The development of this suggested production process is based on my practical involvement in all aspects of production (designing, filming, editing, motion graphics) of a series of instructional videos for an online MBA course (GMBA) at Imperial Business School from 2014 to 2016. The course was developed from scratch and comprises of twenty modules and approximately ten hours of instructional online video content per course. For the academic year 2014 – 2015 the GMBA course has achieved the highest student satisfaction rate across the business school.
In the presentation I will use recently produced educational video examples to demonstrate the use of applied video instructional design. I will talk about:
- The different steps of the video production process.
- The main pedagogical principles that I used to design and develop the videos.
- The key technologies used.
- Feedback from academics involved in the production of the courses.
- Feedback collected from the first cohort of distance learning students.
- Student participation data collected from the platform hosting the videos and from the learning environment.
The main aim of the presentation is to share my experiences with other institutions or e-learning professionals that create educational videos or are planning to start producing videos for online courses.
Richard E. Mayer, Roxana Moreno (2003)Nine Ways to Reduce Cognitive Load in Multimedia Learning, Educational psychologist, 38(1), 43–52
Richard E. Mayer (2009), Multimedia Learning, Cambridge University Press; 2 edition
Sweller, J. (2003) Evolution of human cognitive architecture. In B. Ross (Ed.), The Psychology of learning and Motivation (Vol. 43, pp.215-266). San Diego, CA: Academic Press.