This paper presents the novel use of storyboards for composing, organizing and visualizing tactical agents designed to serve as computer generated forces. These tactical agents represent enemy forces that act and react to trainee actions and are specifically used here to populate military training scenarios. The tactical agents are based on the Context-based Reasoning human behavior representation paradigm. This application of storyboards facilitates the use and visualization of the contextual elements that make up the composed agents. The use of the approach is described and an informal qualitative evaluation is conducted.
This study analyzes and interprets East Sepik storyboards, which the authors regard as a form of cultural continuity and instrument of cultural memory in the post-colonial period. The study draws on field research conducted by the authors in the village of Kambot in East Sepik. The authors divide the storyboards into two groups based on content. The first includes storyboards describing daily life in the community, while the other links the daily life to pre-Christian religious beliefs and views. The aim of the study is to analyze one of the forms of contemporary material culture in East Sepik in the context of cultural changes triggered by Christianization, colonial administration in the former Territory of New Guinea and global tourism.
AbstractUnderstandings of different policy learning types have matured over recent decades. However, relatively little is known about their nonlinear and interactive nature, particularly within crisis contexts. In this article, we explore how two of the most prominent learning types (instrumental and social) shifted and interacted during the COVID‐19 crisis. To do so, we created a policy learning storyboard of the Belgian COVID‐19 policy response over 2 years (from early 2020 to late 2021). Our analysis highlights the relationships between different epochs of instrumental and social learning throughout the crisis and their implications for policy change. Furthermore, while extant policy learning literature often posits that social learning unfolds over relatively long periods (spanning a decade or more), our empirical account shows that within certain conditions, creeping crises can lead to the creation of long‐term crisis policy‐making paradigms and goals. At this level, accelerated social learning can take place and lead to paradigmatic shifts within relatively shorter periods than in noncrisis conditions. Theoretically, our findings enhance our understanding of policy learning types and their relationships with policy change, particularly within crisis contexts.
The spread of the COVID-19 virus has been widespread all over the world since its discovery in 2019. However, the spread of this virus can be prevented by means of health protocols conforming to World Health Organization standards. The Indonesian government continues to educate the public, especially school-aged children, to understand how to implement the health protocol. On the basis of the foregoing, it is necessary to carry out research on the creation of an interactive media based on multimedia content that can be used to educate on COVID-19 prevention, specifically for elementary school children. The research begins with problem analysis, storyboard writing, creating 3D animation characters, and merging all content into a complete 3D animation video. The results of this study are 3D animated multimedia content which presents 3D animated scenes on the application of health protocols such as hand washing with soap, wear masks and keep distance.
Moving beyond bullet points: a three-step system ; Introducing the scenario ; Analyzing the problem ; Selecting a strategy ; Understanding the three-step approach ; Getting started. -- Setting the stage for your story in Act I: The Beyond the bullet points story template ; Writing using three ground rules ; Act I: Setting up your story ; Closing the curtain on Act I ; 10 tips for enhancing Act I. -- Fleshing out your story in Acts II and III: Introducing Acts II and III ; Act II: developing the action ; Specifying three main supporting points ; Act III: framing the resolution ; Reading your PowerPoint script aloud ; Reviewing your script with your team ; Lowering the curtain on your story template ; 10 tips for enhancing your story technique. -- Preparing and planning your storyboard: Introducing the storyboard ; Transferring your script to PowerPoint ; Preparing your storyboard ; Planning your spoken words ; Storyboarding using three ground rules ; Rehearsing with your headlines ; 10 tips for enhancing your storyboard. -- Choosing a design style for your storyboard: Designing using three ground rules ; Applying a variety of design techniques to three slides ; Choosing a style ; 10 tips for enhancing your slides. -- Expanding your graphical options: Snapping a screen shot ; Displaying detailed numbers ; Explaining an idea using a diagram ; Explaining an idea across slides using a chart ; Improving your storyboard ; Rehearsing the presentation ; Finalizing the notes pages ; Getting clearance and approvals ; 10 tips for enhancing your slides. -- Bringing your story to life: Producing using three ground rules ; Removing distractions ; Developing a dialog ; Improvising within constraints ; Presenting without being present ; And now presenting ; 10 tips for enhancing your production -- Conclusion -- Appendix A: Aligning with the research, 2007 -- Appendix B : Using the beyond the bullet points slide formatter
Objective: Including and prioritising community voice in policy development means policy is more likely to reflect community values and priorities. This project trialled and evaluated a storyboard approach in a deliberative community forum to engage Australian Aboriginal people in health policy priority setting. Methods: The forum was co-constructed with two Aboriginal community-controlled organisations. A circle storyboard was used to centre Aboriginal community knowledge and values and encourage the group to engage with broader perspectives and evidence. The forum asked a diverse (descriptively representative) group of Aboriginal people in a rural town what governments should do to support the wellbeing of children and youth, particularly to encourage them to eat well and be active. Results: The storyboard provided a tactile device to allow shared stories and identification of community issues. The group identified policies they believed governments should prioritise, including strategies to combat racism and provide local supports and outlets for young people. Conclusions: An informed deliberative storyboard approach offers a novel way of engaging with Aboriginal communities in a culturally appropriate and inclusive manner. Implications for public health: The identification of racism as a major issue of concern in preventing children from living healthy lifestyles highlights the need for policy responses in this area. ; Jackie Street, Heather Cox, Edilene Lopes, Jessie Motlik, Lisa Hanson
Este estudo tem como objetivo descrever a experiência vivenciada na produção compartilhada de jogo educativo sobre álcool, tendo a participação de adolescentes de comunidade Quilombola. Trata-se de um relato de experiência desenvolvida no primeiro semestre de 2019, dividido nas etapas: atividade de campo com grupos adolescentes, utilizando o método criativo sensível, através de dinâmicas de criatividade e sensibilidade; construção de storyboard provisório pelos pesquisadores; e avaliação dos jogos e alterações do storyboard. Após aplicação das dinâmicas produziu-se storyboard provisório do jogo de imagens. Esse jogo foi avaliado pelos adolescentes e alterações foram realizadas, chegando-se a um material educativo produzido por eles e para eles que pode ser uma ferramenta transformadora do cuidado à saúde. Com as atividades realizadas foi possível uma aproximação mais efetiva com os adolescentes, sendo possível conhecer seus costumes, sua cultura e apreender como o álcool está presente no cotidiano dos moradores da comunidade.
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-ld.org). 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.
