WGU D292 – LEARNING EXPERIENCE DESIGN FOUNDATIONS II | TASK
2: STORYBOARD | VERIFIED WESTERN GOVERNORS UNIVERSITY
EDUCATION STUDY GUIDE
WESTERN GOVERNORS UNIVERSITY
College of Education
D292 - EDUCATION TASK 2: STORYBOARD
1. Purpose of a Storyboard
A storyboard is a scene-by-scene blueprint of a learning product. It shows
what the learner sees, hears and does before any development time is spent.
In education it is used to plan lessons, e-learning modules, videos and
interactive activities. It lets the instructional designer, subject matter expert
and stakeholders agree on content, flow and interactions early, when
changes are cheap.
D292 Task 2 Storyboard - Sample Study Guide - Page 1
,2. Standard Storyboard Elements
Most storyboards include a scene or slide number, a screen title, a
description or sketch of the visual, the narration or audio script, any on-
screen text, interaction and navigation instructions, accessibility notes (alt
text, captions) and developer notes. Many templates also list the learning
objective each scene supports and the timing of the scene.
3. Learning Objectives
Objectives describe what the learner will be able to do after instruction. A
well-written objective names the audience, a measurable action verb, the
condition and the degree of mastery (the ABCD model). Verbs are chosen
from Bloom's Taxonomy: remember, understand, apply, analyze, evaluate
and create. Avoid unmeasurable verbs such as know, understand or
appreciate.
4. Audience and Needs Analysis
Before storyboarding, the designer identifies who the learners are, their
prior knowledge, their technology access, their motivation and any
accessibility needs. A needs analysis confirms that the problem is a skills or
knowledge gap that training can fix, as opposed to a motivation, resource or
environment problem.
5. Instructional Design Models
ADDIE stands for Analyze, Design, Develop, Implement and Evaluate. The
storyboard is created in the Design phase and refined in the Develop phase.
SAM (Successive Approximation Model) uses rapid, iterative prototypes.
Gagné's Nine Events of Instruction give a lesson sequence: gain attention,
state objectives, recall prior learning, present content, provide guidance,
D292 Task 2 Storyboard - Sample Study Guide - Page 2
,elicit performance, give feedback, assess performance and enhance retention
and transfer.
6. Multimedia Learning Principles
Mayer's principles guide how visuals and words are combined. Coherence:
remove extraneous material. Signaling: highlight key information.
Redundancy: do not duplicate narration with identical on-screen text. Spatial
and temporal contiguity: place related words and images together.
Segmenting: break content into learner-paced chunks. Modality: use
narration with graphics. Personalization: use a conversational tone.
7. Cognitive Load
Intrinsic load comes from the complexity of the content. Extraneous load
comes from poor design and should be reduced. Germane load supports the
building of schemas and should be encouraged. A storyboard should limit the
amount of text per screen, use clear layouts and sequence content from
simple to complex.
8. Assessment Alignment
Every objective should have at least one matching assessment item and at
least one learning activity. This is called alignment. Formative assessments
(knowledge checks, practice) happen during learning and provide feedback.
Summative assessments (final quizzes, projects) measure mastery at the end.
Feedback should be specific and explain why an answer is right or wrong.
9. Accessibility and Universal Design for Learning
Accessible design follows WCAG guidelines. Provide alternative text for
images, captions and transcripts for audio and video, sufficient colour
contrast, keyboard navigation and screen reader compatibility. Do not rely
D292 Task 2 Storyboard - Sample Study Guide - Page 3
, on colour alone to convey meaning. UDL calls for multiple means of
engagement, representation and action and expression.
10. Interactivity and Navigation
Interactions include clickable hotspots, drag and drop, branching scenarios,
sorting activities and knowledge checks. Each interaction in the storyboard
must state the trigger, the response, the feedback and what happens next.
Navigation notes specify buttons, menus, progress indicators and whether
the learner may skip ahead.
11. Review and Revision
Storyboards are reviewed by the subject matter expert for accuracy, by a
peer or editor for clarity and consistency and, where possible, by a small
sample of learners. Version control and a clear feedback log prevent
confusion. Changes made at the storyboard stage cost far less than changes
made after production.
12. Evaluation Frameworks
Kirkpatrick's four levels evaluate reaction, learning, behaviour and results.
The storyboard should include or point to evaluation touchpoints, such as a
short survey or a final assessment, so the effectiveness of the learning
product can be measured.
13. Legal and Ethical Considerations
Use only images, music and text that are original, licensed, in the public
domain or openly licensed (for example Creative Commons). Credit sources
according to licence terms. Protect learner privacy and avoid stereotypes in
characters, names and scenarios.
