Captivating Conversations EVAAS Tutorial

Kirstin Morrison ECI 514 Fall 2015

Final Submission: Interactive Media Storyboard Full Draft

CAPTIVATING CONVERSATIONS EVAAS TUTORIAL

Table of Contents
Change Table
Overview
Instructional Objective
Learners
Context of Use
Scope
Object of the Instructional multimedia
Universal Elements
Competing Products
Motivational Issues
References
Electronic
Learner Characteristics: District and School Administrators
Statement of Work
Timeline
Media Fidelity Chart
Screen Captures/Slides/Photos/Images/Sketches

KIRSTIN MORRISON

Final Submission: Interactive Media Storyboard Full Draft

CAPTIVATING CONVERSATIONS EVAAS TUTORIAL

KIRSTIN MORRISON

Change Table
Instructor/Peer Feedback

Actions
Taken/Implemented

12/4/15 Feedback from Pin-up #3:

I like how you have a clear navigation bar on the left of the screen
with a stark contract in color to denote where the user is in the
modules. Do you think the title is also needed on the top of the main
portion? I was thinking if just the color contrast along the left would
be sufficient enough for navigation location?

I think it might be
useful to the user to
know which module
they are on as well as
where they are within
that modules content.
I have altered my
storyboard to reflect
this, expanding the
active module on the
left to indicate position
within the module and
keeping the module
title on the top of the
content portion.

I also liked that you kept all of your features consist regardless of the I had considered icons.
portion of the tutorial the user was in. Have you thought about adding Since the section titles
are so content-specific,
icons next to your text navigation?
designing an icon that
was unique and
meaningful for each of
the section titles did
not seem feasible. Dr.
Hodent had pointed
out the necessity of
very clear icon design,
and it seemed
impractical to
accomplish that for the
module names.
One thing that popped into my head as I read and listened to what
you shared here. Would the system allow an administrator to work

Definitely! My design
document had
indicated this feature,

Final Submission: Interactive Media Storyboard Full Draft

CAPTIVATING CONVERSATIONS EVAAS TUTORIAL

KIRSTIN MORRISON

and sign out and come back in to pick up where he/she left off? We
all know school administrators would probably have very small
chunks of time to work on this. The ability to "remember" where
they were would be very beneficial.

there was a Quit

button on the
storyboard. However,
this feedback made me
realize that perhaps
quit wasnt the right
word. I changed it to
logout to better
imply saving and
made sure to highlight
it in my technical
demonstration video!

Where do you see Captivating Conversations going from this point

forward?

I hope that it serves as

a proof of concept for
my teams e-learning
course development.
My team will be
ideally looking to
build this tutorial out
as a piece of a larger
suite of tutorials!

Utility- Your product effectively aligns all aspects of utility.

No changes needed.
Continuing to strive to
meet all areas of the
rubric in my design.

Motivation- You have done an exceptional job using theories of

motivation and using elements of interactivity and multimedia to
engage the learners.
Your storyboard did a particularly effective job conveying your
design details and design process. It is obvious you have given a
tremendous amount of consideration to the design of your multimedia
product.
11/13/15 Feedback from Pin-up #2:
You have done a phenomenal job on your Pin-Up! I think it's a great
idea to have a tutorial to assist administrators in better understanding
EVAAS and all that it has to offer them as a way to study data, the
celebrations and the areas to improve upon. I honestly can't think of
any areas that need to be improved upon. Great job!!

No changes to
document. This
comment continued to
support that my
multimedia is addressing
a real need.

Final Submission: Interactive Media Storyboard Full Draft

CAPTIVATING CONVERSATIONS EVAAS TUTORIAL

KIRSTIN MORRISON

I enjoyed reviewing your Linoit....it had great visual appeal with

your connecting arrows, images, and links. I think it was a great idea
to embed your YouTube video but I was unable to get it to play within
the Linoit. You can tell that you started with a really good project not
having to make any changes based on instructor/peer feedback. I can
see a need for your product as we continue to add more data to the
EVAAS system each year. Good job!

