Module 5 | DEVELOPING LEARNING CONTENT
Content creation vs. curation
Any content that is used to impart learning and has the potential to promote learning can be called learning content.
As an instructional designer, you will undertake learning content creation and curation activities both. But what is the
difference between the two? Content creation involves creating content from scratch whereas content curation involves
repurposing/ using content created by others – both done to help the learner achieve the learning goals intended during
the learning activity.
Involves gathering content from a variety of
• Involves original ideas – the content is yours! sources (interactions with SMEs, research, etc)
• No worry about copyright infringements Takes a fraction of the time and effort it takes
to create original content.
• Helps establish your area of expertise as an
instructional designer May limit the scope of your content as you
need to stay within the limits of the content
• Can be a traffic and ranking enhancer, sources you have referred.
especially when the content is search engine
optimised Requires copyright and patent laws to be
followed for external content sources.
Content creation Content curation
What is a storyboard?
A storyboard is a blueprint of the design document used to depict how the learning content will shape up. The
storyboard helps:
• Depict transition within and across the design components
• Script page/slide/screen/frame level content
• Visualize page/slide/screen/frame level multimedia elements
• Save development time and effort
The storyboard can have varied formats subjective to the learning mode, purpose, and content – such as textual, visual,
sketches, etc. Single or multiple storyboards as part of a project should be developed and standardized using style guides,
branding guidelines, and checklists.
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Textual storyboard
• Text-based storyboards are usually built in WORD. You might consider using it when you, as the instructional
designer, have another person/ team handling the training multimedia and graphics.
• A WORD storyboard is a desirable choice in instances where the visual look of the training has already been
established.
• Another consideration for a WORD storyboard is the technical literacy of the SMEs and reviewers. Are they tech-
challenged, or really pressed for time? Most people can open and review a WORD document without too much
trouble.
• WORD storyboards have a landscape page layout, with columns and rows. The image below is a good example
of how this might look.
Visual storyboard
• Visual storyboards are usually built in
PowerPoint. You might consider using it
when you, as the instructional designer, are
mostly responsible for handling the training
layouts, multimedia, and graphics.
• Another consideration for a PowerPoint
storyboard is when you want to give the
SMEs and reviewers a clear picture of
what you are planning to show on various
screens of the training.
• Creating a visual storyboard may save you a lot of
time and rework effort as by nature they focus
more on what the learner will see on the training
screens and can help to visualize and build out
the graphics.
• Visual storyboards usually have a landscape slide
layout. The image below is a good example of
how this might look.
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Storyboarding | Approach
Identify the sub-ideas
Identify the main idea * Refine each sub-idea
(logically breakdown the script across
(prepare the script) multiple slides or pages)
Ensure appropriate transition across Review and refine
the sub-ideas each sub-idea
* For each sub-idea, provide the title/ heading, on-screen text (OST), speaker/ facilitator notes or audio transcript, visuals,
graphic/ multimedia notes, and navigation instructions
Using Robert Gagne’s Nine Events of Instruction in storyboarding
Note: These are guidelines for each instruction. What is essential is to apply the crux of each instruction. Sections and sub-
sections can be overlapped or combined.
