Storyboards for A Tale of Two Retirees

Link to Video:  A Tale of Two Retirees
(Use password EDCI 566 to view)

Competency 1:  Synthesize Knowledge

Sub-competencies:

• Demonstrates ability to read and understand educational literature related to Educational Technology
• Demonstrates ability to describe fundamental theories of human learning
• Applies knowledge of human learning, diversity, and effective pedagogy to solution of problems

Narrative

As a demonstration of the competency Synthesize Knowledge, I'm including two artifacts that work together to demonstrate the competency.  The two are a copy of the storyboards I created for a video project for EDCI 566 and a link to the final product.  These artifacts demonstrate each of the sub-competencies above.

Demonstrates ability to read and understand educational literature related to Educational Technology

The text for this course was the Cambridge Handbook of Multimedia Learning.  The goal of the assignment was to create a digital story applying the principles of multimedia learning described in the text.  I am including both a copy of the storyboards and a link to the final project for two reasons:

1. The second page of the storyboard document lists the multimedia principles targeted by the final project; and,
2. The final project demonstrates those principles in action.

To create this video, I targeted the multi-media principles:

• Temporal contiguity
• Pre-training
• Personalization
• Voice

While I did not meet the temporal contiguity principle by using voice and animation to illustrate a point (Mayer, 2014, p. 289), I was able to incorporate the other three principles, two of which are clearly demonstrated in the video.  My goal in using the personalization principle was to discuss some complex retirement concepts in simple language that was easy to understand (Mayer, 2014, p. 345).  My goal in using the voice principle was to further the learners' connection with the content by providing a human element through a real voice (Mayer, 2014, p. 346).

Demonstrates the ability to describe fundamental theories of human learning

All of the multimedia principles in the Cambridge Handbook of Multimedia Learning (Mayer, 2014) are designed to implement Cognitive Load theory.  While not explicitly stated in either the storyboard document or in the video, the video and the targeted multimedia principles are an application of the Cognitive Load theory and the effort to manage learners' cognitive load in examining complex and intimidating subject matter.
If I were re-doing this video, I would use some text defining a concept or principle on the screens where I only have the title or name of the concept listed.  For example, on one screen, I simply have the words Option 1 listed.  If I were doing this again, I would include some key words defining Option 1 to focus the learner’s attention.

Applies knowledge of human learning, diversity and effective pedagogy to the solution of problems

For Colorado PERA members approaching retirement, the selection of a retirement benefit option can be quite confusing.  In general, the principle is that if you are retiring and you have no one else in your life who would miss your income after your death, you should consider Option 1.  On the other hand, if you are married or have an adult child that needs care, you might consider Option 2 or 3 because these retirement benefit options provide a monthly benefit to one person following your death.  The story of Frank and Anne in the video is based on a real-life situation.  A man who was married to a woman who never worked, retired, died and left his wife with no income because he chose Option 1 under Colorado PERA.  His widow was forced to live with one of her sons.  This video was designed to educate and connect plan members with the important decision they make when they choose their retirement benefit option.

Reference

Mayer, R.E. (Ed.). (2014). The Cambridge Handbook of Multimedia Learning (2nd Edition).  New York, New York:  Cambridge University Press.