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Scene: Title Page. Programmer Notes This is the Title Page. From here the learner moves to the Welcome & Introduction. The Color Pallette to be used for this course is as indicated in slide and Master pallette is on page 67  Insert Logo & menu on each page. In upper left corner

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Scene title page

Scene:

Title Page

Programmer Notes

This is the Title Page. From here the learner moves to the Welcome & Introduction.

The Color Pallette to be used for this course is as indicated in slide and

Master pallette is on page 67

 Insert Logo & menu on each page. In upper left corner

Master menu & logo is on page 67.

See chart A for linking process

Welcome links to screen 2

Glossary links to first page of glossary

Navigation links to screen 5

Objectives page 3

Welcome

Glossary

Navigation

Objectives

Exit

Voice Over/Audio

Play 20 seconds of the music provided . It is also on Sound Asset page. 

Storyboard page 1 of 70

Instructional Design Basics

  • The Learning bject & Its Re-use

  • Marla M. Koupal

  • EDTC 570, University of Phoenix

  • June 17, 2003

  • Dr. Vernon Czelusniak


Scene title page

Scene:

Introduction

Programmer Notes

Place Log & Menu—upper left corner

 Screen appears.

Voice Over

Storyboard page 2 of70

Welcome & Introduction to Course

In today’s world of corporate training, the training design and development

teams are seeking ways to get useable information to their constituents quickly and effectively. The needs are for learners to receive information and updates on systems, processes, practices and policies that affect their jobs sooner, rather than later and that training needs to have minimal negative impact on customer service.

The need for quality information in a short amount of time has designers looking for simple ways to break information into useable chunks, maybe even granules. This bits or bytes of information are called learning objects.

Once information is chunked a designer is able to create a learning object in a matter of minutes, design a story board in a few hours and deliver the learning object with related exercises and practice to the learner on their desktop.

This course will walk you through the basics of creating learning objects.


Scene title page

Scene:

Course Objectives

Programmer Notes

  Place Log & Menu—upper left corner

Voice Over

Storyboard page 3 of70

Course Objectives

  • Upon completion of the first learning module the learner will be able to

  • Information types

  • List the 6 information types

  • Give one or more examples of each information type

  • Read a paragraph and identify the information types included in

  • the paragraph


Scene title page

Scene:

Tell us about you

  • Programmer Notes

  • Place Log & Menu—upper left corner

  • These fill in the blank answers are to be linked to other screens.

  • Name is linked to appear in the invitation when the invitation opens. Screen 7

  • The first name is to populate in the Invitation on slide 15 when the slide opens.

Voice Over

Storyboard page 4 of70

Tell us a bit about yourself

1. My first name is

2. My favorite hobby or sport is

We planned this course for some fun and entertainment, as well as learning. Some of our icons are conventional, others are not. For fun we use roller blade icons in your glossary for forward and back, screen to screen navigation. It won’t be long before you discover why.


Scene title page

Scene:

Navigation

Programmer Notes

Place Log & Menu—upper left corner

 This box is a read only box. It is static, no movement.

Voice Over: Welcome to the Learning Objects course. Navigation has been designed to make moving through

your screens simple and straightforward. Each screen allows you to move forward to the next step or backward to review.

You may customize your learning needs and move ahead to any learning module of your choice or you may repeat a learning module for review.

You may move through the materials presented using your mouse to navigate or your keyboard

Use the Tab key to move among buttons and list boxes on the screen. Use the arrow keys to select options within the shaded list boxes of the Course Map, Topic Index, and Fast Track to a Topic screens. Press the Enter key to initiate a selected option.

Wherever the navigation bar appears in the lower right hand corner this is to help you move through the course and its content.

It is recommended that you use a minimum screen resolution of 640 X 480 for viewing this course.

Storyboard page 5 of70

Navigating Your Course

Welcome to the Learning Objects course. Navigation has been designed to make moving through

your screens simple and straightforward. Each screen allows you to move forward to the next step or backward to review.

You may customize your learning needs and move ahead to any learning unit of your choice or you may repeat a learning module for review. However, each learning unit is built on the information in the prior unit so skipping around may not be a feasible learning process for you. Experiment and see what works for you.

You may move through the materials presented using your mouse to navigate or your keyboard

Use the Tab key to move among buttons and list boxes on the screen. Use the arrow keys to select options within the Menu

Wherever the navigation bar appears in the lower right hand corner this is to help you move through the course and its content.

It is recommended that you use a minimum screen resolution of 640 X 480 for viewing this course.


Scene title page

Scene:

Is this course for me?

Programmer Notes

Place Log & Menu—upper left corner

Set this up with Y N boxes prior to each question.

LO comes in from the top right of the screen

When there are 2 or more answers with Yes open up the invitation—screen 7  

Voice Over

Storyboard page 6 of70

  • Is This Course for Me?

  • Let’s find out!.

  • If you have a minimum of two or more years working in the training or

  • Education field and answer yes to two or more of these questions this course should

  • have valuable information and practice for you.

    • I have seen at least one Task Analysis.

    • 2. I have had some training (formal and/or informal) in content development for instructional programs.

    • 3. I am required to monitor or lead training exercises.

    • 4. I am required to design some training exercises and outlines.

If you are like me you want to know if this course is for you. Take this short little

questionnaire and find out. If you answer at least two of these this this course is for you..


Scene title page

Scene:

Invitation

Programmer Notes

Place Log & Menu—upper left corner

 Their first name fills in the blank. This populates from the WELCOME screen, page 2 of this storyboard.

Click on LO to open next slide

Voice Over: Hi, I’m LO. Join my brother and I for an adventure in learning. Just click on me to learn more about how we will

Guide you through this course.

Storyboard page 7 of70

Learner name inserts here

HI

You are invited to join

my brother and I

For an

adventure in learning.

Click on me

to continue


Scene title page

Scene:

Meet Your Guides

Programmer Notes

Place Log & Menu—upper left corner

 LO Zooms in from upper left.

Her voice speaks.

At end of her speech Arlo appears from left of screen to right side of screen, the callout appears immediately following.

Make it so they can click on Arlo to continue or forward button to move to screen 9

Voice Over: Voice1: Hello, I am LO, your guide for the learning portion of this course. I am playful but pretty much stay on task.

You’ll find out soon why I am wearing a chef hat. I would introduce my brother but he wants to get you started with a game. He will be your glossary guide.

Voice 2: Hi. I’m your glossary guide and I am most often having fun helping you find the information you need there. I am playful and want you to click on me to play “Guess My Name.”