I verified that the

embedded YouTube
video was playable and
settings properly set to
allow viewing. I also
embedded the link to the
YouTube video to allow
viewers to click on it if
the embedded video
does not play. I will
continue to strive for
visual appeal in my
Linoit submissions.

You have done an exceptional job in all areas of the rubric.

No changes needed.
Continuing to strive to
meet all areas of the
rubric in my design.

Utility- Your product effectively aligns learner needs, goals,

characteristics, and approach.
Motivation- We recognize you are correctly using theories of
motivation and using elements of interactivity and multimedia to
engage the learners.
Design details- Your Linoit was powerful to help us understand your
design thinking. Your storyboards were particularly effective.
Design Process- It is obvious you have put much thought and
consideration into the design of your product.
10/16/15 Feedback from Pin-up #1:
I really like your idea for a tutorial multimedia product for
administrators on EVAAS data analysis. All too often I feel like
administrators either do not use EVAAS data efficiently in their
schools because they do not know how to read it and present it to
their staff efficiently.

No changes to
document. This
comment let me know
that my instructional
multimedia is addressing
a real need. Ill be
keeping this in mind as
inspiration and
motivation when
designing content.

I really like how the tutorial has some scaffolding built in. This will
be helpful to the learner and cut down on frustrations.

No changes to
document. Ill be
remaining mindful of

Final Submission: Interactive Media Storyboard Full Draft

CAPTIVATING CONVERSATIONS EVAAS TUTORIAL

KIRSTIN MORRISON

scaffolding in design of
content and sequences.
This comment let me
know that my
scaffolding will be
important to my
learners.

I also like that there is an exit quiz so that the administrators using
this program have to pay attention.

I like that your project is learner-paced.

No changes to
document. This
comment let me know
that I was on the right
track with including an
exit quiz to ensure the
learners motivation and
attention. Ill be giving
thought to development
of exit quiz as the design
progresses.
No changes to
document. I will
continue to make sure to
give learner control of
number and timing of
sessions when working
through content to
continue the focus on a
learner-paced and
focused product.

It not only allows for the learner to control the pace in which they
receive new information, but also stands as a reference guide to
answer any "after the fact" questions.

No changes to
document. I will make
sure my design
continues to include
references ability to
revisit content as needed
so that module serves as
an EPSS (Alessi &
Trollip p. 440).

We really enjoyed reading your Pin-Up! You have a great start here
and we look forward to seeing how your design ideas progress.

No changes to
document. Action is in
continued design I
also look forward to
seeing how it unfolds!

Final Submission: Interactive Media Storyboard Full Draft

CAPTIVATING CONVERSATIONS EVAAS TUTORIAL

KIRSTIN MORRISON

Pin-up #1: Interactive Media Storyboard Precedent Study

Overview
SAS EVAAS is a resource for educators that evaluates the academic growth of students over time
utilizing standardized test scores. EVAAS data, when used in collaboration with other data
sources available to educators, can help to inform instructional decisions. The SAS companywide slogan, giving users The Power to Know, is fully realized in the EVAAS web reporting.
The school value-added reports available in EVAAS give district and school level administrators
the power to know how they can better support their academic programs, teachers, and students.
EVAAS is utilized state-wide in NC. Since the reporting is often misunderstood and misused,
some educators have prickly feelings towards EVAAS. Busy administrators have limited time
and resources to pursue quality training that would enable them to become well-versed in
analyzing their reports with an eye for supporting their programs. EVAAS does not provide all
of the answers, but it does help trained administrators to ask the right questions of themselves
and others in order to inform decisions that support improvement.
This Captivating Conversations EVAAS Tutorial is being developed in order to address a need
for an efficient, quality and accessible professional development tool that can train administrators
to lead using EVAAS data. This tutoring will provide interactive, engaging, and onDemand
learning to users. Recognizing the incredible value of educators time, this tutorial will not just
focus on the technical aspects of EVAAS, but rather also on the practical application of using
EVAAS data to inform instructional decisions.

