The Purpose of a Storyboard

As an eLearning developer, you must share your product with the stakeholders involved. However, they may not be familiar with the amount of time and effort required to edit the content. To overcome this, starting with a storyboard can help you stay focused on the content, work collaboratively with stakeholders and subject matter experts, and incorporate their feedback more efficiently.

A storyboard is a written document that clearly communicates the content and may include visuals to convey the ideas better. Storyboarding is an age-old technique used in various fields; for instance, Walt Disney Studios used it in the 1930s to draw scenes for cartoons, and architects used blueprints to draft their plans after understanding their client’s needs. Similarly, in eLearning development, storyboarding is a crucial tool that helps professionals collaborate with internal stakeholders and subject matter experts.

A storyboard serves as a blueprint for your eLearning course. It visually and textually maps the learner experience what they see, hear, and do. Before any media production or programming begins, the storyboard acts as the shared reference point for alignment and feedback. This process reduces development time, clarifies expectations, and minimizes costly revisions later. As Allen (2016) notes, effective storyboards merge instructional accuracy and learner engagement, balancing creativity with strategic learning design.

Laying the Foundation: Collaboration and Information Gathering

Before creating the storyboard, the Instructional Designer should collaborate with SMEs to gather key content data, visuals, examples, and terminology. SMEs provide the domain expertise that ensures accuracy, while designers bring structure and learning strategy. This collaboration also strengthens buy-in and ensures the course meets organizational and learner needs. Consulting with SMEs early also builds shared understanding. According to Allen (2016), the collaboration between content experts and developers ensures that instructional accuracy and learner engagement intersect at every stage of design. SMEs can clarify complex topics, provide real-world context, and identify performance gaps that shape the instructional flow.

Clarifying Needs: Action Mapping and Analysis

Every successful storyboard begins with understanding why the training exists.  Action mapping (Moore, 2013) helps designers identify what learners need to do not just what they need to know. Start by clarifying:

• Who is the target audience? What are their current knowledge levels, motivations, and workplace challenges?
• What outcomes are expected? Define what success looks like after training.
• What challenges or gaps exist in their current performance?
• What has worked before? Review prior courses or assessments to identify effective strategies and engagement methods.

Conducting a needs assessment ensures your storyboard reflects authentic learner needs rather than organizational assumptions. When developers anchor content to observable behaviors and measurable outcomes, the final eLearning becomes purposeful and performance-driven (Clark & Mayer, 2016).

Organizing Materials and Structing Materials

Once you have clarified the need, take inventory of all materials available. This includes documents, visuals, assessments, case studies, or other assets that may be reused or adapted. Organizing materials involves both curation and analysis, deciding what to include, revise, or remove.

Gagne’s Nine Events of Instruction (1985) offers practical lens here. Begin with structuring materials to:

• Gain learner attention
• Present relevant content, and
• Provide opportunities for practice and feedback.

This ensures your storyboard reflects a logical, engaging learning flow that keeps cognitive load manageable.

Writing Clear Learning Objectives

Effective storyboards begin with clear, measurable objectives. Using Bloom’s Revised Taxonomy (Anderson & Krathwohl, 2001), align verbs to the desired performance level from remembering and understanding to creating and evaluating. Well-written objectives not only guide the storyboard’s design but also determine assessment methods and content depth. They connect directly to the learner’s real-world performance outcomes. Use Bloom’s Revised Taxonomy (Anderson & Krathwohl, 2001) to craft measurable, performance-based outcomes that align with the desired skill level:

• Remembering → Define, list, recall
• Understanding → Summarize, explain, classify
• Applying → Use, demonstrate, implement
• Analyzing → Differentiate, compare, organize
• Evaluating → Judge, critique, assess
• Creating → Design, construct, produce

Objectives written at the right cognitive level ensure learners achieve meaningful transfer of knowledge not rote memorization. Clark and Mayer (2016) emphasize that measurable objectives also serve as a blueprint for assessment, keeping development focused and learner-centered.

Integrating ADDIE and Gagne’s 9 Events for Flow. 

Applying instructional design theories to a storyboard is critical for ensuring the effectiveness of the online learning experience in course development. We explored the differences between different instructional design models. The ADDIE model is widely popular in the field of e-learning development. Applying the ADDIE model systematically and iteratively helps ensure that e-learning development is based on sound instructional design principles and results in compelling and engaging learning experiences.

Numerous theories can be applied to e-learning development. As a developer, you have the autonomy to choose the one that most suits the needs of your learner. Gagne’s 9 Events of Instruction will help you apply the framework you need for creating your storyboard. Before you get into the steps, well-written learning objectives should be completed so that you can make sure your content aligns. The application of Gagne’s 9 Events of Instruction in eLearning lists the following events of instruction:

1. Gaining the learner’s attention.
2. Informing the learner of the objectives.
3. Stimulating recall of prior learning.
4. Presenting the learning stimulus.
5. Providing learning guidance.
6. Eliciting appropriate performance.
7. Providing feedback.
8. Assessing learner performance.
9. Enhancing retention and transfer.