Storyboard page 8 of70

See how playful I am. Click on me to guess my name.

I am LO your guide throughout the Learning

Units. My brother helps me with managing

the Glossary and other tasks throughout this

course.

I am your guide in the Glossary. I demonstrate

many definitions and give fun examples.


Scene title page

Scene:

Guess Name

Programmer Notes

Place Log & Menu—upper left corner

 Arlo does not say anything.

The music plays for 15 seconds or until learner makes their guess.

Answer 2 takes learner to info on slice 11

Answers 1,3 & 4 take learner to info on slide 10

Voice Over

Storyboard page 9 of70

I Am Your Glossary Guide!

  • Click on your best guess…

  • R.L. Object

  • Arlo

  • Relob

  • Recycle Lobject

  • Just for fun! See

  • if you can guess my name!


Scene title page

Scene:

Arlo Oops

Programmer Notes

Place Log & Menu—upper left corner

 Arlo spirals in (makes it look like he is jumping on the trampoline

Link “My real moniker is…” to screen 11

Voice Over: Arlo’s voice: Ooops! Almost there, but not close enough. My real moniker is…ARLO Press the link and find out my story behind my name. (playful tone)

Storyboard page 10 of70

Ooops! Almost!

But not quite.

My real moniker is…


Scene title page

Scene:

Guess Guide Answer

Programmer Notes

Place Log & Menu—upper left corner

 Arlo zooms in from the bottom left

Call out information is to come in in strips, left & down.

Voice Over

Storyboard page 11 of70

Looks like you skated through that one. Arlo for RLO. Get it? Well, no matter, I’m stuck with it because my designer liked it.

And to answer the next question you might possibly ask…No, I don’t play the guitar and sing folk songs. I only sing privately—after I’ve shown you the way to use RLO’s


Scene title page

Scene:

Pre-Assessment

Programmer Notes

Place Log & Menu—upper left corner

Drag & Drop

 Create this page so the learner can drop and drag the letters A through f in front of the answers in the right column.

Answer key, & pop up boxes are on screen 13.

After all letters are dragged & dropped to there location assess the highlight the ones that are right and and give them a positive response– Way to go!

Now have a pop up box With LO to invite them to learn more.

Voice Over

Storyboard page 12 of70

  • Match the following terms with

  • their description

  • Principle

  • Process

  • Concept

  • Fact

  • Procedure

  • System or Structure

Rules of Kitchen Safety

How to mix ingredients

Tastes yummy.

When oven is on it is hot

to the touch

Recipe

Gather, Mix, Bake

LO’s voice: This is a drag & drop assessment. It’s a pre-assessment, which is a way to see what you know

now and gives you a sample of our subject matter. After taking our class you will complete a post-assessment and

be able to compare your enhanced learning.


Scene title page

Scene:

PA Answer Key

Programmer Notes

Place Log & Menu—upper left corner

Pop up boxes for screen 12

Answer key to create drop & drag results

Voice Over

Storyboard page 13 of70

Way to go!

Join Me & Let’s explore!

A. Rules of Kitchen Safety

E. How to mix ingredients

C. Tastes yummy.

D. When oven is on it is hot to the touch

F. Recipe

B. Gather, Mix, Bake


Scene title page

Scene:

Subtitle page for the learning unit

Programmer Notes

Place logo & menu in upper left corner

Checkerboard the box.

Voice Over

Storyboard page 14 of70

Information Types


Scene title page

Scene:

Example of Information

Programmer Notes

Place Log & Menu—upper left corner

 Box at the end fills from the answer to question 2 on page 4.

Voice Over

Storyboard page 15 of70

Our first task is to read some information and determine the information types. Don’t worry I’ll do this for us.

Now I like to make brownies so I will have you read the recipe and then I will highlight the types of information there are in the recipe? OK

For heightened learning pleasure imagine the smell of freshly baked brownies. And imagine eating these while pursuing your favorite activity


Scene title page

Scene:

Brownie Recipe

Programmer Notes

Place Log & Menu—upper left corner

 Recipe appears on screen

LO Appears and the voice begins with instructions.

The Call out box comes in at the end

Voice Over: LO’s voice: Read this recipe. After you read it I’ll bet some of you are organizing your thoughts and putting a plan together to bake these brownies. However, let’s identify all the information you are sorting because this is exactly what a designer has to do to create learning objects. First they sort information. ,

(call out opens )By the way, this is my favorite recipe. Be careful you don’t drool on your keyboard now.

Storyboard page 16 of70

This is my favorite recipe for brownies.

LO’s Yummy Brownies

1 c butter or margarine

4 oz unsweetened chocolate

2 c sugar

4 eggs

1 C all purpose flour

2 tsp vanilla

1 tsp baking powder

1 cup chopped walnuts

1 cup semi-sweet chocolate

In a 2-quart saucepan melt butter or margarine and unsweetened chocolate over low heat. Transfer chocolate mixture to a large mixing bowl.

Add sugar, mix well, add eggs, one at a time, beating until blended.

In a mixing bowl stir together flour and baking powder. Add to chocolate mixture along with the vanilla, mix well.

Pour batter into a greased and floured 13 X 9 X 2 inch baking pan.

Sprinkle with the chopped walnuts and chocolate pieces.

Bake in oven at 325 degrees F about 45 minutes or until done.

Let cool on a wire rack. Cut into bars.

Retrieved from the World Wide Web June 12, 2003 from http://www.justchocolaterecipes.com/rdetail.php?record=brown008


Scene title page

Scene:

6 Information Types

Programmer Notes

Place Logo & Menu—upper left corner

 Do not link these to the glossary definitions at this time.

 1 through 6 drop in as the voice calls out the list. See voice over

Voice Over

Storyboard page 17 of70

Six Information Types

  • Concept

  • Fact

  • Principle

  • Procedure

  • Process

  • System/Structure

Have you ever been given an assignment to read 10 pages of material and put together a plan for a project. You find some paragraphs give instructions, others give background information and they do not seem to have any order? Re-read the recipe on the previous page, does it have enough order for you? It might not for some of you.

