed cards representing the type and sequence of learning activities (both online and offline) required to meet the module or programme learning outcomes All the resources have been released under Creative Commons licenses and are free to download, adapt and use ABC LD is now popular across European tertiary education and beyond Participants have found the workshop-based “sprint” approach to be quick, engaging and productive The original UCL or “base” ABC LD is built around a collaborative and intensive 90’ workshop in which module teams work together to produce a paper-based storyboard describing the student journey Over the last two years UCL has led an Erasmus+ project to develop and evaluate the ABC LD method with 12 partners (https://abc-ldorg) We have focused on localisation to institutional contexts and have explored the important link between storyboard designs and the Virtual Learning Environment The main output is a freely downloadable Toolkit of resources and guides, enabling any college or university to adapt and adopt the method Although developed to promote blended learning, during the COVID emergency, some institutions have now modified ABC LD to be facilitated remotely to support their need for a rapid transition to online learning ABC LD is proving an effective method in this new format, too

Restorying lived lives in educational research: Storyboarding as a creative space for scholarly thinking in narrative analysis

Abstract: Traditionally, a storyboard has been used in the film-making industry as part of the preparatory process of filmproduction. In this article, we focus on its use as a creative space for analysis in educational research.Specifically, we make visible our learnings, as social science researchers, about storyboarding as animaginative, tangible, and reflexive space for narrative inquirers to work with the complexity of restorying livedlives in educational research. We draw on Sibonelo’s reflections on using the storyboard in his doctoraldissertation and offer our subsequent dialogues on his reflections as the data for this article. Our learningsindicate that storyboarding opens-up researcher subjectivity in the restorying process. In engaging criticalfriends, it serves as a space for the mediation of multiple perspectives and meanings of participants’ lived livesand is an imaginative space in which to filter creatively large amounts of field texts. We thus suggest thatstoryboarding enhances verisimilitude in the restorying process. Keywords: critical friend, narrative analysis, narrative inquiry, productive ambiguity, storyboarding,verisimilitude, visual research

The effect of storyboard technique on students’ reading comprehension in narrative text at the tenth grade of sman 2 ks cilegon (2020)

Abstract: This research used quantitative with true experimental design. The objective of this research was to find out whether there was an effect of using storyboard technique on students’ reading comprehension in narrative text at the tenth grade of SMAN 2 Krakatau Steel Cilegon. The population of this research were 72 students. The instrument were pre-test and post-test. The treatment used Storyboard technique was administrated for the experimental group. The result of independent t-test computation result of post-test score showed that t count more than the t table (6.274 > 1.994). It can be concluded that Ho (null hypothesis) was rejected and Ha (alternative hypothesis) was accepted. Based on the data analysis above, there was an effect using storyboard technique on students’ reading comprehension in narrative text at the tenth grade of SMAN 2 Krakatau Steel Cilegon

Instructional Design and Material Development Progress to eLearning Environments: A Sample of Obstetrical Nursing Education.

Abstract: The purpose of this study is to demonstrate the most delicate parts of eLearning material development process and tools from the Instructional Design (ID) perspective. In this context, the birth lesson eLearning material modules have been progressed in accordance with the design - based research approach. The selected two modules have been completed by the project team - 3 instructional designer, 1 subject expert, 1 education technologist and 2 subject matter consultants- in 8 months. The ID process has been started with the education need analysis in order to determine the learners’ needs, learning outcomes and other expectations. The explanatory storyboard has to be offered to the educational technologists and the learning theories has to be determined by the designer. After the several revised, the themes and modules have been developed via several eLearning material development tools. The ID process consists several work packages for the team. Correspondingly, eLearning development is of toilsome process that has been included in planning, storyboard, communication between instructional designers and subject experts, and time. Also, it has to be designed with an expert team, learning theories and other scientific methods.

Teaching Writing Narratives Online by Using Storyboard Technique During the Lockdown period of the Virus Covid-19 Outbreak

Abstract: Living among the virus covid-19 epidemic, lecturing was conducted online. One such learning technique is the storyboard technique. The media picture ( storyboard ) is a media that is a reproduction of the original form in dimensions, in the form of photographs or paintings. Storyboard technique is activity before writing that emphasizes the elaboration (detailed explanation) predictions or estimates, the growth of ideas, and sequencing. This study aims to (1) describe the process of pre- developing of a storyboard, (2) show a model of the sequence of the story of storyboard (3) show an inspiring lesson plan of teaching writing of narrative text online using storyboard technique. The design of this study is descriptive qualitative. The design of this study is descriptive qualitative. The research framework is semantic construction, specifically limits the focus on coherence. The construction of the pre-developing of the storyboard is built on two concepts: building the coherence theory of van Dijk's building text and the generic structure of the narrative text. The result of this study are (1) In order to produce a storyboard in creating narrative text, the teacher should simplify the global coherence of complex story to the local one, after that it is continued by the technique of visualization as following the generic structure of a narrative text (2) The storyboard is drawn digitally (3) The lesson plan of teaching using this technique