While ADDIE is a comprehensive instructional design model guiding the entire process, Gagne’s Nine Events are more specific, focusing on the sequence of events within the instructional delivery phase to optimize learning outcomes. Both models can complement each other when applied appropriately in instructional design projects.

Applying both the ADDIE model and Gagne’s Nine Events of Instruction in e-learning development offers several benefits, as they complement each other and provide a comprehensive framework for designing engaging and effective learning experiences. ADDIE provides a systematic, project-level structure, while Gagne’s events guide moment-to-moment instructional delivery. Together, they ensure both strategic alignment and learner engagement throughout the process.

1. Analysis Phase (ADDIE)

 Purpose: Identify learning needs, audience characteristics, and performance gaps.

• Gagne’s Event 1 – Gain Attention:
  During the analysis phase, plan how you will capture learners’ attention from the start. Identify the critical content elements or challenges that can spark curiosity, motivation, or relevance.
  Example: Ask a provocative question, present a real-world problem, or share a compelling story related to the topic.
• Define Learning Objectives (ADDIE):
  Develop clear, measurable objectives that describe what learners will be able to do after the course. These objectives will later align with Gagne’s Event 2  Inform Learners of Objectives.

2. Design Phase (ADDIE)

Purpose: Translate analysis into an instructional blueprint.

• Gagne’s Event 3 – Stimulate Recall of Prior Learning:
  Plan strategies to help learners connect new information to what they already know—such as pre-assessments, reflection questions, or short review activities.
• Gagne’s Event 4 – Present the Content:
  Decide how to organize and sequence information effectively. Incorporate multimedia principles to reduce cognitive load and reinforce understanding.
• Gagne’s Event 6 – Provide Practice:
  Design interactive elements (simulations, quizzes, drag-and-drops) that allow learners to apply concepts during the lesson.
• Storyboarding (ADDIE):
  Create a detailed storyboard that outlines each screen, script, visual, and interaction. Integrate Gagné’s events throughout to ensure alignment between objectives, instructional flow, and engagement.

3. Development Phase (ADDIE)

Purpose: Build and assemble the instructional materials.

• Gagne’s Events 5, 7, 8, and 9 – Provide Guidance, Feedback, Assess Performance, and Enhance Retention:
  • Provide Learning Guidance: Include tips, hints, and job aids to support learners as they navigate content.
  • Provide Feedback: Build in automated and personalized feedback for quizzes and activities to reinforce correct performance.
  • Assess Performance: Develop assessments that measure the achievement of learning objectives.
  • Enhance Retention and Transfer: Incorporate summary slides, real-world scenarios, and post-course resources that help learners apply what they’ve learned on the job.

4. Implementation Phase (ADDIE)

Purpose: Deliver and manage the learning experience.

• Gagne’s Events 1 and 9 – Gain Attention & Enhance Retention:
  Maintain learner motivation during rollout using engaging introductions, storytelling, or scenario-based examples.
  Provide post-training reinforcement such as downloadable checklists, peer discussions, or follow-up activities that encourage continued application.
• ADDIE Implementation:
  Train facilitators or administrators on the delivery tools, ensure LMS compatibility, and test the course for accessibility and functionality before launch.

5. Evaluation Phase (ADDIE)

Purpose: Measure effectiveness and identify improvement opportunities.

• Gagne’s Events 8 and 9 – Assess Performance & Enhance Retention:
  Evaluate learning outcomes using formative and summative data (e.g., learner feedback, quiz scores, on-the-job performance).
  Use results to refine objectives, content, and instructional strategies for continuous improvement.

When used together, ADDIE provides a macro-level project framework, while Gagne’s Nine Events ensure that each learner interaction is purposeful and pedagogically sound. This integration produces eLearning that is strategic, engaging, and results-driven aligning learner needs with organizational goals.

What Makes a Strong Storyboard?

A strong storyboard is both detailed and adaptable. It outlines every screen, visual, and interaction while leaving room for iteration.
Essential elements include:

• Course overview and objectives
• On-screen text and narration
• Graphics and media descriptions
• Interaction notes (clicks, branches, quizzes)
• Programming directions
• Feedback and assessment details

Storyboards can be written (text-based outlines) or visual (mockups or wireframes). Written formats suit complex content development, while visual formats support stakeholder visualization and feedback.

