EPC480: INSTRUCTIONAL DESIGN IN E-LANGUAGE DEVELOPMENT

GROUP PROJECT: READING STORYBOARD

PREPARED FOR:
MADAM FAIRUZ HUSNA BINTI MOHD YUSOF

GROUP:
LG2402A

PREPARED BY:

NAME STUDENT ID
 READING: WE BARE BEARS

FRAME 1 & 2

The first and second frames are used to represent the first element of Gagne’s Nine Events of Instructions which
is ‘Gaining Attention’. We have chosen the cartoon ‘We Bare Bears’ as our theme for our Multimedia
Instructional Package (MIP) storyboards as it is colorful and eye-pleasing to those who will be playing our game.
There are a few features that were put in the game to ensure to grab the learners’ attention. For a better
experience while playing the game, we also added some background songs from the cartoon to enhance more
the usage of ‘We Bare Bears’ as our theme. Striking and suitable fonts were used in the thumbnails to elevate the
quality of the game even more.

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In the two frames, a simple yet catchy thumbnail has been made to catch the attention of learners to play our
game. The three main characters of ‘We Bare Bears’ which are Ice Bear, Panda and Grizzly can be seen in the
background of the frames which can increase the learners’ curiosity when they first click on our thumbnail. There
are also a few buttons for them to choose from. They can set the volume of the audio according to their
preferences, manually set certain things of the game such as the brightness and many more. With all these
features being implemented in the thumbnails, the learners would be interested in playing the game even more.

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FRAME 3

As for our third frame, there is the second element of Gagne’s Nine Events of Instruction which is ‘Inform
Learners of Objective’. When learners press the ‘PLAY’ button, they will be brought to the next frame which will
inform them of the objectives of the game. With the objectives being told beforehand, any confusion of what is the
purpose of the game would be cleared up. They can anticipate and look forward to what they are going to gain
once they complete the game. Thus, this would definitely make the learners focus more on the objectives which
are they would be able to identify and differentiate between deductive, inductive arguments and also the four main
types of essay. Learners would be more enthusiastic to complete the game much more as they would definitely
want to hit the objectives mark.

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FRAME 4 & 5

In frame 4 and 5, the element that can be seen is Gagne’s third element which is ‘Stimulate Recall of Prior
Learning’. Before the learners really get into the real game, there will be some materials that will be provided to
let the learners recall what they have learned before. In our fourth frame, we decided to include two simple
questions about inductive and deductive reasoning in our fourth frame. The purpose of these two simple
questions was to help the learners to recollect their memories of what they had previously studied about different
types of reasoning in arguments and statements. As for the fifth frame, we provided the four main types of essays
to help the learners to think back and recall about this topic during their studies. With the two questions of
inductive and deductive reasoning and the four main types of essay being presented, learners should be able to
recall what they have learned in their class before.

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Frame 6 & 7

The fourth Gagne’s instructional event which is ‘Presenting the Stimulus’ can be seen in our sixth and seventh
slides. This particular instructional event is used to deliver the content briefly to the learners so that they would
get a better understanding of what these topics are about. There is a brief explanation on what exactly inductive
and deductive reasoning is on our sixth slide. On our next slide, there are some explanations on the types of
essays that would help the learners to have a clearer picture of each of the types of essay. These two frames
would help them to gain more knowledge and grasp the content better that will be presented and used in the
game.

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Frame 8, 9, 10 & 11

Our fifth element of Gagne’s Instructional event, ‘Providing Learning Guidance’ is presented in the four frames
above. A more defined explanation of inductive and deductive reasoning as well as the four types of essays are
given in frame 8, 9, 10 and 11. With more precise content of the topics being explained in the game and some
examples were given, learners would be able to understand and use them in their journey to complete the game
successfully.

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Frame 12 & 13

In frames 12 and 13, we used the sixth Gagne's element, which was ‘Elicited Performance with Practice’.
Students apply what they have learned in this stage to reinforce new skills and knowledge as well as confirm
correct understanding of course concepts from the previous stage 5. We gave them some practice to see if they
understood the topic we discussed in the previous lesson frame where we provided some guidance on the
topics. We ask students to match the statements given to the appropriate type of reasoning for inductive and
deductive reasoning. Students are being tested in ways that allow them to demonstrate their understanding and
application of course concepts (as opposed to simply memorization and recall).

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Frame 14, 15, 16 & 17

In accordance with the previous frame, in frame 14 until 17 we are assessing the Gagne seventh element,
‘Providing Feedback’. Confirmatory feedback being applied here in frame 14 & 16 inform the students that they
completed the task at hand. Although this type of feedback does not tell the student what they should work on, it
does encourage the learner.

In frame 15 & 17, descriptive or analytic feedback were applied to provide suggestions, directives, and
information to students in order to help them improve their performance. We provide students with timely
feedback on their performance to assess and facilitate learning, as well as to allow students to identify
comprehension gaps before moving to the real questions that are going to be a lot harder.

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Frame 18,19 & 20

Frame 17 until 19 are still Gagne seventh elements, ‘Providing Feedback’ on the practice in the elicit
performance stage. Here, evaluative feedback informs the student about the accuracy of their performance or
response but does not provide direction on how to proceed. Students can choose to retry or redo their practice
before moving on to the next stage. They also can go back to read the notes provided on the topics to get a better
understanding and try the practice once again after they are prepared. They can take their time to fully grasp the
course contents as there is no timing in the practice section.

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Frame 18, 19, 20, 21, 22 & 23

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Moving on from the practice in the sixth element, frame 18 until 23 carried ‘Assessing Performance’ of the
learners which is the eighth element in Gagne’s instructional event. We are assessing tests according to the topic
chosen types of reasoning and main types of essay in reading comprehension. For inductive and deductive
reasoning learners have to fill in the blank with the answers choices given. The question provided for types of
essay is quite challenging as it requires a thorough understanding from the learners to identify what type of essay
the passages given. Learners must thoroughly understand materials in stage 5 before moving on to complete this
stage.

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Frame 24, 25, 26 & 27

These frames are just reinforcing the Gagne elements from stage 6-7. After the previous frame provided the
test/questions for each course contents, here we provide the answer keys as feedback to the learners. We also
again include confirmatory feedback,descriptive and remedial feedback for the learners. They can retry the
question by clicking the retry button after going through the materials needed for them to get the correct answer
when they redo the question. Again, learners can take their time to digest the course materials as we do not set
any time limit in the questions.

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Frame 28 & 29

The final stage or the ninth element in the Gagne model is ‘Enhancing Retention and Transfer’. In frame 28,
learners can recap their knowledge by going through the questions once again to prove that they truly understand
the topics they just learned. We hope after going through our course it will provide opportunities for learners to
connect course concepts to potential real-world applications to help them retain more information. We hope
learners can now implement inductive and deductive reasoning on their own and be able to give their own
example. Likewise with identifying types of main essays with examples.

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