> [!summary]+ Summary > This page describes the design and development process of key graphics for this IMFx MOOC. Key to this was team work between myself (the Instructional Designer) and a colleague Multimedia Producer. Example videos are provided at the end. # Graphics and video design for Fundamentals of Central Bank Law (FCBLx) In early 2017 I began to design the first IMF Massive Open Online Course (MOOC) focused on central bank law. This was a departure from all other projects because it was not economics and I would be working with general counsel. But of equal interest, since reimagining **MOOC video design** and having a professional Multimedia Producer join the team, we had a real chance to fully demonstrate the high-quality course and media design I was reaching for. I started this IMFx course in late spring 2017 and completed half of it before my departure in September 2018. (The timeline was long because of staff changes in the legal department and SME required missions.) Working closely with my Multimedia Producer (MP) colleague, she and I worked off each others skills and produced some fantastic storytelling elements. The visuals produced were embedded in the course design, as well as in the course videos. Below are 2 examples of graphics we created. Following a pattern of concept, draft, iterate, and final product, we worked closely with SMEs to draft these 2 key roadmaps that appeared throughout the course and served as [advanced organizers](https://sites.temple.edu/edvice/2022/04/06/advance-organizers-setting-the-stage-for-learning-and-retention/). > [!note]- MOOC video design > Please refer back to [[2016, MOOC video design]] for additional context. Because of the work established during that time, the work for the FCBLx course was possible. ## Designing the course map As the name suggests, this was the roadmap for learners throughout the entire course. Learners saw this at the start of each module to remind them of where they were and how content was interlinked. In the final version icons created for each module. These were built into module banners that appeared at the top of module pages. ### Step 1: Concept I printed and cutout simple shapes and text to represent the modules. Then for the first design meeting about the course, I brought tape, post-it notes, black pens, and dry-erase markers. Before we started, I taped the cutouts to the glass and placed everything else on the table. Rather than just talk about the overall course and concepts, I decided to pursue [[making work visible]] and talk it out collaboratively. This led to creating interlinkages, detailing concepts for each module, and creating the first draft of a course map. ![[FCBLx_COURSE-MAP-1.png]] ### Step 2: Draft Between design meetings I drew out the concept with diagraming software. Because the glass drawing was messy at the end, I sent this simple draft to the SMEs and my MP colleague to verify they had the same general structure in mind. Once they confirmed, I proceeded to iterate. ![[FCBLx_COURSE-MAP-2.png]] ### Step 3: Iterate The version version was shared at the second design meeting. I printed 1 copy for each participant on tabloid size paper. Sitting around the conference table we talked through it and I drew on our copies together. To ensure the MP and I had the same takeaways, we spent the last few minutes repeating what we had for each module with the SMEs. ![[FCBLx_COURSE-MAP-3.png]] ### Step 4: Final product Based on the iterated diagram, my MP colleague worked with graphics designers in the IMF Creative Lab and created this final graphic. She chose and guided the creation of icons and these became markers for the entire course. I used this graphic and these icons when storyboarding course video. (See this used in the video below.) ![[FCBLx_COURSE-MAP-4.png]] ## Designing the module 1 map Some modules had their own map to help learners navigate introduced concepts. Module 1 established a historical context so that learners could understand the environment around various laws. This map was created as part of [[making work visible]] and providing visible context for learners going forward and as they reflected in their course journey. ### Step 1: Concept Knowing that module 1 was to be rooted in history I spent a big part of the first design meeting asking the SMEs to help me create the context. I an idea from my content review what the buckets were, including some of the dates and some of the events. As I explained my understanding, I wrote 4 boxes on the board — those at the top 1-4. Fortunately the conversation got the SMEs excited to teach me and my team. The bottom portion is the drawn explanation. ![[FCBLx_M01-Map-1.jpg]] ### Step 2: Draft Between design meetings I drew the whiteboard concept onto a large piece of paper. I photocopied this and gave a copy to each meeting participant during the next design meeting. We talked through it together and made annotations. At the end of that meeting, I then redrew the draft with all of the new ideas into the second drawing shown below. ![[FCBLx_M01-Map-2.png]] ### Step 3: Iterate With a proper concept in place, I took the hand drawn version of the module 1 map and drew the next version in diagramming software. Once this was captured, I sent it to the SMEs and my MP colleague for their thoughts and feedback. Fortunately, that was all we needed and my MP colleague took it from there. ![[FCBLx_M01-Map-3.png]] ### Step 4: Final product Working with graphics designers in the IMF Creative Lab, my MP colleague led the creation of this beautiful module map. Much of it is animated, but you can see this in the video below. ![[FCBLx_M01-Map-4.png]] --- > [!attention]+ A note about the provided videos > The original videos for each of the examples are not available on this website. Instead, you may view versions encoded at 4x speed and with the audio removed. These are for conceptualization of the work only. --- ## The results of the work The following video is the result of many hours of collaborative design work. Both of the graphics described above are included plus another timeline graphic specific to the 5 phases listed. <div class="container"><iframe class="responsive-iframe-vid" src="https://1drv.ms/v/c/13829E5D2EB238DE/IQQR48QDMDoiS6EZZDjH19fHAWlQvsP2lfG2xC4s1xnWnIw" width="100%" height="540" frameborder="0" scrolling="no" allowfullscreen></iframe></div> ## Visual communications theme This additional video is provided to give you a sense of the overall communications theme we created for this course. This course took an international lens to central bank law and highlighted law from multiple countries. We used flags to provide visual cues and we used highlighted on-screen text to pop-out what the SME was calling attention to. Importantly, we kept the video length to less than 8 minutes each. ==This was teamwork.== <div class="container"><iframe class="responsive-iframe-vid" src="https://1drv.ms/v/c/13829E5D2EB238DE/IQQftDvb5aooRqkbbh4iaFOpAaq13Z11dL2qRNcP7fzw9R8" width="100%" height="540" frameborder="0" scrolling="no" allowfullscreen></iframe></div> ## References - International Monetary Fund (IMF), [Foundations of Central Bank Law (FCBLx)](https://www.imf.org/en/Capacity-Development/Training/ICDTC/Courses/FCBLx) - FCBLx promotional video on [YouTube](https://www.youtube.com/watch?v=onrYAAe0bTA)