Learning Design - ideation for a MOOC for Faculty Development Program

 

A requirement for a short online course targeted at the faculty for higher education has come our way. This course is supposed to help them in creating short online courses for the students at a later point in time. The faculty’s position in terms knowledge, accessibility and ability is to be determined to cater to their needs specifically and help them create online courses for the students.

As a part of the analysis, an interaction with the institution and faculty had been carried out. The educators were asked to answer a questionnaire and an interview was conducted for each of them to understand their individual levels of digital and domain literacy.

Questionnaire-

1.      What is your designation?

2.      What subject do you teach?

3.      How old are you?

4.      How long have you been teaching?

5.      What is your medium of instruction? If it is English, how comfortable are you in that language? (Proficient, fluent, manageable)

6.      Do you design and plan your own course?

7.      What is an online course?

8.      Have you taken an online course earlier?

9.      Is a traditional teaching method better when accompanied by video format?

10.   How is different from a physical class?

11.   Can you create a video on youtube or any free online tool?

12.   How would you rate the difficulty level of creating a video online on a scale of 1-10? (1 being the easiest and 10 being toughest)

13.   Would you want assessments to be a part of the course?

14.   Do you prefer assessments to be subjective, multiple choice questions or an assignment?

 

There were close to 50 faculty members who had been interested in being a part of creating the online course and have answered the questionnaire. They had further been subject to an interview to gain insight into their responses for the questionnaire.

 

 

 

 

 

Understanding the Audience-

Based on the questionnaire and the interviews that followed, we can draw a basic idea of the faculty’s skill set and the gaps they have to bridge in order to go ahead with creating short online courses. The conclusions drawn are as follows:

-        40% of the faculty has never created a video online. Their exposure to internet is limited to consumption of content.

-        None of them have ever created a course on their own. All of them follow already prepared curriculum.

-        All of them think the assessment has to follow the course and not be a part of the course.

-        60% of them have never tried incorporating a video in their class.

-        50% of the faculty are above 45 years of age, and indicate they might be averse to the improvements.

-         The common thing all of them agree upon is that they are not in a situation to separately spend time on a course for them

-        Another commonality among them is that everyone is fairly proficient with their domain knowledge and is proficient in English as a medium of instruction.

 

Depending on the responses collated from the faculty, the course structure has been designed.

Course Objectives:

 By the end of this course, faculty members will be able to:

-        Understand the benefits of incorporating video into their teaching.

-        Plan and structure educational video content effectively.

-        Create engaging scripts and storyboards for video lessons.

-        Master the technical aspects of video production, including recording and editing.

-        Enhance video quality with visual and audio enhancements.

-        Develop strategies for engaging and interacting with students through video.

-        Implement best practices for hosting and sharing educational videos.

-        Evaluate the impact of their video content on student learning.

 

 

 

 

Course Modules:

 

Module 1: Introduction to Educational Video

Understanding the importance of video in higher education.

Pedagogical benefits of video-based learning.

Types of educational videos and their applications.

 

Module 2: Planning Your Video Content

Identifying learning objectives and outcomes.

Storyboarding and scriptwriting techniques.

Designing effective video lesson plans.

 

Module 3: Tools and Equipment for Video Production

Overview of cameras, microphones, and lighting.

Selecting the right equipment for your needs.

Setting up a basic recording studio.

 

Module 4: Filming and Recording Techniques

Camera operation and framing.

Tips for capturing high-quality audio.

Practical exercises in filming and recording.

 

Module 5: Video Editing Basics

Introduction to video editing software.

Editing footage for clarity and engagement.

Adding text, graphics, and transitions.

 

Module 6: Enhancing Video Quality

Color correction and grading.

Improving audio quality through editing.

Incorporating animations and graphics.

 

Module 7: Engaging Your Audience

Strategies for holding students' attention.

Incorporating interactive elements.

Promoting active learning through video.

 

Module 8: Hosting and Sharing Your Videos

Choosing a video hosting platform.

Managing privacy and accessibility.

Strategies for sharing videos with students.

 

Module 9: Assessing Video Impact

Methods for evaluating student engagement.

Collecting feedback and making improvements.

Analyzing the impact of video on student learning.

 

Module 10: Creating Effective Video Assessments

Designing quizzes and assignments around video content.

Rubrics for evaluating student work.

Grading and providing feedback.

 

Module 11: Legal and Ethical Considerations

Copyright and fair use in educational videos.

Privacy and data protection.

Ethical considerations in content creation.

 

Module 12: Future Trends in Educational Video

Emerging technologies in online video.

Preparing for the future of online education.

Final projects and presentations.

 

Course Assessment:

Weekly quizzes and assignments to reinforce learning.

Video creation projects with peer and instructor feedback.

Final project: Create a comprehensive educational video.

 

Course Resources:

Access to video editing software and equipment (online or on-campus).

Recommended readings and resources.

Discussion forums for peer collaboration and support.

Sequence of instruction

Pre-assessment: No pre-assessment suggested.

Course Introduction- Yes, a short introduction into what the module or course makes the learner dive into.

