8 Steps for an Awesome eLearning Storyboard

eLearning Storyboard

Here is an eLearning infographic for Instructional Designers that uses eight steps for an Awesome eLearning Storyboard. With these eight steps and along with the Free Instructional Design Storyboard template, you will have a the tools you need for awesome eLearning Storyboards.


How to Make an Awesome eLearning Storyboard


1. Know the Course Goal

Ask yourself and the client… Why are we creating this course and what is the outcome we want?

2. Gather Content

Work with your client, your SMEs, and do your homework:

•Analyze Needs •Identify required knowledge •Identify constraints

3. Define Learning Objectives

Define your learning objectives. Your learning objectives will guide your development process.

4. Create Assessment Criteria

Each learning objective needs to align with the levels of Blooms Taxonomy. This will help you create your knowledge checks or scenarios to assess your learners.

5. Use a Storyboard Template

Organize your content into chunks in a way that works for you. Consider using an eLearning storyboard template. Preferably one that is free. Try out the FREE Instructional Design Storyboard template I made that will make your eLearning Storyboard awesome.

6. Pick a Design Model/Method

To deliver effective eLearning content for your audience to easily apply, consider using these popular design theories:

ADDIE  •Knirk and Gustafson  •SAM  •The Action Mapping Process  •Gagne’s 9 Principles

7. Choose Design Elements

Compile the design elements that will best achieve your learning objectives:

•Images •Videos •Interactions •Quizzes

8. Select an Authoring Tool

Choose a tool that will best support your design elements:

•Articulate Storyline •Articulate Studio ‘13 •Lectora •Adobe Captivate •Moodle •Claro •Udutu




  1. Well done. Short and sweet.

  2. Another ISD model to consider is Tripp & Bichelmeyer’s Rapid prototyping (http://studio.coe.uga.edu/seminars/rpmodel.html). I think it more accurately represents the overlapping phases, or processes, designers encounter rather than the linear phases depicted in other models.

    Wouldn’t, Gagne’s Events refer more to events, or “instructional strategies,” within a lesson or module instead of an ISD Model?

  3. Thanks for the comment Curtis. There are so many ISD models to choose from, I know that we all have our favorites. I think that Tripp and Bichelmeyer’s model may be closer to how a lot of us design. I wanted to include Gange’s 9 Events to present it as something that we should all consider when creating our courses. Thanks again for the comment and keep the thoughts coming!

  4. Thanks Landon, and have a Happy New Year!

  5. Personally, I’d do it just a bit differently.

    Since most of what I design is in the business world, I would start with defining the business outcomes and setting assessment criteria as step 1a and 1b. So, for me, step one would be “Identify the delta.”

    I would consult with my client and ask, “what needs to change?” This is usually in terms of what needs to improve, start happening, stop happening, or happen more efficiently. The second component to my initial question is, “What does success look like?” And this is answered in terms of %change or business capture.

    Once I know what success looks like and how it is going to be measured, the next question is “What needs to happen in order to achieve this outcome?” This identifies the performance objectives in the broadest possible sense. Rarely does what need to change turn out to be “Answer a 25 question multiple choice test with 80% accuracy or better.” If success looks like “Staff will complete TPS sheets completely and accurately at least 80% of the time,” then a test is, at best, a formative evaluation and not a summative one. The REAL assessment comes in the workplace where we observe staff over a defined period of time and log their performance.

    At this point I would gather the content, but the design strategy, elements and authoring tool are going to be based on the business constraints surrounding training delivery. Will I be ALLOWED to schedule a class? Does the organization have an infrastructure that will support delivery of eLearning using the preferred authoring tool. For that matter, does the organization have access to the authoring tool I need to use?

    And then there is the question of performance support and post-training follow up for an effectiveness check. Granted, that isn’t part of the storyboarding process, but it is something us old timers worry about.

  6. Really good point Rick. I think you are spot on with this. I like how you identify the needs with your good questions. Definitely, this is something that can be used in the storyboard process. Thanks for your comment.

  7. Is the poster image above available for print? I’d love to hang this in my area for my team to see and use!


  8. Just emailed you the image. Thanks Ryan.


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