1.
2.
3.
4.

The Captivating Conversations EVAAS Tutorial will include Alessi & Trollips four stages of the
process of instruction:
Present information
Guide the learner
Provide opportunities for practice
Assess learning
This project will utilize the tutorial, hypermedia, and assessment methodologies. Users will
work at their own pace (over multiple sessions as needed) to navigate through four units of
material and one culminating assessment:

1.
2.
3.
4.
5.

EVAAS Basics
Reading a School Level Value-Added Report
Navigating a Consistent Conversation Framework
Captivating Conversations
Exit Quiz/Certificate of Completion

Final Submission: Interactive Media Storyboard Full Draft

CAPTIVATING CONVERSATIONS EVAAS TUTORIAL

KIRSTIN MORRISON

The first three modules will be primarily animated video containing hypermedia roll-overs/popup menus and embedded interactivity that guide the learners and allow them opportunities to
practice throughout. The fourth module will focus on bringing all of the information together
through practice: noting trends in a report and developing conversations about the data within the
Consistent Conversation Framework. While help content will always be accessible in the
Captivating Conversations module, this module will scaffold the users learning. The first
example within this module provide a great degree of guidance in reading a report utilizing the
conversation framework. The level of guidance will then decrease as the user navigates three
subsequent practice exercises, slowly requiring that the user gradually complete more
independent analysis. The final module will be a mastery-based quiz, the successful completion
of which will lead to an option to print a certificate of completion as well as a summary reference
sheet.
This instructional multimedia will serve the purpose of delivering high-quality professional
development to users that are unable to receive face-to-face training with the SAS EVAAS
Education Support Specialists. The targeted outcome is to increase knowledge and skill in using
EVAAS. Furthermore, the Captivating Conversations EVAAS Tutorial will help leaders to
effectively and appropriately utilize EVAAS reports to inform the decisions they make to support
their programs.

Instructional Objective
1)
2)
3)
4)
5)
6)
7)

After completing the Captivating Conversations EVAAS tutorial, the learners will be able to:
Understand what EVAAS is.
Understand the difference between growth and achievement.
Understand how the colors are generated on EVAAS reporting.
Read a school-level value-added report.
Identify the data story (trends) that the reports reveal.
Develop reflection techniques within the Consistent Conversation Framework to identify
celebrations and opportunities for improvement as well as to make a plan that addresses any
opportunities for improvement and monitors progress.
Apply the Consistent Conversation Framework while analyzing EVAAS reports.

Learners
This instructional multimedia is designed for district and school administrators in North
Carolina. These users will span a vast age range and have varied levels of comfort using
technology. They will be juggling many demands for their time and will have varied levels of
interest/motivation in learning to use EVAAS. Some learners may even have negative feelings
towards EVAAS.
This tutorial needs to be easy to navigate in order to support the varying levels of technology
proficiency. Furthermore, the learners will be able to work at their own pace through the content
as their schedule affords. The content will focus on how to positively utilize EVAAS reports to
support schools, teachers, and students, diffusing any negative feelings.

Final Submission: Interactive Media Storyboard Full Draft

CAPTIVATING CONVERSATIONS EVAAS TUTORIAL

KIRSTIN MORRISON

Context of Use
The Captivating Conversations EVAAS Tutorial will be used by administrators at home, school,
or a training facility. The learners will work independently and will be able to replay, stop, and
pause modules as needed. Learners will be provided with estimated timing for each module, but
the self-paced nature will allow learners to spend longer or shorter amounts of time as needed.
The total estimated time to complete all five modules is 2 hours. The tutorial will be hosted
online on the NC EVAAS website (http://ncdpi.sas.com) and will run in all major internet
browsers (Safari, Chrome, Firefox, Internet Explorer) and be accessible via any device with
internet access.