Izrada reklamnog video sadržaja korištenjem alata vizualnih efekata

Abstract: The final project „The making of a commercial video for selling a product using visual effects tools“ is about making graphics and animation for commercial video and testing performances of Adobe After Effects 2020 software. Adobe has set high standards in making of motion graphics with their After Effects software. The chapter „Animation“ describes the history and origin of animation, from the first civilisations which painted their ideas on the cave walls and stone, to the modern animation which is made by computers, and also depicts different techniques in making of animation. In chapter „Principles of animation“ basic principles of animation are shown. It deals with describing terms such as animation timing, but also presents detailed description of animation and laws of motion in physics on examples of falling and bouncing of a ball. The chapter „Storyboard and visual presentation of animation“ describes the first steps in the process of making the animation for this final project. Before we move onto software, it is important to have the steps of animation writen on a paper in few rough sketches which form astoryboard. The chapter „After Effects“ presents the software with which the practical part of final project is made. It also explains the main characteristics and options of the software such as composition, layers, keyframes and types of key frames, manipulation of layers and objects in composition.

Generating interactive, digital data narrative animations by dynamically analyzing underlying linked datasets

Abstract: The disclosure relates to methods, non-transitory computer readable media, and systems that leverage underlying digital datasets corresponding to static graphics to generate digital animated data narratives. In various embodiments, a digital narrative animation system receives static data graphics and a corresponding dataset and generate scenes for the data narrative using the static data graphics. Moreover, in one or more embodiments, the digital narrative animation system presents a storyboard animation user interface for customizing animated transitions between the scenes of the data narrative. Specifically, the digital narrative animation system can use the corresponding dataset to drive the animation transitions between scenes by linking values based on the data attached to each element, showing a different version of the data graphic based on a subset of the dataset, and/or changing the timing of an animation as a function of the data attached to each value.

Produção compartilhada de jogo educativo sobre álcool com adolescentes de comunidade Quilombola

Abstract: This study aims to describe the experience lived in the shared production of an educational game about alcohol, with participation of adolescents from the Quilombola community. This is an experience report developed in the first semester of 2019, divided into stages: field activity with adolescent groups, using the sensitive creative method, through dynamics of creativity and sensitivity; construction of provisional storyboard by researchers; and game evaluation and storyboard changes. After applying the dynamics, a provisional storyboard of the image game was produced. This game was evaluated by teenagers and changes were made to educational material produced by them and for them that can be a transforming tool of health care. With activities carried out, it was possible to approach the teenagers more effectively, making it possible to know their customs, their culture and learn how alcohol is present in the daily lives of the community's residents.

Designing Digital Advertising with Scribble Animated Video Techniques

Abstract: Digital Advertising using the scribble animation video technique is one of the promotional media used to provide information about Footwear Marks.C products. This video advert aims to attract consumers to buy local products. In order stand out from other promotional videos of similar products, in this video scribble animation effect is added to strengthen the message. The process of visualizing this video advertising starts from data searching, then the data is analyzed and the findings used in the concept drafting. Finally the title, synopsis, and storyboard are made. The next step begins with the selection of actors, the process of filming, video editing, and music composing. The vfx editing stage is where the scribble animation is added with adobe after-effect software. Then, the final stage of rendering occurs, followed by publishing on social media platforms such as Youtube and Instagram. This design produced an animation effect video entitled ”Digital advertising Marks. C Footwear with scribble animation” which has been uploaded on Youtube and Instagram with a video duration of 3 minutes 22 seconds. Keywords: digital advertising, scribble animation

Methods and systems for an augmented film crew using storyboards

Abstract: Systems and processes associated with an augmented film crew. For example, a computer-implemented method may include receiving, at a display of a user media device, an indication that a user of the media device intends to generate a user video in an environment; generating, by the user media device, data associated with the environment using a sensor of the user media device; determining, by the user media device, a purpose for the user video using the data associated with the environment; presenting, at the display, a set of screenplays for the user video, wherein the set of screenplays is determined based on the duration, the purpose, and the data associated with the environment; receiving, at the display, an input from the user indicating a selected screenplay from the set of screenplays, wherein the selected screenplay is associated with a set of storyboards; displaying, at the user media device, a first storyboard of the set of storyboards, wherein the first storyboard is overlaid onto a user video stream generated by the user media device; receiving, at the user media device, an additional video stream generated by an additional network device; and generating, by the user media device, the user video using the user video stream or the additional video stream. The above steps may be implemented as instructions stored in a computer-readable medium, computer program product, or device such as a television receiver, or in other types of embodiments.