Well, before we design training we have to put some order to our information just like that 10 page project. So, before we design let’s learn how to sort information, categorize it and

Then work it into training materials. The six information categories are concept, fact, principle, procedure, process and System/structure


Scene title page

Scene:

Let’s look

Programmer Notes

Place Logo & Menu—upper left corner

Arlo spirals in from top

 Link each of the icons at the bottom of the page the the first page for the learning unit

Concept—page 19

Fact—page-23

Procedure page-29

Process page--33

Principle—page38

System—page 42

CONCEPT

PROCEDURE

PRINCIPLE

Voice Over

SYSTEM

PROCESS

FACT

Storyboard page 18 of70

In the next few screens we will look at Lo’s Best Chocolate Brownie Recipe

We will use this recipe and all the information types it involves to illustrate the 6 information types you will use when designing learning objects.

I take these to the skate park and eat them for extra energy.

The lessons appear in the order of the icons below. If you like you may select icons of your choice and learn at random. Each unit has it’s own summary.

Arlo: In the next few screens we will look at Lo’s Best Chocolate Brownie Recipe

We will use this recipe and all the information types it involves to illustrate the 6 information types

you will use when designing learning objects.

I take these to the skate park and eat them for extra energy.

The lessons appear in the order of the icons below. If you like you may select icons

of your choice and learn at random. Each unit has it’s own summary.


Scene title page

Scene:

Concept from Recipe

Programmer Notes

Place Logo & Menu—upper left corner

 ”What is the Concept” box drops in from upper right corner immediately after screen opens

Voice Over Lo: What is the concept in this recipe?

When we read the recipe we might imagine tasting chocolate, chewing on something good or even smelling something wonderful. We might also think calories. Until the brownie is baked it is an abstract idea with a combination of attributes

Storyboard page 19 of70

LO’s Yummy Brownies

1 c butter or margarine

4 oz unsweetened chocolate

2 c sugar

4 eggs

1 C all purpose flour

2 tsp vanilla

1 tsp baking powder

1 cup chopped walnuts

1 cup semi-sweet chocolate

In a 2-quart saucepan melt butter or margarine and unsweetened chocolate over low heat. Transfer chocolate mixture to a large mixing bowl.

Add sugar, mix well, add eggs, one at a time, beating until blended.

In a mixing bowl stir together flour and baking powder. Add to chocolate mixture along with the vanilla, mix well.

Pour batter into a greased and floured 13 X 9 X 2 inch baking pan.

Sprinkle with the chopped walnuts and chocolate pieces.

Bake in oven at 325 degrees F about 45 minutes or until done.

Let cool on a wire rack. Cut into bars.

http://www.justchocolaterecipes.com/rdetail.php?record=brown008

What is the Concept?

When we read the recipe we might imagine tasting chocolate, chewing on something good or even smelling something wonderful. We might also think calories. Until the brownie is baked it is an abstract idea with a combination of attributes


Scene title page

Scene:

Concept Defined

Programmer Notes

Place Log & Menu—upper left corner

 Screen is static

Use these page numbers to link glossary terms in lesson

 Concept (62)

Voice Over: Lo’s voice A concept is an abstract of generic ideas used to define a class or a group that may share attributes. For example if I think a brownie would taste good right now –the concept is taste good or good. Now we all know brownies have many calories, but there is another way to watch my weight—I use the Weight Watchers concept of points to make sure I don’t eat too much.

Storyboard page 20 of70

Concept

An abstract of generic ideas used to define a class or group that may share a unique combination of critical attributes.

  • When designing learning objects your learners’ might need to understand how:

    • How a brownie relates to them, i.e. it will taste good.

    • A new term, i.e. a brownie is not a chocolate layer cake

    • A condition, i.e. a brownie is worth 4 Weight Watcher points


Scene title page

Scene:

Concept review

Programmer Notes

Place Logo & Menu—upper left corner

Use Drag & drop process

 Once these are answered only deliver a positive answer. Show them what they have right and then move the answers so they see what is correct.

Answer Key is on page 22

Positive answers are

Way to go.

You Da Bomb!

Alright

Outstanding!

Booya!

Good On Ya Mate!

Groovy

Phat

Make a list of things to pack for vacation.

Finish one job before starting the next.

Kitchen sink has no dirty dishes..

Voice Over

Helmet is on, skates are buckled.

Storyboard page 21 of70

The following are concepts. Match the condition, by dragging the letter A,B,C,D, to the matching condition.

A

  • Clean house

  • Skate Safely

  • Work Smart

  • Plan Ahead

B

C

D


Scene title page

Scene:

Concept Answer Key

Programmer Notes

Place Logo & Menu—upper left corner

D

Make a list of things to pack for vacation.

C

Finish one job before starting the next.

A

Kitchen sink has no dirty dishes.

Voice Over

B

Helmet is on, skates are buckled

Storyboard page 22 of70


Scene title page

Scene:

Fact & Recipe

Programmer Notes

Place Log & Menu—upper left corner

 What is a fact drops in from upper right corner immediately after the screen opens

Voice Over: Lo speaks:

I imagine the old Dragnet shows when Joe Friday says “Just the facts, M’am.” The facts in this recipe are the measurements of various items. These are something specific the person baking will need to know. I’d hate to imagine what Arlo would think of my brownies if I omitted sugar.

Storyboard page 23 of70

LO’s Yummy Brownies

1 c butter or margarine

4 oz unsweetened chocolate

2 c sugar

4 eggs

1 C all purpose flour

2 tsp vanilla

1 tsp baking powder

1 cup chopped walnuts

1 cup semi-sweet chocolate

In a 2-quart saucepan melt butter or margarine and unsweetened chocolate over low heat. Transfer chocolate mixture to a large mixing bowl.

Add sugar, mix well, add eggs, one at a time, beating until blended.

In a mixing bowl stir together flour and baking powder. Add to chocolate mixture along with the vanilla, mix well.

Pour batter into a greased and floured 13 X 9 X 2 inch baking pan.

Sprinkle with the chopped walnuts and chocolate pieces.

Bake in oven at 325 degrees F about 45 minutes or until done.

Let cool on a wire rack. Cut into bars.

http://www.justchocolaterecipes.com/rdetail.php?record=brown008

What is the Fact?

1 cup of butter or 1 cups of sugar

Each of these are something specific, therefore factual.


Scene title page

Scene:

Programmer Notes

Place Log & Menu—upper left corner

 Hyperlink fact with page 59

Voice Over LO: A fact is a statement that is assumed to be true. For instance, my birth date was June 2, 2003 in Colorado Springs, Colorado.

Another fact is I set my oven to 325 degree to bake my brownies. 325 degrees is a fact.

Storyboard page 24 of70

Fact Defined

Fact

A fact is a statement that is assumed to be true. For instance, LO, your baking guide, was born on June 2, 2003 in Colorado Springs.