Each module to have:

·        Introduction of the module and the objective of the module.

·        A thorough explanation of the concept and examples to aid the theory.

·        Theory is reinforced through quizzes and activities which help reflect on the learning.

·        A connection into the next module and conclusion.

·        Course-end Assessment

 

Storyboard

The course is gamified version with no audio at all to aid the text. The storyboard and a prototype of only the first topic of the first module is provided for reference. This storyboard is only a sample written for only one topic of one module out of the entire course.

 

Slide no.	On Screen Text	Voice over	Production Notes
1.	Title- Importance of Video in Higher Education Button- Okay, let’s start	NA	Text appears as a slide up   On clicking the button slide proceeds to next
2.	Title- Engaging and Accessible learning Content- Video content offers an engaging and interactive ways of learning complex concepts. The ability to convey information through images, animations and real world examples helps students grasp difficult topics with greater ease. Moreover, video transcends geographical boundaries, making education more accessible. It accommodates asynchronous learning, allowing students to access materials at their convenience, fostering self-paced and flexible learning. This is especially valuable for non-traditional students, those with busy schedules, or individuals seeking remote or online education options.   Button- Continue	NA	Text appears as a slide up     Prompt to scroll down   On clicking the button slide proceeds to next
3.	Title- Improved Conceptual Understanding   Content- Videos can help students grasp complex concepts by providing visual and auditory explanations. Visualizations and animations in videos can make abstract ideas more concrete and easier to understand. Videos can break down complex topics into smaller, more manageable parts, allowing students to learn at their own pace.   Button- Continue	NA	Text appears as a slide up   Picture of students should appear   Prompt to scroll down   On clicking the button slide proceeds to next
4.	Title- Enhanced Communication     Content- Videos can facilitate communication between students and instructors, as well as among students themselves. Students can ask questions and seek clarification on video content through online forums or in-class discussions. Instructors can use videos to provide additional explanations or examples, fostering a deeper understanding of the subject matter.   Button- Continue	NA	Text appears as a slide up, as points.     Prompt to scroll down   On clicking the button slide proceeds to next
5.	Pictures of students appear with captions to show:   Promoting Inclusivity and Accessibility   Videos can cater to different learning styles, making education more inclusive.   Closed captions and transcripts in videos ensure accessibility for students with hearing impairments or language barriers.   Videos can be accessed anytime and anywhere, allowing students with physical disabilities or other limitations to engage in learning.	NA	Text appears along with the pictures one by one.   Pictures: 4 pictures of students sitting together, preferably of different identities.   Pictures appear one after the other by scrolling down   Prompt to scroll down   On clicking the button slide proceeds to next
6.	Enhancing Assessment and Feedback   Videos can be used as assessment tools, allowing students to demonstrate their understanding in a creative and engaging way.     Instructors can provide feedback on specific aspects of the video, such as content, presentation, or critical thinking skills.   Peer feedback on videos can promote collaborative learning and improve communication and presentation skills.	NA	Each pointer appears on different screens.
7.	How can videos help students grasp complex concepts? Options: A. By providing visual and auditory explanations B. By offering written explanations and examples C. By conducting experiments and hands-on activities D. By organizing group discussions and debates Correct Answer : A	NA	Present the question first and present the options with animation   When correct option is selected- That’s correct! When wrong answer is selected- Not quite…
8.	What can videos do to make abstract ideas more concrete? A. Provide visualizations and animations B. Offer real-life examples and case studies C. Present statistical data and graphs D. Include interactive quizzes and assessments Correct Answer: Provide visualizations and animations	NA	Add interactive- Circle the answer.     When correct option is circled- That’s correct! When wrong answer is circled- Not quite…
9.	How can videos promote communication among students and instructors? By facilitating online forums and in-class discussions By assigning group projects and presentations By organizing field trips and guest lectures Correct Answer: By facilitating online forums and in-class discussions	NA	Chat themed quiz   Graphic of message on phone   Send the question as message   Ask to select appropriate response.   When correct option is selected- That’s correct! When wrong answer is selected- Not quite…
10.	How do videos ensure accessibility for students with hearing impairments? 1. By providing closed captions and transcripts 2. By offering sign language interpretation 3. By providing audio descriptions and narrations 4. By offering braille versions and tactile materials Correct answer: By providing closed captions and transcripts	NA	Present the question first and present the options with swipe animation   When correct option is selected- That’s correct! When wrong answer is selected- Not quite…
11.	How can videos be used as assessment tools? A. By allowing students to demonstrate their understanding creatively B. By conducting multiple-choice quizzes and exams C. By assigning research papers and essays D. By organizing oral presentations and debates Correct Answer: By allowing students to demonstrate their understanding creatively		Present the question first and present the options with animation   When correct option is selected- That’s correct! When wrong answer is selected- Not quite…
12.	That’s it Nice work. You’ve completed this lesson. Button- Exit Lesson

 

 

*Though this version is gamified, there is a deliberate attempt of not attaching time limits to the questions.

 

 

 

Prototype:

https://link.edapp.com/ehN9jog8UDb