Gain attention Elicit performance
• Begin with an introductory animation • Include knowledge checks, questions, quizzes at
• Present a relevant video clip regular intervals
• Ask a question or include a quiz for • Assign activities or exercises or
context setting projects/assignments
• Tell a story or share some facts • Give role-playing situations
• Do an ice-breaker activity • Encourage group discussions and sharing
• Begin a discussion relevant to the Provide feedback
content • Include diagnostic feedback for asynchronous
Inform learners of the objective learning modes and debrief explanations for
• Include a What is in It for Me (WIIFM) synchronous learning modes
slide • Use peer-review tactics, where appropriate
• Present the learning objectives • Include evaluation rubrics and personalized
• Explain what the audience will learn, how feedback for projects/assignments
they will learn it, and why it is important for Assess performance
them • Include knowledge checks, questions, quizzes at
Stimulate recall of prior learning regular intervals
• Ask questions related to prior knowledge • Give graded post-tests
• Include a pre-test Enhance retention and transfer
• Build a connect with the previous • Include more learner interactions in
module/lesson/topic/page asynchronous learning modes
• Ask questions or include a quiz related to the • Build in analogies within the content
previous module/lesson/topic/page • Use real-world examples and scenarios (more
Present content relatable)
• Include content pages (asynchronous • Include time for real practice such as:
learning modes) • Tool-based Try (guided) and Do
• Perform lectures (synchronous learning (unguided) simulations
modes)
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• Include relevant video clips • Real business cases used in exercises and
• Include references to external materials, if role-plays
appropriate
• Give ‘Watch’ simulations for tool-based
trainings
Provide learning guidance
• Include tips or Help option on how to
navigate the training interface
• Include a ‘next’ button for navigation in
asynchronous learning modes
• Provide clear instructions for:
• Any learner interaction required in
asynchronous learning modes
• Quizzes, activities, exercises, and
projects/assignments
• Pre- and post-tests
• Set clear expectations from the
learner (e.g., grading criteria,
pass percentage, etc. in case of
pre- and post-tests)
Using John Keller’s ARCS model in storyboarding
ATTENTION – stimulate the learner CONFIDENCE – allow learner to steer their learning path
• Begin with an introductory animation or • Explain what the audience will learn and how they
video clip will benefit from it
• Ask a question or include a quiz for • Present the learning objectives
context setting • Present the evaluation criteria upfront for the
• Tell a story or share some facts learner to understand expectations
• Do an ice-breaker activity • Include diagnostic feedback, debriefs, and
• Begin a discussion relevant to the personalized feedback, as appropriate
content • Depict learner progress within the training or via the
• Give real-world examples and scenarios Learning Management System
• Use varied presentation styles and SATISFACTION – provide learner opportunity to apply the
multimedia elements learning
RELEVANCE – make learning applicable to • Include knowledge checks, questions, quizzes,
learner’s past, present, and future post-tests
• Ask questions related to prior knowledge • Include some form of performance recognition
• Explain how the training will help build based on the learning mode – positive feedback,
new knowledge and skills for both present grades, rewards, completion certificates
and future • Encourage or enable learners to apply the
• Build a logical transition/flow across acquired knowledge and skills in real-world
modules/lessons/topics/pages situations
• Introduce experts and role models
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International Limited, a private English company limited by guarantee. All rights reserved.
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Storyboarding | Style guide
A style guide is a document that includes a wide range of rules and guidelines for developing learning content,
especially if it is one of many in the same project. It is used to:
• Serve as a handy reference guide
• Standardize the content output for all developers
• Guarantee that the final product is polished and professional
• Reduce the amount of time spent standardizing and/or reviewing learning materials
• Expand on a company's basic brand guide, which frequently overlooks learning requirements
The purpose of a style guide is to help standardize both content and multimedia elements, whether it is for a single
storyboard or multiple storyboards as part of a project. For this purpose, the style guide should specify rules around:
• Fonts, colors, typography, etc.
• Writing style standards
• Rules for language, spelling, casing, punctuation, acronyms, numbers, headings, bulleted/ numbered lists
• Rules for quotes, parenthesis, colon, en and em dash
• Standards for on-screen text, audio text, instruction text, lead-in text, Check Your Understanding (CYUs), pre- and
post-test
• Templates and checklists to refer
• Content review guidelines, if required
Storyboarding | Best practices and checklists
Visual design principles
• Scale: using relative size to signal importance and rank in a composition
• Visual hierarchy: It involves directing the eye to different design elements in the order of their importance
• Balance: pleasing arrangement or proportion of design elements
• Contrast: juxtaposition of visually distinct items to convey that they are different
• Gestalt: simplify and arrange complicated visuals by organizing parts into an orderly system that generates a
whole
Writing micro-skills
• Plain English (US or UK, as required)
• Familiar words
• Active voice
• Action verbs
• Parallel structure
• Well-structured sentences
• Clear paragraphs
• Anthropomorphism (avoid this)
• You, Your, etc. (preferred)
© [2024] KPMG India Services LLP, an Indian limited liability partnership firm and a member firm of the KPMG global organization of independent member firms affiliated with KPMG
International Limited, a private English company limited by guarantee. All rights reserved.
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