> [!summary]+ Summary > This page describes my effort to transform multimedia for online learning at the IMF from voiced-over PowerPoint presentations to high-quality video. The steps taken are provided, as are the menus for course design, and an example of the outcome. Also see [[2016, IMF Video concepting]] # Reimagining video design for IMFx Massive Open Online Courses (MOOCs) MOOCs are multimedia driven learning experiences. Like any online course, consistent structure and flow are important to maintain learner engagement and efficient cognitive processing. However, communications are driven by videos, podcasts, animations, and other graphics. During my time as an Instructional Designer at the IMF, the MOOCs we were creating had videos as the centerpiece to instruction. We knew videos in these courses. From participant feedback we gathered they wanted and enjoyed these. From our contributing subject-matter-experts (SMEs) we knew they really enjoyed doing. But we also knew from course data that learners were not watching these as much as we wanted. With the original style, I thought learners were bored and the videos were too long at 12-20 minutes each. Approaching my 2 year mark at the IMF, I began to ideate a series of new video presentation styles. These aimed to 1) highlight the instructors, 2) reduce the time through planning/design, and 3)allow for more diversity in instruction. Most basically, we needed styles that covered lecture with or without slides, demonstration in Microsoft Excel, and supporting online discussions. The important thing to me was to bring **social presence** to the videos as I believed participants would value seeing and hearing from the SMEs. ## Ideating new standards Voiced-over PowerPoints were the video style present when I joined and persisted for nearly 2 years after. There was little to no visual design to the slides and the videos were long. They averaged around 20 minutes. Because of their length, they were not being fully watched. There was frustration in the discussion forum and there was frustration with completing the assessments. I wanted to fix this. ### Step 1: Ideation I drafted new video concepts and created some basic materials in early summer 2016. I then talked to an economist I was working with about some ideas I had 3 types of videos. He liked the ideas and wanted to be a part of it. So at the end of a video shoot, we used an additional 30 minutes to capture some test footage. ![[Concept-video-ideation.jpg]] ### Step 2: Proposal I knew that for any change, leadership needed to see the concept and have an explanation. So, when I received the test footage, I documented it and made a proposal to my leadership. <div class="container"><iframe class="responsive-iframe-pdf-land" src="https://1drv.ms/b/c/13829E5D2EB238DE/IQScbh9ubMOMT4WtvIeb2mOIAeJ6-imlPHxQNcppS_Ln0Z0" width="100%" height="450" frameborder="0" scrolling="no"></iframe></div> ### Step 3: Concept design With approval to proceed and flesh out the idea, I got my team on-board, as well as SMEs needed. Partnering with multimedia producers, economists, research assistants, and project managers, I drew out the concept(s) further on my office whiteboard for discussions. ![[Concept-Video-Planning.jpg]] ### Step 4: Testing We returned to the studio for multiple sessions to record each type of instructional video designed. Those that received a bit more attention in the studio were type 1 (whiteboard simulation), type 8 (Excel demonstration), and type 10 (participant discussion). The thinking was to explore type 1 as the primary style and type 10 as a kind of introduction video for online discussions. For type 8, we tried demonstrating Excel annotations with a Wacom Tablet connected to a large monitor placed partially behind the instructor. The other attempt was Excel on a green screen. ![[Concept-video-testing.jpg]] ### Step 5: Documenting After all test recordings were captured, I documented the 10 types of videos for discussion and planning. For each type I provided a 1) general description, 2) identified use of green screen, 3) told the types of content intended for, 4) identified tool for content presentation, 5) identified the planned on-screen action, and 6) told the number of cameras used. I also included screenshots from the test video. <div class="container"><iframe class="responsive-iframe-pdf-port" src="https://1drv.ms/b/c/13829E5D2EB238DE/IQQw4Bysj7ZuQrFEtV5a7Z3IAeON1zm2w3nRDq9ChnkX9h0" width="100%" height="550" frameborder="0" scrolling="no"></iframe></div> As noted the design aimed to focus on the instructor(s) as much as the content and create **social presence**. In most cases we opted for a single camera setup in order to simplify the post-production process. Additionally, recordings with the large monitor and Wacom Tablet would record the tablet video so that the multimedia producer(s) could use that stream in editing. Such as switching to Excel in full-screen. ### Step 6: Incorporation The entire process took 1 month during the summer of 2016 alongside on-going work. Once the above version 1 menu was compiled, I began to use these options as part of my instructional design work and collaboration with multimedia producers. ## A menu of video options After about 1 year, the final version of the video menu types was produced. This was used up until my departure from the IMF the following year. While screenshots from the test videos were used in the document, this was not how videos were designed and produced. They were done much better. <div class="container"><iframe class="responsive-iframe-pdf-land" src="https://1drv.ms/b/c/13829E5D2EB238DE/IQT-G7dxQ8aWSoynKwRVnt0wARyOHNGqPtTcyw5xy47Ltzg" width="100%" height="450" frameborder="0" scrolling="no"></iframe></div> As can be expected, some types were used and others were not. The most common types of video selected and used during my time were: - Type 1 – White board simulation - Type 5 – Interview/conversation - Type 7 – Excel demonstration (with a switch to full-screen Excel for the viewer) - Type 10 – Discussion forum setup --- > [!attention]+ A note about the provided video > The original video for the example is not available on this website. Instead, you may view a version encoded at 4x speed and with the audio removed. This is for conceptualization of the work only. --- ## An example of our growth The example below highlights type 7 in action. Prior to this, the learner would have just seen Excel on-screen the entire time and heard the instructors <div class="container"><iframe class="responsive-iframe-vid" src="https://1drv.ms/v/c/13829E5D2EB238DE/IQQyJ5c_hfDETpADLfSAzRmUAdRFzbXf4NtBfxrfdHM6v6Y" width="100%" height="540" frameborder="0" scrolling="no" allowfullscreen></iframe></div> ## Concluding thoughts I am very proud of the success of these new designs in helping the team move beyond voiced-over PowerPoints. As can be expected, there were challenges and resistance. In fact, the 2 SMEs who were most vocal in their resistance to the change later told me that they understood after seeing the feedback, and said *thank you*. After these changes the door opened for significant contributions from creative professionals. It also helped me to be tremendously more creative. Soon after had a great person join us to drive the creativity. As I mention in my [[multimedia production]] statement, I am not a multimedia producer, but I learned from some of the best while working in partnership with these professionals. (My new colleague became a model for me and taught me the 7 P's.) I then built this into a revised online course design process at George Washington University (GWU). The Instructional Designers and Multimedia Producers at the IMF have taken this creative work to fantastic places since 2018!