Scope
The Captivating Conversations EVAAS Tutorial created through this project will be a component
of a larger suite of tutorials that provide guidance in reading various levels of reports and using
them within different contexts (PLCs, individually, etc). Each tutorial will focus on a different
report (district value-added, district diagnostic, school value-added, school diagnostic, teacher
value-added, teacher diagnostic) and user (district administrator, school administrator, teacher).
The tutorial for this project will focus on district and school administrators use of the school
value-added report.
The concluding assessment module will contain a quiz comprised of 10 questions. The questions
will be a combination of alternate and constructed response to assess the learners ability to
recognize the appropriate response as well as generate the response. The user will need to
demonstrate 80% mastery in order to receive the option to print a certificate of completion and
summary sheet. The assessment will be able to be reviewed and reattempted (with re-generated
questions).
Delivery: Learners will access the tutorial via NCDPI EVAAS website (https://ncdpi.sas.com).
The tutorial will be animated, interactive video with hypermedia and assessment. The learners
will navigate the content at their own pace. The content will be arranged into 5 modules that will
be completed linearly.
Budget: $0. I have access to Snag-It, Camtasia, and a web space (Google Sites/Weebly) for the
development phase of this project. Additionally, I have access to a 30 day free trial of Storyline,
an interactive professional development software that SAS is beginning to explore for use on this
project. Longer access to this software may be possible after proof of concept with this initial
tutorial.
Turnaround: This initial Captivating Conversations EVAAS Tutorial will be completed by the
end of the semester. Subsequent tutorials and modules will be developed upon a timeline
determined by the EVAAS team.

Final Submission: Interactive Media Storyboard Full Draft

CAPTIVATING CONVERSATIONS EVAAS TUTORIAL

KIRSTIN MORRISON

Content: I am a new EVAAS technical trainer and will be providing the content for this tutorial
in conjunction with the training materials that my colleagues and I are developing for our faceto-face and virtual trainings. I am hoping that the media I create will serve as a proof of concept
for a suite of e-learning courses that we may offer our users.
The content for this tutorial will be divided into five self-paced modules: (1)EVAAS Basics,
(2)Reading a School Level Value-Added Report, (3)Navigating a Consistent Conversation
Framework, (4)Captivating Conversations, and (5)Exit Quiz/Certificate of Completion
Module 1, EVAAS Basics, will equip a learner with the knowledge to answer the question,
What is EVAAS? The learner will examine how EVAAS is one piece of the big picture of data
sources available that inform instructional decisions and learn how it should be used in
cooperation with these other sources and the learners own local knowledge and expertise. They
will then examine the difference between growth and achievement and the value of examining
the growth data that EVAAS provides.
Module 2, Reading a School-Level Value-Added Report, will teach the learner how the report is
colored. Furthermore, users will learn how to read the report horizontally, vertically, and
diagonally in order to note trends.
The third module will present a Consistent Conversation Framework which can be used to
navigate conversations about EVAAS reporting with any stakeholders (teachers, PLCs,
departments, administrative teams, etc). This framework focuses on developing questions to ask
yourself and others in four categories: celebrating successes, identifying areas for improvement,
making a plan, and monitoring progress. Using this framework consistently allows all
participants in conversations about EVAAS reporting to anticipate what to expect in these
conversations which reduces anxiety and results in more meaningful discussion. The
conversations generated within this framework help to protect areas of celebration and honestly
consider and make a plan to address any opportunities for improvement.
The fourth module, Captivating Conversations, will provide guided and independent practice in
reading sample reports and applying the Consistent Conversation Framework to conversations
around the data.
The last module, the assessment, will have 10 questions that will help to demonstrate mastery.

Object of the Instructional multimedia

The goal of this instructional media is to empower district and school administrators with the
ability to analyze their EVAAS reporting for trends and utilize this information, along with
information from other data sources, to inform their educational decisions. The administrators
will learn how to strategically apply the Consistent Conversation Framework to their EVAAS
reporting in order to support both the celebrations and areas for improvement within their school
and district programs. Utilizing this data, school leaders will learn to better support their
teachers and students.

