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Skip to 0 minutes and 6 seconds Good morning. I’m Fern, Doctor Fern Todhunter, based here in the University of Nottingham in the School of Health Sciences, Division of Nursing. I’m delighted to welcome you all here today to develop a very exciting RLO about the newly developed professional code of conduct from the Nursing Midwifery Council. It is with great pleasure that I’d like to welcome our colleagues and students from Birmingham City University. To the students and staff from Nottingham also, I want to say thanks, and many thanks, for giving your valuable time to develop today’s activity. It’s really interesting– especially the process. And actually, although I knew a little bit about how RLOs are developed, it’s the first time that I’ve realised what you’re actually doing in practice.

Skip to 0 minutes and 56 seconds And I think there’s really good useful tips to take forward into my role as well. So certainly that process of discussion, questioning, trying to actually put yourself in the position, put yourself in the shoes of the person that’s actually going to use the RLOs as well. I wanted to get involved in the workshop, because we’re always looking at ways of enriching the learning experience for the students. And RLOs are a way that students can really engage and get under the skin of subject areas. And it’s another way that they can reflect on their learning. Working with academics and lecturers who I see on a regular basis, I thought it was going to be quite daunting. But it definitely wasn’t.

Skip to 1 minute and 46 seconds It was really easy. I found them really easy to work with. They were happy to listen to me, for me to express my opinion. It was interesting hearing from their point of view as well from their point of view as well. And it also gave me the opportunity to learn a bit more about reusable learning objects as well, which I found really interesting. It’s really valuable to work with students as well, because they are a key stakeholder that we do need to involve more fully in curriculum design. And this just offers an opportunity of how you can actually go about doing that. So the process has wide applicability.

Workshop 1: storyboarding as a participatory process

“Put yourself in the shoes of the person who will use the RLO”

In this video, members of Fern’s workshop talk about the participatory process of the workshop.

Choosing your participants

Participation in this sense means ensuring that we have as wide a range of experiences as possible contributing to the storyboard and also that all people involved are there on an equal footing. It is particularly important to ensure that people’s voices and stories are listened to and included. How you choose your participants and how the storyboard group is facilitated are therefore important considerations when setting up a workshop or session.

  • Who are your participants?
  • How might the dynamics of the group reflect power relations?

In the past, the Health E-Learning and Media Team (HELM) have run storyboard workshops in some sensitive health areas involving vulnerable people (including those of mental health and domestic violence). Sometimes it might not work to have what might be considered an imbalance of power in the group and may prevent participants from contributing fully (e.g. a doctor and a service user in the same session).

Members of the storyboard group should have an active and meaningful role and feel empowered within the group (Wenger 1998), plus “a sense of connectedness, effective communication and belonging” (Wharrad, Windle 2010). A diverse group also encourages cross-sector or cross-discipline collaboration with an opportunity for people to learn about other professions or topics.


While it may seem onerous to get a group together to work on a storyboard, in the long run it is a step worth taking if at all practical. The quality of the storyboard and subsequently the E-learning resource specification will be greatly enhanced.

Your storyboard

We don’t expect you to get a storyboard group together for this course given the time constraints. However, if you want to work with your colleagues, friends, family or fellow learners on the course then please try it out. Follow people with similar subject interests and comment on their posts. We will be very interested to hear about your experiences in the discussion activity at Step 3.12.

Discussion point

  • What do you think the challenges might be in this sort of approach, and how might these be overcome?
  • Can you think of examples of where a group might have an imbalance of power?


Adrian Bromage, 2010. Interprofessional E-Learning and Collaborative Work: Practices and Technologies (Premier Reference Source). First Edition. Information Science Reference.

Chapter 21 Case Studies of Creating Reusable Inter Professional E-Learning Objects

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This video is from the free online course:

Designing E-Learning for Health

The University of Nottingham