  • When designing learning objectives your learners’ might need to know:

  • The outcomes of activities, i.e. a passing grade is 75%

  • A date, time and place, i.e. 10 a.m., 6/16/03, Garden of the Gods Training Room

  • Something specific, i.e. the oven is set at 325 degrees

  • Observation, i.e. the brownie is square


Scene title page

Scene: Fact Review

Programmer Notes

Place Log & Menu—upper left corner

 1st question is populated with their name from screen 4

Give a positive response after each correct answer

These pop up as call outs –See image assets screen #

 Answer key is screen 26

1. My name is _______________

2. This is a picture of a roller blade.

3. 32 degrees Fahrenheit is a temperature reading.

Voice Over

4. Your are answering this question on January 1, 2000.

5. When an oven is on it is hot.

Storyboard page 25 of70

Answer True to the statements that are fact and False if they are not.

Type T for True; Type F for False


Scene title page

Scene:

Fact Answer Key

Programmer Notes

Place Log & Menu—upper left corner

1. My name is _______________

2. This is a picture of a roller blade.

3. 32 degrees Fahrenheit is a temperature reading.

Voice Over

4. Your are answering this question on January 1, 2000.

5. When an oven is on it is hot.

Storyboard page 26 of70

T

F

T

F

T


Scene title page

Scene:

2 Definitions Complete

Programmer Notes

Place Log & Menu—upper left corner

 This screen pops up after they have finished two summaries. This happens whether they take the course in random or not.

Lo drops in from the top

 Set the sound to play the second 15 seconds of the tape.

Voice Over

Storyboard page 27 of70

Congratulations--You have just completed two learning objects.

There are 4 more information types for you to discover before we move on to the designing of learning objects.


Scene title page

Scene:

Procedure

Programmer Notes

Place Log & Menu—upper left corner

Voice Over

Storyboard page 28 of70

LO’s Yummy Brownies

1 c butter or margarine

4 oz unsweetened chocolate

2 c sugar

4 eggs

1 C all purpose flour

2 tsp vanilla

1 tsp baking powder

1 cup chopped walnuts

1 cup semi-sweet chocolate

In a 2-quart saucepan melt butter or margarine and unsweetened chocolate over low heat. Transfer chocolate mixture to a large mixing bowl.

Add sugar, mix well, add eggs, one at a time, beating until blended.

In a mixing bowl stir together flour and baking powder. Add to chocolate mixture along with the vanilla, mix well.

Pour batter into a greased and floured 13 X 9 X 2 inch baking pan.

Sprinkle with the chopped walnuts and chocolate pieces.

Bake in oven at 325 degrees F about 45 minutes or until done.

Let cool on a wire rack. Cut into bars.

http://www.justchocolaterecipes.com/rdetail.php?record=brown008

  • What is the Procedure?

  • Notice the steps

  • Add Sugar

  • Mix Well

  • Add eggs one at a time

Procedure is our third type of information. It’s all about the details of a process. First you add

Sugar, then you mix well, then you add the eggs one at a time. This is a procedure.

What procedure is not is process. Mixing is a process…This list of steps is a procedure.


Scene title page

Scene:

Procedure Defined

Programmer Notes

Place Log & Menu—upper left corner

 Drop in Prepare baking pan before Lo reads this

 Hyperlink Procedure with page 60

Voice Over A procedure is a set of steps or decisions performed to accomplish a task. The example we gave on the recipe are steps. (drop in Prepare baking pay)Another example is the steps to prepare a baking pan.

Storyboard page 29 of70

Procedure:

A set of steps and/or decisions performed in order to accomplish a task.

The example we gave are the steps. The example below is the task analysis

It lists the steps for preparing the baking pan for the brownie batter.

  • 3. Prepare baking pan

    • 3.1 Grease lightly bottom and sides with @ 1 ½ tsp Crisco

    • 3.2 Measure1/8 cup of flour

    • 3.3 Pour flour into greased baking pan

    • 3.4 Shake pan so flour covers bottom and all sides of the pan

    • 3.5 Hold pan and turn upside down over sink tapping bottom of pan to remove excess flour


Scene title page

Scene:

Procedure

Programmer Notes

Place Log & Menu—upper left corner

 Have Procedure box appear

Followed by Add How to Pay a bill

Then How to Prepare bill for the mail

Voice Over

Storyboard page 30 of70

  • Procedure:

  • A procedure is “how to do something”. Let’s take two procedures we each do often, pay a bill and mail a bill, and outline the steps

  • How to Prepare bill for the mail

  • Find an envelope

  • Address the envelope

  • Find a stamp

  • Glue stamp to envelope

  • Insert check in envelope

  • Insert copy of bill in envelope

  • Lick envelope to seal

  • How to pay a bill

    • 1. Open the bill

    • 2. Read the bill

    • 3. Verify the balance due

    • 4. Find your check book

    • 5. Find a pen

    • 6. Write the check

If I had to write a procedure for someone to pay a bill it would be the one you see on your screen.

It takes 6 steps. If that person then still wanted me to make a procedure or list for preparing the

Bill to be mailed I would make a second list with seven steps.

In some companies designers complete task analyses and make similar lists for each job function.

They then design training programs from those lists.


Scene title page

Scene:

Procedure Review

Programmer Notes

Place Log & Menu—upper left corner

 Answer Key on page 30

First box drops in, Lo speaks and then the review drops in

 Insert sound of phone ringing just before review box drops in

Voice Over OK let’s see how you do. We tried to pick something common. We ant you to fill in the blanks with the step that you think will come next. Now, if you don’t answer or talk on the phone it is OK to skip this exercise. We’ll find a way to review later.

Storyboard page 31 of70

Fill in the blanks with the steps for the following procedure. We give you the first and the last so you don’t go too far.

  • How to answer the phone at work (phone rings)

  • Pick up the Receiver

  • _______________

  • Wait for person on other person to introduce themselves

  • ___________________


Scene title page

Scene:

Procedure Answer Key

Programmer Notes

 Program the first answer to respond to anything with HI, Hello, Happy Day, Good Morning, Good Afternoon,

____speaking. How may I help you.

Program second answer to resopns to anything with

“I say, I do, I ask, what, can, I, do, for, you, how, may, help

Voice Over

Storyboard page 32 of70

Phone Rings

I say “Hello”

Wait for other person to introduce themselves

I say what can I do for you”

Great job, now let’s take a look at or 4th type of information---process


Scene title page

Scene:

Process

Programmer Notes

Place Log & Menu—upper left corner

 What is process zooms in from bottom left

Voice Over Now we get to process. This is a set of detailed tasks. A process has many procedures. But remember, most importantly process is a set of detailed tasks. In this recipe you gather ingredients, gather equipment, prepare the stove, prepare the pans, measure ingredients and follow recipe instructions. All of these make up the baking event.

