Research > By student > By Year > 2008-2009

Topic: Effectiveness of the ‘Pebble-in-the-pond’ Model for Instructional Design’ to teach ‘Storyboard Writing’ in Online Learning

Author: Devyani Bijoor

Year: 2008-2009

Abstract:
This research used the Pebble-in-the-Pond model to design instruction for ‘Storyboarding for Multimedia Objects in Online Learning’ and apply the same to investigate learner performance, which was in the form of storyboards. ‘Storyboarding’ finds a place in many different areas of instruction. It is an integral part of the work profile of instructional designers.

The Pebble-in-the-Pond model is deeply rooted in the ‘First Principles of Instruction’, and is a modification of the present day ISD models (e.g. ADDIE etc.) which is objective/goal-centered. Instead of stating the objectives ahead of the content to be delivered, which could in all probability be vague to them and may seem difficult to achieve, the model initiates the learners to the whole task comprising the main goal of the instruction, which is more often a real-life scenario. This task-centered approach integrates component knowledge and skill acquisition emphasizing on the performance of the complex tasks.

Objectives of the research were:

  • Design sessions on ‘storyboarding’ by applying the ‘Pebble-in-the-Pond’ Model
  • Study the effectiveness of the Pebble-in-the-Pond Model

The methodology used was the ‘single group pretest – posttest’ type following the pre-experimental design. The research was quantitative in nature as it was aimed at studying the ability of the learners to write a ‘storyboard’ for a multimedia module for any given content, based on the difference in their pretest and posttest scores.
As a result of completing the research treatment, it was found that The ‘Pebble-in-the-Pond’ model can be used effectively as a design model to teach storyboarding for multimedia objects in online learning. An evaluation rubric designed by the researcher was used to evaluate the storyboards. An opinionnaire, designed by the researcher was used to elicit learner-outlook on the model.