Quality management
Storyboards need to be completed BEFORE any time with technology tools is permitted. Insist on students having something worthy to communicate and being organized BEFORE heading into the technology tools. Signing off on the script and storyboard FIRST has repeatedly created more effective language and has increased the power of their products. Authors are far less inclined to “decorate” a story with bells and whistles when they have developed content they are passionate about. Content should drive all media choices, supporting and unfolding their storytelling to be as alive as possible for their viewers.

Technical note: The slide show feature in Adobe Photoshop® Elements 4.0 has narration tied to the images. This means expecting a very precise storyboard that sequences the images and voiceover text together so the narration flows as if it was one continuous storytelling voice.

Classroom management
Make a distinct process step during the Post-Production stage of planning a critical friend review that gives feedback on the ROUGH CUT version of their product before moving into the FINAL CUT stage (adding transitions, special effects, and fine-tuning durations to pace the voiceover, images, music, and sound effects). During the ROUGH CUT step, authors place their voiceover narrative first, add any guest voices, PLUS lay out all images, video clips, graphics, and title screens into “rough” sequences. Ask critical friends to review for quality/tone/and meaning conveyed by the voiceover and images. Suggestions should be left for the author to consider what “the critics” think should be considered before proceeding.

Time management
Storyboards save a lot of time during the Production and Post-Production stages. They provide a map of what images are needed rather than gathering a bunch and then seeing what might be needed. Storyboards provide a big picture of their choices as the sequencing and mixing of media begins.

Group management
Three-Before-Me is a cooperative learning strategy that expects learners to try at least three ways to help themselves before going to the “teacher” or “expert.” It grooms independence and encourages learning communities to support each other.

Expect individuals to meet their assigned deadlines. Set the standard for “gotta make the deadlines!” early and notice that the commitment level of team members goes up immediately for all future projects. Projects can unravel quickly when groups that depend upon each other fail to contribute in a timely and quality-conscious manner. Consider swift and immediate removal (fired, booted, pink-slipped) from the project team if any deadlines are missed. Students unprepared NO MATTER WHAT per the team’s project timeline can be assigned alternative assignments not involving technology. Do this as a matter-of-fact, no shame or blame consequence — not as a gotcha punishment. Something like, “Oh-oh, you missed the bus!” Teams then shift into “Plan B” of re-assigning the task to existing team members who can get it done. While there may be any number of legitimate reasons for missing a deadline, good reasons do not necessarily mean accepting excuses that compromise the deadlines and quality of a group project.

Accept no hostile takeovers!
Set a standard that emphasizes “good leaders engage and engage others!” Many students trust only their own talents and work-style approach when getting projects done. It is easier to do the other team members’ work than trusting or working things through with other team members. Making the grade should not be a higher priority than trusting that others can and do have something to contribute. Consider swift and immediate removal (fired, booted, pink-slipped) from the project team if any group members move into “takeover” mode. Assign them alternative work that does not involve technology. Do this as a matter-of-fact consequence with no shame or blame.

Cooperation means teachers assigning individual tasks or roles to students who focus on being a good group member while only taking responsibility for their assigned role. Teachers organize and supervise the group’s working relationships.

Collaboration means self-managed teams with everyone taking responsibility for the project’s process and delivery of an exemplar final product. Students divide up or delegate the work to take a “lead” in a task(s) ensuring that the work is completed but not necessarily doing all the work. The group organizes and supervises its own working relationships in ways that engage team talents while respecting differences. The entire team shares the leadership, problem-solving, and any communication needed to complete any and all tasks. Each member commits to doing whatever it takes to develop a quality product.

Consider the following roles in which individuals would take the “lead” in organizing and delivering for the group project. Being a lead does not necessarily mean doing ALL the work! Leaders organize, coordinate, and follow up to ensure that the work is completed in a timely and quality-conscious manner.

1. Copyright Supervisor — Ensures all resources being used are legal, documented, and credited.
2. Graphics Coordinator — Uses the product’s image list to locate, gather, create, and/or prepare any images and video needed while becoming proficient with Internet searching and image-editing (Adobe Photoshop Elements) software.
3. Script/Storyboard Manager — Develops the script and storyboard, ensuring that the personal connection is developed and integrated into their work. Also helps develop and communicate image and sound lists for the team.
4. Sound/Music Technician — Uses the product’s sound list to locate, gather, create, and/or prepare any ambient sounds and music needed while becoming proficient with Internet searching and sound-editing software.
5. Video-Editing Producer — Translates the storyboard into a final product while becoming proficient with image- and video-editing software. (Photoshop Elements 4.0 and Adobe Premiere® Elements 2.0)
6. Voice Narrator — Performs or supports the Script-to-Voiceover narration while becoming proficient with voice-recording software.