Final Submission: Interactive Media Storyboard Full Draft

CAPTIVATING CONVERSATIONS EVAAS TUTORIAL

KIRSTIN MORRISON

Universal Elements
This instructional media will need to fit the visual branding of SAS EVAAS.
Examples of this branding can be found:
http://brand.sas.com/ (full access does require employee account login)
https://ncdpi.sas.com/ (Virtual Interactive Coaching Sessions document for text style guides and
the K-2 Assessments and Roster Verification recorded webinars for PowerPoint styles/color
palates)
The instructional media will contain animation, graphics, icons, text, hypermedia and audio.
Audio will be a recorded voice. The graphics will be sleek, modern, and business-like. A limited
SAS brand color palate will be used with limited, clean fonts. Animations will be kept simple
and informative, steering clear of gimmicky and distracting.
The user will have constant access to a navigation bar that contains a visual representation of the
structure of the modules within the tutorial and the users location within those modules. Two
links, positioned consistently on the left side of the users screen, will provide continual access to
help and the logout features. This navigation bar will be positioned consistently on the left side
of the screen. The main content will be presented in the remainder of the screen, observing white
space.

Competing Products
SAS EVAAS currently offers training via face-to-face instruction, WebEx webinars, help
documentation (dynamic based on the current active page in EVAAS), and Virtual Learning
Modules that contain targeted video tutorials without any interactivity. Local experts at the
school, district, and state level also provide some face to face training, PowerPoint and recorded
resources made available online. My research produced no interactive multimedia options for
web-based, on-demand EVAAS training. This project will be the first instructional multimedia
for EVAAS and will provide a greater degree of interactivity and engagement than the existing
recorded video tutorials, a great degree of flexibility of timing than face-to-face or live webinar
training, and a decreased budget impact than the travel involved with face-to-face training.

Motivational Issues
This instructional multimedia will focus on Kellers four design considerations for creating
motivating instruction: attention, relevance, confidence, and satisfaction (Alessi and Trollip,
2001). The learners attention will be captured with cognitive curiosity and content variety. The
content will be rooted in practical application of utilizing EVAAS reports to inform real
leadership decisions, creating relevance. Confidence will be generated with clear objectives and
opportunities to demonstrate interim mastery embedded throughout the content. Finally, the
instructional multimedia will aim for satisfaction by affording practical application and
scaffolding the help and guidance available.

Final Submission: Interactive Media Storyboard Full Draft

CAPTIVATING CONVERSATIONS EVAAS TUTORIAL

KIRSTIN MORRISON

Multiple modes of response will be utilized (keyboard and mouse), interactivity will be
embedded, and both informal (quick interactive checkpoints throughout the content) and formal
assessments (culminating quiz) kept brief. Furthermore, the learner will see a visual progress
guide for the tutorial, displaying the portions of the tutorial completed and the portions
remaining to motivate the learner to continue. Finally, an extrinsic motivator of CEUs may be
offered with the certificate of completion.

References
Alessi, S.M., & Trollip, S.R. (2001). Multimedia for Learning: Methods and Development.
Boston: Allyn and Bacon.
Golombisky, K., & Hagen, R. (2010). White space is not your enemy: A beginner's guide to
communicating visually through graphic, web & multimedia design. Amsterdam: Focal
Press/Elsevier.

Electronic
https://ncdpi.sas.com/
[END PIN-UP #1: Interactive Media Storyboard Precedent Study]

Learner Characteristics: District and School Administrators

Item
Age

Weaker learners
50 65
(possible across 22
65 age range)

Educational level

College Degree

Reading level

College level

Motivation

Low

Prerequisite knowledge of
computers and technology

Some basic computer

knowledge

Prerequisite technical and

computer skills
Prerequisite knowledge of

Fair to poor
knowledge of basic
computer
applications and web
navigation.
Little to no

Average learners
35 50
(possible across 22
65 age range)
College Degree,
Possible Higher
Degree
College level or
better
Medium
Comfortable with
computers and
technology

Stronger learners
22 35
(possible across 22
65 age range)
College Degree,
Probable Higher
Degree
College level or better
High
Efficiently use
computers and
comfortable with new
technology

Good knowledge of
basic computer
applications and
web navigation.

