Skip to 0 minutes and 6 seconds Well, we started off because, obviously, the code. You think of breaking the code kind of thing. If you break the code, there’s consequences behind that. So that’s why we called it cracking the code, basically. So keeping within those limits and remits of the code, basically, which was the matrix kind of style. So we kind of brought that in. And it’s going to be on a computer, as well. Going into that surreal world– actually physically going into the code, and exploring all the different avenues– was one of the key concepts. Yeah, definitely. So maybe, like we were saying about student nurses speaking, this is what you need to know before you actually go out on placement. Please be aware of this.
Skip to 0 minutes and 51 seconds It’s serious, but don’t make it serious. So what we’re talking about– But you can’t make it silly, either. So what we’re talking about is an overview, an awareness, isn’t it? And some confidence that– Yeah, but you can make it fun all at the same time.
Skip to 1 minute and 12 seconds I’ll just tell them the idea. We’re talking about codes and code-breaking. What about, in the background of the clip, perhaps at the start and at the end, we’ve got NMC morse code Oh, brilliant! [INTERPOSING VOICES]
Skip to 1 minute and 31 seconds That’s what I was suggesting with all sorts of different QR codes, bar codes, phasing in and out. In terms of getting content, should we identify the themes now, and then– [INTERPOSING VOICES]
Skip to 1 minute and 46 seconds So, maybe our first graphic could be a double-decker bus full of student nurses. And instead of saying, I don’t know, Nando’s three for two, or whatever, it says breaking the code. Setting the scene of the visual representation of students chatting, socialisation, breaking aspects of the code. So you could also have, in terms of the bus timetable, or the stop here, what can I [? counter ?] say?
Skip to 2 minutes and 22 seconds Steering it in the right direction. [INTERPOSING VOICES]
Skip to 2 minutes and 28 seconds [? Someone ?] could have the bus stopping at various stops, then– [INTERPOSING VOICES]
Skip to 2 minutes and 40 seconds It’s about breaking the code, so what they shouldn’t be doing, in terms of the NMC and socialisation. And the student focus was, what can I say, what can’t I say? What are the limits of professionalism? Which is one of the four points of the code. So, you get on the Medilink at the end of your shift. And we’ve thought big, in terms of you get to our roundabout, because we’re making you travel in the right direction. So, you click on the bit that’s important for us, but in future, you can click onto the other links that could take you to a hyperline to the code, wherever. But now we’re at, instead of being at Bletchley park, we’re at NMC park.
Skip to 3 minutes and 22 seconds Brilliant. So you’re going to have that theme all the way through? Yeah. Fantastic.
Workshop 3: creativity of the group
We filmed the creative stage in the storyboard process in Fern’s workshop. This is the stage when ideas and discussion get put down on paper and a story starts to emerge.
Our workshop participants came up with some imaginative ideas to help their learners understand the significance of the Nursing and Midwifery Council’s Professional Code of Conduct.
Firstly, we talked to Maria and Adam (University of Nottingham students) about how their group came up with their storyboard idea. They followed a theme initially around ‘cracking the code’ and the type of imagery seen in the Matrix film.
Breaking the Code
We also captured the moment when Helen’s group decided on their theme of basing their resource around a bus journey. They had a ‘lightbulb moment’ of inspiration when the idea took shape and the metaphor of a journey unfolded. It was this group’s storyboard that we eventually chose to be used for the E-learning resource specification.
You can see in the video how the metaphor of a bus journey sparked the imagination of the group and allowed them to explore their idea. It was a relevant metaphor for their audience (Nottingham and Birmingham nursing students) who travel between hospital sites on a shuttle bus and uses familiar signs and signals (bus stops, roundabouts) for the audience.
Note that in the workshop, each table had a large storyboard template to draw on and everyone had equal access to pens and sticky notes. Using the physical storyboard as a focus makes the group dynamic more equal. Note also, that there is no technology in the workshop. The storyboard template gave them some structure for the design and forced them to think about how the learner would eventually navigate the resource.
- What do you think are the pros and cons of using electronic tools in a storyboard design workshop?
- It would be really interesting to hear how you might run a workshop in your setting or in your country? Do you think this approach would work for you?
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