Using storyboarding to gain appreciative reflection in the classroom

Abstract

This paper reviews the use and value of a storyboarding approach in a classroom setting for healthcare professionals. This approach is used with adult students from foundation to postgraduate level of study. It describes how the authors used a positive appreciative reflection approach to storyboarding in order to develop the narratives of the students’ lived experience. The authors identify how the storyboarding helped to develop one student’s narrative into a group activity. This approach provided the students with space and time to work together on creating the storyboard and gain ‘collective wisdom’ from their peers and facilitators in the process. The paper acknowledges some of the limitations and benefits of using this approach to storyboarding within the classroom setting.

Keywords:

• storyboarding
• appreciative reflection
• narratives
• storytelling
• evaluation
• PAAR

Acknowledgements

The authors would like to thank all the students they worked with and who gave their permission to have their storyboards included; without them the paper would not be possible. The authors would also like to thank Professor Tony Ghaye for introducing them to the concept of storyboarding and appreciative reflection.