Extensive knowledge
of basic computer
applications and web
navigation.

Basic familiarity

Comfortable working

Final Submission: Interactive Media Storyboard Full Draft

CAPTIVATING CONVERSATIONS EVAAS TUTORIAL

KIRSTIN MORRISON

EVAAS reporting

knowledge of
EVAAS.

with EVAAS
reporting.

Facility with a computer

Familiarity with the Web
Typing ability
Access to computers
Access to Web
Time availability

Basic
Basic
Basic
Good
Good at school
2 hours

Good
Good
Good
Good
Good in general
2 hours

with EVAAS good

understanding of
navigating its reporting.
Advanced
Advanced
Good
Good
Good in general
2 hours

Other issues:
1. Need to cater to physical disabilities?
EVAAS reports rely heavily on colors and visuals, making them less accessible to those
with visual impairments. If/when EVAAS reports evolve to be more accessible, this
tutorial would need to evolve also to accommodate those who have visual impairments
(interface with a screen reader). Text and audio should be paired to help users that may
have hearing impairments.
2. More than one language required?
All users should be capable of comprehending English.

Statement of Work
Understanding the scope of the Project: The Captivating Conversations EVAAS Tutorial
created through this project will be a component of a larger suite of professional development
tutorials that provide guidance in reading various levels of EVAAS reports and using them within
different contexts (PLCs, individually, etc). This project will focus on one module, The
Captivating Conversations EVAAS Tutorial, which will serve as a proof of concept for the larger
suite and cover district and school administrators use of the school value-added report. The
content for this tutorial will be divided into five self-paced sections: (1)EVAAS Basics,
(2)Reading a School Level Value-Added Report, (3)Navigating a Consistent Conversation
Framework, (4)Captivating Conversations, and (5)Exit Quiz/Certificate of Completion and will
be designed to be able to be completed within 2 hours of time over multiple sessions as
determined by the user.
Prototype: A web-delivered multimedia product, the Captivating Conversations EVAAS
Tutorial is designed with the principles outlined in White Space is Not Your Enemy. The
instructional media will contain animation, graphics, icons, text, hypermedia and audio. The
graphics will be sleek, modern, and business-like. A limited SAS brand color palate will be used
with limited, clean fonts. The user will have constant access to a navigation bar that contains a
visual representation of the structure of the modules within the tutorial and the users location

Final Submission: Interactive Media Storyboard Full Draft

CAPTIVATING CONVERSATIONS EVAAS TUTORIAL

KIRSTIN MORRISON

within those modules. An icon will provide constantly available access to help content,
navigation, and the Logout feature. This bar will be positioned consistently on the left side of the
screen. The main content will be presented in the remainder of the screen, observing white
space.
Reviews: This project will be subject to four rounds of peer and instructor review during the
course of the fall semester. These reviews are scheduled in combination with each Pin-up: 9/21
(Pin-up #1), 10/19 (Pin-up #2), 11/16 (Pin-up #3), 12/1 (Pin-up #4). In addition to these
scheduled peer/instructor reviews, Dr. Evans and Danielle Boulden have also made themselves
available to offer feedback between these sessions on an as-needed basis. As the primary
designer of this product, it is my responsibility to effectively present my progress and
development in each of these Pin-ups, reach out to the instructor and peers for feedback as
needed in between, and make appropriate adjustments to my design based on the feedback I
receive.
Sign-offs: Dr. Evans and Danielle Boulden have the final say on the components of this project.
Once this project is complete, it will serve as a proof of concept that I will bring to my EVAAS
Educator Support team. If the team decides to continue to develop out additional modules of
content to become an e-learning professional development product, then my immediate team as
well as our managers will review and sign-off throughout that future development process.
Conclusion: Each Pin-up will provide valuable feedback that will mock the feedback we would
receive from a client. At this time, the feedback is given virtually via a discussion forum, Google
Hangouts, or email. If this idea is adopted as a product at EVAAS, then the team will combine
face to face and virtual meetings. At this point, I am excited about the possibility of the
prototype I design through this project evolving into a product that will be beneficial to my team,
company, and educators nationwide.

