(UPDATE: This is a test video)

(UPDATE: This is a test video)

I plan on recording my video tomorrow with a lapel microphone.

Script and Storyboard for Video Learning Object: BE76 Duchess Airspeeds

URL: https://aerogroundprep.com/be76/ (this is not the final link, but it will be under one of the lessons titled “airspeeds”)

In this instructional video, I will teach students the key airspeeds of the BE76 Duchess aircraft, such as takeoff, landing, stall, and Vmc airspeeds. The format will be simple and focused, featuring only myself and a whiteboard with no background music to avoid distractions. One of the potential challenges I foresee is the audio quality when turning to write; as I do not have a lapel microphone which I may invest in one. To solve this, I will try to avoid speaking when my back is to the camera. I also find it important to note I would probably be winging it some, so my script is more of a guideline.

Script (Audio)	Storyboard (Visual)
Introduction Segment “Welcome to today’s lesson on the BE76 Duchess airspeeds. Understanding these speeds is critical for safe flight operations. Let’s begin by reviewing key terms and their values.” Design Principle: – Segmenting Principle (Mayer, 2016): Introduces the topic in a brief, focused segment to manage cognitive load.	[Instructor faces the camera, standing beside a whiteboard labeled “BE76 Duchess Airspeeds.” The whiteboard is clean, with a simple header.]
Vr (Rotation Speed) “Vr, or rotation speed, is the speed at which the pilot pulls back on the yoke to lift the nose during takeoff. For the BE76 Duchess, Vr is 71 knots indicated airspeed (KIAS).” Design Principles: 1. Temporal Contiguity (Mayer, 2016): Audio explanation aligns with the visual text. 2. Redundancy Principle (Mayer, 2016): Minimal text (label + number) avoids overloading learners.	[Instructor turns to write “Vr = 71 KIAS” on the whiteboard. Text is large and bold. Instructor faces the camera again to explain.]
Vmc (Minimum Control Speed) “Vmc is the minimum speed at which directional control can be maintained after an engine failure. For the Duchess, Vmc is 65 KIAS. Below this speed, yaw from asymmetric thrust may become uncontrollable.” Design Principle: – Multimedia Principle (Vaughan, 2014): Combining text and graphics enhances understanding.	[Instructor writes “Vmc = 65 KIAS” on the whiteboard. A simple diagram of an aircraft with one engine highlighted red appears below the text.]
Stall Speeds (Vs and Vso) “The stall speed, Vs, is 70 KIAS with flaps up. With flaps fully extended, Vso decreases to 60 KIAS. Always maintain airspeed above these values to avoid loss of lift.” Design Principle: – Spatial Contiguity (Mayer, 2016): Labels are placed adjacent to relevant graphics.	[Instructor writes “Vs = 70 KIAS” and “Vso = 60 KIAS.” A split-screen graphic shows an aircraft with flaps up vs. flaps down.]
Climb Speeds (Vx and Vy) “Vx, or best angle climb, is 71 KIAS for maximum altitude gain per horizontal distance. Vy, best rate climb, is 85 KIAS for maximum altitude gain per time.” Design Principle: – Pretraining Principle (Mayer, 2016): Introduces terms before explaining their applications.	[Instructor writes “Vx = 71 KIAS” and “Vy = 85 KIAS.” An animation shows two aircraft climbing at different angles.]
Accessibility & Compliance “Closed captions are provided for this video. For learners with visual impairments, a transcript with alt-text descriptions is available on the course website.” Design Principles: 1. Accessibility (Lowenthal et al., 2020): Captions and transcripts comply with Section 508. 2. Visual Clarity (Vaughan, 2014): High-contrast text (black on white) ensures readability.	[Text overlay: “Closed Captions Enabled” at the bottom. Instructor gestures toward the whiteboard with clear, slow movements.]

Below are the instructional design I used to help create my script.

1. Segmenting: Each airspeed is a standalone segment (Clark & Mayer, 2016, Ch. 10).
   2. Temporal Contiguity: Audio explanations sync with on-screen text/animations (Clark & Mayer, 2016, Ch. 5).
   3. Redundancy Avoidance: Minimal on-screen text complements narration without duplication (Clark & Mayer, 2016, Ch. 7).
   4. Accessibility: Captions, alt-text, and high-contrast visuals adhere to Universal Design for Learning (Lowenthal et al., 2020).

References

Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). John Wiley & Sons. Chapter 5, “Applying the Contiguity Principle: Align Words to Corresponding Graphics” (pp. 89-112)

Lowenthal, P. R., Humphrey, M., Conley, Q., Dunlap, J. C., Greear, K., Lowenthal, A., & Giacumo, L. A. (2020). Creating accessible and inclusive online learning: Moving beyond compliance and broadening the discussion.Links to an external site. Quarterly Review of Distance Education, 21(2), 1–21.

Vaughan, T. (2014). Multimedia: Making it work (9th ed.). Osborne/McGraw-Hill. Chapter 6, “Video” (pp. 166–195)