Storyboard page 33 of70

LO’s Yummy Brownies

1 c butter or margarine

4 oz unsweetened chocolate

2 c sugar

4 eggs

1 C all purpose flour

2 tsp vanilla

1 tsp baking powder

1 cup chopped walnuts

1 cup semi-sweet chocolate

In a 2-quart saucepan melt butter or margarine and unsweetened chocolate over low heat. Transfer chocolate mixture to a large mixing bowl.

Add sugar, mix well, add eggs, one at a time, beating until blended.

In a mixing bowl stir together flour and baking powder. Add to chocolate mixture along with the vanilla, mix well.

Pour batter into a greased and floured 13 X 9 X 2 inch baking pan.

Sprinkle with the chopped walnuts and chocolate pieces.

Bake in oven at 325 degrees F about 45 minutes or until done.

Let cool on a wire rack. Cut into bars.

http://www.justchocolaterecipes.com/rdetail.php?record=brown008

What is Process?

It is a set of detailed tasks. In this recipe you gather ingredients, gather equipment, prepare the stove, prepare the pans, measure ingredients and follow recipe instructions. All of these make up the baking event.


Scene title page

Scene:

Process defined

Programmer Notes

Place Log & Menu—upper left corner

 Checkerboard Process

Drop in Lo and then the learner might

Need to know.

 Hyperlink Process with page 58

Voice Over Another way to look at process is anything that has “ing” at the end of the word. Baking, skiing, singing, eating, teaching, designing. All are sets of tasks.

Storyboard page 34 of70

Process

A series of events, stages or phases. This may have many procedures in one event or phase. Think “ING”, i.e. baking, sorting, filing, teaching, selling. All are processes.

  • The learner might need to know

  • Who does what, i.e. which department pays claims.

  • What the end result looks and tastes like before using a new recipe.

  • If there is no salt, what then?, i.e. maybe replace with sugar

  • All the stages of preparation

  • Stages of conducting needs analyses and/or task analyses, i.e. Interviews, observations, surveys


Scene title page

Scene:

Process

Programmer Notes

Place Log & Menu—upper left corner

 hyperlink to task analysis at

http://www.angelfire.com/zine2.mkoupal.index.html

Task Analysis—Make LO’s Yummy Brownies

  • Steps (Process)

  • Find Recipe

  • Gather Equipment & Ingredients

  • Pre Bake Preparation

  • Measure, Melt, Mix Moist Ingredients

  • Complete Pre-Baking Process

  • Bake

  • Sub-Steps (Procedures)

  • 1.1 Find Recipe

  • 1.2 Place on counter

  • 1.3 Read recipe

  • 1.4 Follow instructions

  • 2.1Gather equipment listed in recipe

    • 2.1.1 2 quart saucepan

    • 2.1.2 Large mixing bowls

    • 2.1. 3 Mixer . . .

  • 2.2 Gather ingredients

  • 2.2.1 Butter

  • 2.2.2 Chocolate squares . . .

  • 3.1 Pre-heat oven to 325 degrees

  • 3.2 Pre-heat one-stovetop burner

  • 3.3 Prepare baking pan . . .(5 steps for this prep)

Voice Over LO: Some day a few of you might have to design a lesson. You will be given a task analysis and asked to create learning objects. So let’s look at this task analysis and note how it is laid out. The Task is listed at the top. Make brownies

The left column lists the processes—list of tasks to complete. The right column breaks our the procedure for each process. Note that not all are listed but if you want to see a full document you can hyperlink to it.

Storyboard page 35 of 70

Process vs. Procedure in a Task Analysis


Scene title page

Scene:

Review 2

Programmer Notes

  Place Logo & Menu—upper left corner

 Answer key is page 37.

After they have answered all show them the correct answers and then give them their score.

My name is LO

A. Process

Grease the pan, flour the pan,

dump excess flour from the pan

B. Concept

Yummy in my tummy.

Voice Over

C. Procedure

Baking

D. Fact

Storyboard page 36 of70

We’ve completed 4 types of information so far. Let’s review

Match the following terms to the best example.


Scene title page

Scene:

Review 2 AK

Programmer Notes

  Place Logo & Menu—upper left corner

My name is LO

A. Process

D.

Grease the pan, flour the pan,

dump excess flour from the pan

B. Concept

C.

Yummy in my tummy.

Voice Over

B.

C. Procedure

Baking

D. Fact

A.

Storyboard page37 of70


Scene title page

Scene:

Principle

Programmer Notes

Place Logo & Menu—upper left corner

Principle box zooms in from center left

Voice Over Lo: A principle is a rule. The best rule for successful baking is to follow the guidelines in the recipe exactly.

Storyboard page 38 of70

LO’s Yummy Brownies

1 c butter or margarine

4 oz unsweetened chocolate

2 c sugar

4 eggs

1 C all purpose flour

2 tsp vanilla

1 tsp baking powder

1 cup chopped walnuts

1 cup semi-sweet chocolate

In a 2-quart saucepan melt butter or margarine and unsweetened chocolate over low heat. Transfer chocolate mixture to a large mixing bowl.

Add sugar, mix well, add eggs, one at a time, beating until blended.

In a mixing bowl stir together flour and baking powder. Add to chocolate mixture along with the vanilla, mix well.

Pour batter into a greased and floured 13 X 9 X 2 inch baking pan.

Sprinkle with the chopped walnuts and chocolate pieces.

Bake in oven at 325 degrees F about 45 minutes or until done.

Let cool on a wire rack. Cut into bars.

http://www.justchocolaterecipes.com/rdetail.php?record=brown008

What is Principle?

Follow the guidelines in the recipe

exactly.


Scene title page

Scene:

Principle

Programmer Notes

  Place Logo & Menu—upper left corner

 Hyperlink 39 with page 61

Voice Over

Storyboard page 39 of70

Principle

A statement designed to dictate, guide or even require behavior. Rules or guidelines, I.e. “Follow the recipe.”

  • Use when learner

  • Needs to know what must be done

  • Needs to know what is so, with the evidence that is presented.