Timeline
Deadline

Date

Final Deadline
Intermediate Deadlines: (List all, for both client and developer)
Deadline 1: Pin-up #1- Interactive Media Storyboard Precedent Study
Developer Deliverables: Overview, Objective, Scope,
Learners, Context, Competing Products
Deadline 2: Peer/Instructor Review & Feedback
Client Deliverables: Feedback, Suggestions, and Graded

12/1/15

Initial for
Completion

9/18/15

KLM

9/21/15

KLM

Final Submission: Interactive Media Storyboard Full Draft

CAPTIVATING CONVERSATIONS EVAAS TUTORIAL

KIRSTIN MORRISON

Rubric
Deadline 3: Pin-up #2 Interactive Media Storyboard Rough Draft
Developer Deliverables: Draft Design Doc, Statement of
Work, Timeline, Media Fidelity, Screen
Captures/Slides/Photos/Images/Sketches for Linoit,
Change Table
Deadline 4: Peer/Instructor Review & Feedback
Client Deliverables: Feedback, Suggestions, and Graded
Rubric
Deadline 5: Pin-up #3 Interactive Media Storyboard Full Draft
Developer Deliverables: Design Doc, Change Table,
Cover Page, Table of Contents, Screen
Captures/Slides/Photos/Images/Sketches for Linoit,
Deadline 6: Peer/Instructor Review & Feedback
Client Deliverables: Feedback, Suggestions, and Graded
Rubric
Deadline 7: Pin-up #4 Interactive Media Storyboard Showcase
Developer Deliverables: Completed Design Doc, Cover
Page, Change Table, Table of Contents, Table of
Comments, Interactive Storyboard, Technical Demo
Video
Deadline 8: Peer/Instructor Review & Feedback
Client Deliverables: Feedback, Suggestions, and Graded
Rubric

10/16/15

KLM

10/19/15

KLM

11/13/15

KLM

11/16/15

KLM

12/4/15

KLM

12/7/15

KLM

Media Fidelity Chart

Media Fidelity Chart
The below chart is a means to manage expectations between you and the client. You should fill the chart
in a way that anticipates the final deliverable as best as possible at this point in the course.
Degree of Fidelity
Asset Type

Text (Copy)

Low (Hand-drawn,
low quality, minimal
budget, no
professional talent
used)

Medium (Some digital

representation and editing,
attempt to integrate assets,
some talent used or
available)

High (Approaches
comparative levels to
other products on the
market)
All text will be
professional, digital and

Final Submission: Interactive Media Storyboard Full Draft

CAPTIVATING CONVERSATIONS EVAAS TUTORIAL

KIRSTIN MORRISON

follow the SAS branding.

Images

Creative Commons Images

and Designer-Created
Images

Video

Designer-Created with
novice Camtasia skills.

Narration

Designer-Created

Sound Effects

Not Applicable.

Animation

Designer-created animation

Screenshots

Taken directly from training

materials and designeredited with Snag-it.

Screen Captures/Slides/Photos/Images/Sketches
Pin-up #2: Interactive Media Storyboard Rough Draft
My Pin-up #2 on Linot
My Powerpoint Storyboard (Used in Video)
Video Design Walk Through (Pin-up #2)
Pin-up #3: Interactive Media Storyboard Full Draft
My Pin-up #3 on Linot
My Powerpoint Storyboard
Video Walk Through
Interactive Media Showcase: Final Submission
Final Powerpoint Storyboard
Technical Demonstration Video
Prezi Used in Final Video