Organizing Content for Cognitive Flow

Developing a detailed storyboard is a crucial part of the instructional design process. It involves outlining the sequence of instructions for an eLearning project clearly and concisely. Although there is no standard way to storyboard, each organization may have its own template. A good storyboard should provide a clear structure for the eLearning content, including the learning objectives, the content structure, and the assessment methods.

Having a storyboard in place can help to streamline the development process and make it easier to get approval on projects. It provides a blueprint for the eLearning course, allowing stakeholders to visualize the final product and make changes before the development phase begins. This can save time and money in the long run, as it reduces the need for rework and revisions.

There are two main formats of storyboards: written and visual. A written storyboard typically includes a detailed description of the content, including text, graphics, and functionality. It may also include notes on the audio and visual elements of the course. This format helps create a detailed plan for eLearning content and can be helpful when collaborating with subject matter experts to develop it.

On the other hand, a visual storyboard is a more interactive and engaging format. It includes mockups of the eLearning content, along with descriptions of the audio and visual elements. This format provides a more enhanced visualization of the final product and helps stakeholders better understand how the eLearning course will look and feel.

In summary, creating a detailed storyboard is an essential part of the instructional design process. It provides a clear structure for the eLearning content and can help to streamline the development process. Whether you choose a written or visual format, a good storyboard should provide a clear plan for the eLearning course and help stakeholders to visualize the final product. See What is an eLearning Storyboard? | The eLearning Designer’s Academy by Tim Slade (elearningacademy.io)

It should follow this basic format:

• Course Overview. Introduces the concept and topics and provides a high-level understanding of what to expect. This is important because it contains important information for the learner who may be considering taking the course, who it is designed for, and the estimated time to complete it.
• Introduction. This focuses more on making a connection with the learner. This is followed by the course’s learning objectives and any materials the learner needs to complete the course. Also, expectations regarding assessments of how to navigate the course and additional help can be included.
• Content. This is the information that will appear on the screen. This is where most of your research will be listed. Within the lessons, you should include the following:
  • Header/Title
  • On-screen text
  • Audio or voiceover (text, file names, or both)
  • Graphics: (description, image, and/or file names)
  • Programming notes. How do we want it to function? Select this and go to this slide. After a second attempt, show this image or screen.
  • Scenario-based learning
  • Knowledge checks/Quizzes
  • Summary
  • References

The eLearning storyboard should be as detailed and specific as possible. You want to convey your idea to other team members, so give them everything they need to bring it to life. Storyboarding can appear overwhelming, but it is a valuable pre-development step that contributes to effective planning, collaboration, and the creation of engaging, goal-aligned learning experiences. Investing in storyboarding can save time and resources in the long run. Your goal is to align stakeholders and obtain their approval of the storyboard, ensuring the final product meets its requirements and reduces misunderstanding.

Collaborating with SMEs and Stakeholders

Collaboration doesn’t end once the storyboard is drafted. Designers should actively seek SME and stakeholder feedback to ensure technical accuracy, relevance, and alignment with project goals. Clear communication through version control, comment tracking, and structured reviews—helps secure timely approval and promote shared ownership.

Conclusion

Storyboarding is the bridge between instructional theory and eLearning design. It transforms ideas and objectives into a clear, visual plan that aligns with learner needs and organizational goals. By integrating ADDIE and Gagne’s Nine Events of Instruction, designers can create structured, engaging, and performance-driven courses. Collaborating with subject matter experts ensures accuracy and relevance, while effective storyboarding streamlines development and enhances learner engagement. In essence, a storyboard is not just a plan, it’s the blueprint for meaningful, lasting learning.

References

Allen, M. (2016). Michael Allen’s guide to e-learning: Building interactive, fun, and effective learning programs for any company (2nd ed.). Wiley.

Arshavskiy, M. (2017). Instructional Design for eLearning: Essential guide to creating successful eLearning courses.

Aura Interactiva (n.d.) A Simple Guide to Creating an eLearning Storyboard. SHIFT Learning.

G-Cube Webwide Software Pvt Ltd. (2017). Applying Gagne’s 9 Events of Instruction in eLearning.

Gagné, R. M. (1985). The conditions of learning (4th ed.). Holt, Rinehart, and Winston.

Moore, C. (2013). Map it: The hands-on guide to strategic training design. Cathy Moore & Associates.

Reigeluth, C. M. (1999). Instructional-design theories and models: A new paradigm of instructional theory (Vol. II). Lawrence Erlbaum Associates.

Pitman, B. (2023). Designing effective eLearning: A step-by-step guide. Learning Tree Press.

Slade, T. (2020). The eLearning Designer’s Handbook. A practical guide to the eLearning development process for new eLearning designers. Independently Published.

Slade, T (n.d). How to write an eLearning storyboard. Tim Slade.