I’ll bet none of you have any trouble with this one. It’s about rules or guidelines. Arlo’s principles of safety has him wear a helmet when he is at the skate park. My rules of safety in the kitchen is to not touch any hot pans without an oven mitt.

As some of my friends say, “It’s the rules, man!”


Scene title page

Programmer Notes

 Place Logo & Menu—upper left corner

A. Your car has a flat tire on busy road.

B. The stove is on and hot.

C. Roller blade safely.

Voice Over

D. You are on a diet.

Storyboard page 40 of70

Make up a rule, guideline or principle you might have for the following situations. (There are no wrong answers & you can type up to 50 characters)


Scene title page

Scene:

Principle AK

Programmer Notes

 Place Logo & Menu—upper left corner

A. Your car has a flat tire on busy road.

B. The stove is on and hot.

C. Roller blade safely.

Voice Over

D. You are on a diet.

Storyboard page 41 of70

Pull to the far side of the right shoulder

before getting out of the car.

Do not touch hot stove. You can burn

yourself.

Always wear a helmet.

No eating brownies


Scene title page

Scene:

System/Structure

Programmer Notes

 Place Logo & Menu—upper left corner

 What is system box zooms in from bottom right corner

Voice Over Wow, here we are at the 6th type of information. System or structure. You might be asking, what does system have to do with a recipe. But think of a larger system, the kitchen. Sure we might try to make brownies while we are camping, but let’s assume we are going to make brownies in the system called a kitchen. There are cupboards, countertops, appliances, utensils, pans and the ingredients for us to make the brownies all in the system called the kitchen.

Storyboard page 42 of70

LO’s Yummy Brownies

1 c butter or margarine

4 oz unsweetened chocolate

2 c sugar

4 eggs

1 C all purpose flour

2 tsp vanilla

1 tsp baking powder

1 cup chopped walnuts

1 cup semi-sweet chocolate

In a 2-quart saucepan melt butter or margarine and unsweetened chocolate over low heat. Transfer chocolate mixture to a large mixing bowl.

Add sugar, mix well, add eggs, one at a time, beating until blended.

In a mixing bowl stir together flour and baking powder. Add to chocolate mixture along with the vanilla, mix well.

Pour batter into a greased and floured 13 X 9 X 2 inch baking pan.

Sprinkle with the chopped walnuts and chocolate pieces.

Bake in oven at 325 degrees F about 45 minutes or until done.

Let cool on a wire rack. Cut into bars.

http://www.justchocolaterecipes.com/rdetail.php?record=brown008

What is System?

We make brownies in the kitchen where there are cupboards for the ingredients countertops to work on, appliances to use, utensils to mix, pans to bake in and easy to clean floors from which to wipe up our mess.


Scene title page

Scene:

System/Structure

Programmer Notes

 Place log & menu bar upper left corner

Hyperlink system & Structure with page 63

Voice Over Think of all the systems around you at work. Computers, cubicles and more. They all have boundaries, parts, equipment. Even books are systems with chapters, indexes, glossaries and this course is a system called courseware.

Storyboard page 43 of 70

System and or Structure

Anything that has parts and boundaries. The kitchen has parts (countertops, appliances, cupboards) and boundaries (the doorway into the living room).

  • Describe the system or structure for the learner when they need to know

  • boundaries to work within

  • equipment parts

  • all aspects of a room

  • introduction, glossary, course objectives, pre-assessments, post-

  • assessments & reviews (a learning unit system)


Scene title page

Scene:

Review System

Programmer Notes

 Place Logo & Menu—upper left corner

Voice Over

Storyboard page 44 of70

  • List three systems you have at home

  • 1. ______________________

  • ______________________

  • 3. ____________________


Scene title page

Scene:

Answer Key

Programmer Notes

  Place Logo & Menu—upper left corner

 Give positive responses to any answer but the list should be set to include any of the parameters given

Voice Over

Storyboard page 45 of70

Entertainment, cooking, heating, cooling,

Refrigerator, stove, disposal, laundry, garden,

Eco, junk drawer.


Scene title page

Scene:

Review of all

Programmer Notes

  Place Logo & Menu—upper left corner

Voice Over Let’s put it all together. On the next screen . We have highlighted the content in the paragraph that represents each of the information types.

We have sorted the information types for you.. Study this and then take our final review and see how well you can do. We will use the same process for your review.

Storyboard page 46 of70

Let’s put it all together. On the next screen . We have highlighted the content in the paragraph that represents each of the information types.

We have sorted the information types for you.. Study this and then take our final review and see how well you can do. We will use the same process for your review.


Scene title page

Scene:

Review Prep

Programmer Notes

 Place Logo & Menu—upper left corner

Voice Over none

Storyboard page 47 of70

This is one paragraph from a great article on how to make beer.

http://www.realbeer.com/jjpalmer/howtobrew.html


Scene title page

Scene:

Review Final

Programmer Notes

 Place Logo & Menu—upper left corner

Voice Over Now it is your turn. Remember, if you want to review a bit more you can re-read the glossary for another set of examples. You are going to read the paragraph and then on the following screens we will repeat the paragraph and ask you to list the items that fit the six categories of informaton

Storyboard page 48 of70

Now you do it. See if you can pick out any and all information types in this next paragraph. It’s about detailing your carhttp://www.corral.net/tech/maintenance/detail.html

For at-home cleaning a pressure washer may help but isn’t necessarily needed.

A hose will do just fine. If you can’t find a heavy duty degreaser, use kerosene

Mixed 50/50 with water as a degreaser. With the engine warm (not hot!) apply the kerosene mix to stubborn grease deposits before you wet it down-water will dilute the mix and reduce the cleaning strength. Use a pointy brush to get any

Stubborn deposits off the valve covers, etc… You may want to repeat this step a

Couple times. Let me add that this kerosene mix can also be used to degrease door jambs, as well as pre-soak for tar & bug removal. Nothing like high speed bug splatter on the front end of that mustang! If you get some degreaser o the paint, rinse immediately.


