Day 2: Vote on Solutions & The Storyboard

17 The Storyboard

The next two steps bridge the gap between a general didactical approach and the course specific adaptation of the learning activity. Step 1 (Stakeholder Test Flow) divides the winning solution into defined, bite-sized steps that make applying them to each individual’s course or subject a lot more easy. The final course-specific storyboard will be a part of the stakeholder testing on day 5 because it shows the entire didactical co-creation approach of the course.


  • Stakeholder Test Flow

The hardest decision has been made and the team has gathered around (at least) one chosen solution sketch. This solution sketch should be translated into a clear storyboard in order to convert all of it into a course specific draft and a successful part of a definitive co-created course. It is, however, not easy to immediately transform these sheets of papers into a good and helpful storyboard. New ideas might occur or the alignment of the team could come under pressure during this phase. So how do all team members avoid drifting away from the winning solution, the set didactical objective and answers to the questions selected the day before?

First of all: time is precious. Allowing a maelstrom of iterations must be avoided during the actual ‘drawing’ of the storyboard. That is why all discussions happen in a structured method this design sprint calls ‘stakeholder test flow’.


Each team member writes five ‘action steps’ on post-it notes. Each action is the step a stakeholder takes in a specific part of co-creating course materials and, more specifically, during the part in the winning solution. Develop chronologic steps if the solution contains multiple stakeholders. Each post-it has a single step that leads to the next ‘scene’ in the storyboard, for example: ‘the expert of the professional field creates his account on the LMS (learning management system) of the school and clicks on the correct course’ or ‘user reads email call to participate and clicks on the information link’. Team members can start with the first action step and then the last. After this they can fill in the remaining steps more easily. The map that was created the day before is a handy tool for writing the first step. The last step could be linked to the map as well and to the sprint questions made earlier.


Again, although most steps seem obvious, make sure the stakeholder test flow can lead to the best storyboard to explain the co-created course approach during the stakeholder testing. This exercise should also help each team member to translate the solution to their own course materials with the help of a clear format: the flow and the storyboard.


EXAMPLE ‘action steps’ in the stakeholder test flow

Student reads assignment and clicks on link to OWS (Open Webslides).

Professional embeds recorded knowledge clip into the course text.

Teacher adds most voted questions to the course materials.

Students asks questions via annotationS.

Teacher revises submissions and grades via rubric in LMS.


imageAll team members get about one minute to tell each of their steps while they put them on the wall. The action steps should be structured as seen below. Numbers are at the top and participant names are on the left. The number of rows can always be extended if the solution is more complex.

When everyone has spoken, the team has a clear vision on the steps a single (or more) stakeholder(s) take(s) during the prototype. Time to vote!


A single dot for each participant and two dots for the decider result in a chosen row of five steps. Voting only takes five minutes after which the team’s opinion is clear when it comes to this solution. Some team members might think differently about the process, others may agree on big parts of the actions steps. Each member votes the line that is perceived as the best user flow for the chosen solution. The decider votes last. S/he puts the first dot on the best user flow, either at his/her own discretion or influenced by the other dots. Then the second dot is put on a single action that must be brought in to the chosen flow.


imageThe winning flow is circled by the moderator and the team has a clear view on all necessary steps for the prototype.


In order to start drawing the storyboard, all steps should be placed in big rectangles on the wall. Each empty cell illustrates a single step.


  • Storyboarding


Storyboarding time! A storyboard is a crucial tool that allows you to make changes and smoothen the flow for the stakeholders to co-create the study materials. After one afternoon of storyboarding, the individual team members can fully focus on drafting their course or subject.


Each team member becomes a storyboard artist for the afternoon. He/she takes a large sheet of paper and draws the same number of large rectangles as in the previous exercise with enough white space below them to add notes or details. Now the general didactical co-creation solution is translated into a specific course. At the top of their page, team members write the course title, subject and / or chapter that will be used to implement the co-creation aspects.. Step by step, storyboard cell by storyboard cell, they will apply the general method to their own teaching practice. Each teacher is required to decide upon and add in many variables. For example:


  • One teacher uses Moodle while another works with Canvas as the institution’s LMS;
  • Actual course content must be chosen, the exact parts of the course that lend themselves to the co-creation learning activities;
  • The target group might differ and require a different language;
  • Deadlines must be decided based on the course, exam and institution calendars;
  • One institution has a policy for using video content solely within a specific … while another uses YouTube instead;
  • Criteria are refined based on learning outcomes and might use subject-specific rubrics for grading;


This exercise concludes the funnel journey that started with extremely broad ideas and now ends in a customized and precise plan of action. At the end of the day all participants possess an extremely detailed, personalised and course-specific co-creation approach for their pilot course. Day 3 allows for drafting the course materials of that pilot course in the co-creation platform along with the required guides or info sheets.



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