D292 Task 2 Storyboard - Sample Study Guide - Page 4
2: STORYBOARD | VERIFIED WESTERN GOVERNORS UNIVERSITY
EDUCATION STUDY GUIDE
WESTERN GOVERNORS UNIVERSITY
College of Education
D292 - EDUCATION TASK 2: STORYBOARD
1. Purpose of a Storyboard
A storyboard is a scene-by-scene blueprint of a learning product. It shows
what the learner sees, hears and does before any development time is spent.
In education it is used to plan lessons, e-learning modules, videos and
interactive activities. It lets the instructional designer, subject matter expert
and stakeholders agree on content, flow and interactions early, when
changes are cheap.
D292 Task 2 Storyboard - Sample Study Guide - Page 1
,2. Standard Storyboard Elements
Most storyboards include a scene or slide number, a screen title, a
description or sketch of the visual, the narration or audio script, any on-
screen text, interaction and navigation instructions, accessibility notes (alt
text, captions) and developer notes. Many templates also list the learning
objective each scene supports and the timing of the scene.
3. Learning Objectives
Objectives describe what the learner will be able to do after instruction. A
well-written objective names the audience, a measurable action verb, the
condition and the degree of mastery (the ABCD model). Verbs are chosen
from Bloom's Taxonomy: remember, understand, apply, analyze, evaluate
and create. Avoid unmeasurable verbs such as know, understand or
appreciate.
4. Audience and Needs Analysis
Before storyboarding, the designer identifies who the learners are, their
prior knowledge, their technology access, their motivation and any
accessibility needs. A needs analysis confirms that the problem is a skills or
knowledge gap that training can fix, as opposed to a motivation, resource or
environment problem.
5. Instructional Design Models
ADDIE stands for Analyze, Design, Develop, Implement and Evaluate. The
storyboard is created in the Design phase and refined in the Develop phase.
SAM (Successive Approximation Model) uses rapid, iterative prototypes.
Gagné's Nine Events of Instruction give a lesson sequence: gain attention,
state objectives, recall prior learning, present content, provide guidance,
D292 Task 2 Storyboard - Sample Study Guide - Page 2
,elicit performance, give feedback, assess performance and enhance retention
and transfer.
6. Multimedia Learning Principles
Mayer's principles guide how visuals and words are combined. Coherence:
remove extraneous material. Signaling: highlight key information.
Redundancy: do not duplicate narration with identical on-screen text. Spatial
and temporal contiguity: place related words and images together.
Segmenting: break content into learner-paced chunks. Modality: use
narration with graphics. Personalization: use a conversational tone.
7. Cognitive Load
Intrinsic load comes from the complexity of the content. Extraneous load
comes from poor design and should be reduced. Germane load supports the
building of schemas and should be encouraged. A storyboard should limit the
amount of text per screen, use clear layouts and sequence content from
simple to complex.
8. Assessment Alignment
Every objective should have at least one matching assessment item and at
least one learning activity. This is called alignment. Formative assessments
(knowledge checks, practice) happen during learning and provide feedback.
Summative assessments (final quizzes, projects) measure mastery at the end.
Feedback should be specific and explain why an answer is right or wrong.
9. Accessibility and Universal Design for Learning
Accessible design follows WCAG guidelines. Provide alternative text for
images, captions and transcripts for audio and video, sufficient colour
contrast, keyboard navigation and screen reader compatibility. Do not rely
D292 Task 2 Storyboard - Sample Study Guide - Page 3
, on colour alone to convey meaning. UDL calls for multiple means of
engagement, representation and action and expression.
10. Interactivity and Navigation
Interactions include clickable hotspots, drag and drop, branching scenarios,
sorting activities and knowledge checks. Each interaction in the storyboard
must state the trigger, the response, the feedback and what happens next.
Navigation notes specify buttons, menus, progress indicators and whether
the learner may skip ahead.
11. Review and Revision
Storyboards are reviewed by the subject matter expert for accuracy, by a
peer or editor for clarity and consistency and, where possible, by a small
sample of learners. Version control and a clear feedback log prevent
confusion. Changes made at the storyboard stage cost far less than changes
made after production.
12. Evaluation Frameworks
Kirkpatrick's four levels evaluate reaction, learning, behaviour and results.
The storyboard should include or point to evaluation touchpoints, such as a
short survey or a final assessment, so the effectiveness of the learning
product can be measured.
13. Legal and Ethical Considerations
Use only images, music and text that are original, licensed, in the public
domain or openly licensed (for example Creative Commons). Credit sources
according to licence terms. Protect learner privacy and avoid stereotypes in
characters, names and scenarios.
D292 Task 2 Storyboard - Sample Study Guide - Page 4