Scene title page

Scene:

Final review 1

Programmer Notes

 Answers are:

50/50

Pointy brush

Door jambs

Mustang

Voice Over

Storyboard page 49 of70

Find the Facts—List at three

For at-home cleaning a pressure washer may help but isn’t necessarily needed.

a hose will do just fine. If you can’t find a heavy duty degreaser, use kerosene

mixed 50/50 with water as a degreaser. With the engine warm (not hot!) apply the kerosene mix to stubborn grease deposits before you wet it down-water will dilute the mix and reduce the cleaning strength. Use a pointy brush to get any

stubborn deposits off the valve covers, etc… You may want to repeat this step a

couple times. Let me add that this kerosene mix can also be used to degrease door jambs, as well as pre-soak for tar & bug removal. Nothing like high speed bug splatter on the front end of that mustang! If you get some degreaser on the paint, rinse immediately.

Place Logo & Menu—upper left corner

List Facts here:

_________ __________ _____________


Scene title page

Scene:

Final Review 2

Programmer Notes

 Place log& menu in upper left corner

 Answers True 1, 2, 4

False, 3

 Crate boxes for them to make T & F in front of each question.

Give them number right at end of section and have Arlo pop up with a BOOYA!

Voice Over

Storyboard page 50 of70

We have listed some concepts . If you agree answer Tree, If you disagree with us answer False

For at-home cleaning a pressure washer may help but isn’t necessarily needed.

a hose will do just fine. If you can’t find a heavy duty degreaser, use kerosene

mixed 50/50 with water as a degreaser. With the engine warm (not hot!) apply the kerosene mix to stubborn grease deposits before you wet it down-water will dilute the mix and reduce the cleaning strength. Use a pointy brush to get any

stubborn deposits off the valve covers, etc… You may want to repeat this step a

couple times. Let me add that this kerosene mix can also be used to degrease door jambs, as well as pre-soak for tar & bug removal. Nothing like high speed bug splatter on the front end of that mustang! If you get some degreaser on the paint, rinse immediately.

Place Logo & Menu—upper left corner

  • Stubborn Deposits

  • High speed bug splatter

  • Degreaser

  • Warm


Scene title page

Scene:

Final review 3

Programmer Notes

 Answer: procedure

Voice Over

Storyboard page 51 of70

This is an example of ?

Place Logo & Menu—upper left corner


Scene title page

Scene:

Final Review 4

Programmer Notes

 Answer Key: tile much have an “ING” in one word.

Car detailing

Car cleaning

Auto de-greasing etc.

Voice Over

Storyboard page 52 of70

Create a title for this paragraph that describes the process.

For at-home cleaning a pressure washer may help but isn’t necessarily needed.

A hose will do just fine. If you can’t find a heavy duty degreaser, use kerosene

Mixed 50/50 with water as a degreaser. With the engine warm (not hot!) apply the kerosene mix to stubborn grease deposits before you wet it down-water will dilute the mix and reduce the cleaning strength. Use a pointy brush to get any

Stubborn deposits off the valve covers, etc… You may want to repeat this step a

Couple times. Let me add that this kerosene mix can also be used to degrease door jambs, as well as pre-soak for tar & bug removal. Nothing like high speed bug splatter on the front end of that mustang! If you get some degreaser o the paint, rinse immediately.

Place Logo & Menu—upper left corner

none


Scene title page

Scene:

Final review 5

Programmer Notes

 Answers are pressure washer, hose, mustang

Voice Over

Storyboard page 53 of70

Circle one or more that represent a system that is mentioned in the paragraph below

Pressure washer Hose

Mustang Grease deposits

Place Logo & Menu—upper left corner

For at-home cleaning a pressure washer may help but isn’t necessarily needed.

A hose will do just fine. If you can’t find a heavy duty degreaser, use kerosene

Mixed 50/50 with water as a degreaser. With the engine warm (not hot!) apply the kerosene mix to stubborn grease deposits before you wet it down-water will dilute the mix and reduce the cleaning strength. Use a pointy brush to get any

Stubborn deposits off the valve covers, etc… You may want to repeat this step a

Couple times. Let me add that this kerosene mix can also be used to degrease door jambs, as well as pre-soak for tar & bug removal. Nothing like high speed bug splatter on the front end of that mustang! If you get some degreaser o the paint, rinse immediately.


Scene title page

Scene:

Final review 6

Programmer Notes

 Answer:

With the engine warm, not hot

Water will dilute the mix

If you get degreaser on the paint rinse immediately.

Voice Over

Storyboard page 54 of70

List two principles mentioned in this pargraph.

Place Logo & Menu—upper left corner

For at-home cleaning a pressure washer may help but isn’t necessarily needed.

a hose will do just fine. If you can’t find a heavy duty degreaser, use kerosene

mixed 50/50 with water as a degreaser. With the engine warm (not hot!) apply the kerosene mix to stubborn grease deposits before you wet it down-water will dilute the mix and reduce the cleaning strength. Use a pointy brush to get any

stubborn deposits off the valve covers, etc… You may want to repeat this step a

couple times. Let me add that this kerosene mix can also be used to degrease door jambs, as well as pre-soak for tar & bug removal. Nothing like high speed bug splatter on the front end of that mustang! If you get some degreaser on the paint, rinse immediately.


Scene title page

Scene:

Congratulations

Programmer Notes

Answers for each question are listed in separate box. The ones that they got right are highlighted for their review.

The score will be scored at the bottom

Voice Over

Storyboard page 55 of 70

You rock and roll! Your results are listed below

Answers

Place Logo & Menu—upper left corner

  • Fact

  • Concept

  • Process

  • Procedure

  • System

  • Principle

Congratulations


Scene title page

Scene:

Glossary Menu Page

Programmer Notes

 Place Logo & Menu—upper left corner

Programmer Notes

Link each of these words to their appropriate page

 Place Logo & Menu—upper left corner

Concept (62)

Fact (59)

Procedure (60)

Process (58)

Principle (61)

System 63

Voice Over

Storyboard page 57 of70

Each of these words are also hyperlinked in your course so you can skate through with ease.

Concept

Fact

Learning Object

Reuseable Learning Object

Principle

Process

Procedure

Step

Structure/Systems

Sub-Step

Task Analysis


Scene title page

Scene:

Glossary

Programmer Notes

 Place Logo & Menu—upper left corner

Voice Over

Storyboard page 58 of 70

Process: “a series of events, stages or phases”5

For Example: i.e. Arlo puts on skates, stands up, picks up right foot, places it forward of left foot while leaning forward, as right skate starts to roll Arlo picks up left skate….

  • Learner needs to know who/what does what

  • Learner needs to know where process is staged within a process

  • Learner needs to know

    • -- context of complex operation

    • -- set of detailed tasks

  • Learner needs to know how parts of the big picture

    • -- fit into the system

    • -- operate in the system

  • Learner needs to know what happens in

    • -- if/then situations

    • -- either /or situations

  • 5Developing Usable Content and Documentation, Information Mapping. (2001). Version 1.1.p 2-21

    Waltham, MA:Information Mapping Inc.


    Scene title page

    Scene:

    Glossary

    Fact: “A statement assumed to be true.” 2

    For instance, Arlo’s name; his birth date of May 31, 2003; his place of

    birth, Colorado Springs, Colorado.

    Programmer Notes

     Place Logo & Menu—upper left corner

     Skatboard zooms in from right

    Voice Over

    Storyboard page 59 of70

    • Learner needs to know the outcome of activities, i.e. Arlo uses his roller blades 50% more often than his skateboard.

    • Learner needs to know the date, time or place.

    • Learner needs to know something specific, i.e. the grinding rail is 4 foot long.

    • Learner needs to know an observation, i.e. the skate ramps are icy today

    • 2Developing Usable Content and Documentation, Information Mapping. (2001). Version 1.1.p 2-27 Waltham, MA:Information Mapping Inc.


    Scene title page

    Scene:

    Glossary

    Programmer Notes

     Place Logo & Menu—upper left corner

     Arlo Spirals

    Voice Over

    Storyboard page 60 of 61

    Procedure:

    “a set of steps/decisions performed in order to accomplish a task.”4

    • Example: 1. Untie shoe laces

    • 2. Remove each shoe, one at a time

    • 3. Place shoes in closet

    • 4. Take skates from closet

    Do I really have

    to untie my shoes? AND

    put them in the closet? UGH!

    4Developing Usable Content and Documentation, Information Mapping. (2001). Version 1.1.p 2-23. Waltham, MA:Information Mapping Inc.


    Scene title page

    Scene:

    Glossary

    Programmer Notes

     Place Logo & Menu—upper left corner

    Voice Over

    Storyboard page 61 of

    • Principle:

    • “a statement designed to dictate, guide, or require behavior, presents (sic) laws of the universe.” 3

    • Learner needs to know what must be done.

    • Learner needs to know what is so with the evidence that is presented.

    OUCH! Rules of blading say “skate on icy walk, fall down, go boom.”

    3Developing Usable Content and Documentation, Information Mapping. (2001). Version 1.1.p 2-19

    Waltham, MA:Information Mapping Inc.


    Scene title page

    Concept: “abstract of generic idea used to define a class or group, that shares a unique combination of critical attributes.”1

    Scene:

    Glossary

    Programmer Notes

     Place Logo & Menu—upper left corner

    Voice Over

    Storyboard page 62 of

    It is important to know how to skate safely. Buckle your boots and wear your helmet.

    • Learner needs to understandidea or relationship; read Arlo’s comments

    • Learner needs to understand a new term, i.e. courseware.

    • Learner needs to understand abstracts and/or conditions, i.e. Gliding

    • on your skates after pushing off each foot.

    1Developing Usable Content and Documentation, Information Mapping. (2001). Version 1.1.p 2-25

    Waltham, MA:Information Mapping Inc.


    Scene title page

    Scene:

    Glossary

    Programmer Notes

     Place Logo & Menu—upper left corner

     Light bulb appears after the call out

    Call out is checkerboarded

    Voice Over

    Storyboard page 63 of 70

    System or Structure:

    “Anything that has parts & boundaries”6

    I get it. Some of the parts on my skates are the wheels, buckles and the casing. And, the skate park, with rails and ramps, is a system.

    6Developing Usable Content and Documentation, Information Mapping. (2001). Version 1.1.p 2-

    26 Waltham, MA:Information Mapping Inc.


    Scene title page

    Scene:

    Image Assets 1

    Programmer Notes

    Voice Over

    Storyboard page 63 of 70

    Lo without Hat

    Brownie

    Oven

    Lo with Hat & Spoon

    Lo with Chef Hat


    Scene title page

    Scene:

    Assets 2

    Programmer Notes

    Menu

    Glossary

    Exit

    Voice Over

    Storyboard page 64 of 70

    skateboard

    Arlo with helmet

    Arlo Head

    Arlo upside down & trampoline


    Scene title page

    Scene:

    Image Assets 3

    Programmer Notes

    Voice Over

    Storyboard page65 of70

    Arlo on blades no helmet

    Arlo on blades upside down

    Forward Navigation Roller Blade

    Back Navigation Roller Blade


    Scene title page

    Scene:

    Image Assets 4

    Programmer Notes

    Voice Over

    Storyboard page 66 of 70

    Re-cycle icon

    MMK Productions 20003 logo

    Colored disk for floor mat


    Scene title page

    Scene:

    Sound Assets

    Programmer Notes

    Voice Over

    Storyboard page 67 of 70

    Title page & Introduction to Course music


    Scene title page

    Scene:

    Menu Bar

    Programmer Notes

     This is the standard menu bar for all pages, with logo on top.

    Use these arrows through out the lessons for back and forward and document buttons

    Use Roller blades left & right for glossary.

    Voice Over

    Storyboard page 68 of 70

    Welcome

    Glossary

    Navigation

    Objectives

    Exit


    Scene title page

    Scene:

    References

    Programmer Notes

    Menu

    Glossary

    Exit

    Voice Over

    Storyboard page69 of 70

    Notes from CCMC Training Department Design Team Meeting held.May 15,

    2003with Nigel Bright, Training Manager presiding.

    Developing Usable Content and Documentation, Information Mapping. (2001). Version 1.1.

    Waltham, MA:Information Mapping Inc.

    Lee, William & Owens, Diana. (2000). Multi-media Based Instructional Design. San

    Francisco:Jossey-Bass.

    Pearson Education Compilation. (2003) Courseware authoring. Section 2. Boston:

    Pearson Custom Publishing.


    Scene title page

    Scene:

    Credits

    Programmer Notes

     Zoom Arlo & tramp in from the top left

    Zoom LO in from the bottom left

    Voice Over

     Music is representative of the energy Arlo & Lo bring to anything they do. If designer has a better suggestion use it.

    Storyboard page 70 of 70

    Hey LO, look how high I can go!

    Arlo’s roller blading and cheeky manner were inspired by my 12 year old son Nate. Nate loves to read the comics and laugh out loud as well as roller blade. He brings joy to our household.

    Cool beans! When you are done jumping I have your favorite Brownies ready!

    LO’s pragmatism, precision and sense of playfulness are qualities that Nate demonstrates occasionally. He eats brownies too. lol


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