Online Learning Consortium Conference 2014 presentation

1. Beyond Lecture Capture:
Designing and Developing a
Collection of Highly-Effective
Instructional Videos
Anissa Lokey-Vega & Dale Suffridge
Kennesaw State University
October 30, 2014
Electronic Poster Online Learning Consortium Conference

2. Context
• Kennesaw State University's Bagwell College of
Education offered the K12 Blended and Online
Learning MOOC in January 2014 with over 3,000
enrollees on day one. The course addressed two
instructional objectives aiming to provide
learners with both the knowledge and the skills
of effective practice in blended and online
learning within the K12 environment. Through
this course, the KSU faculty aimed to provide free
professional learning to any and all teachers
willing to complete the eight-week course.

3. Problem
• The faculty designing and developing the MOOC,
wanted to minimize barriers without sacrificing
instructional quality. This removed the possibility
of using a textbook as a framework for the course
or even as a supplementary resource. All
materials had to be freely accessed through the
Internet. After identifying free available resources
already on the Internet, vast gaps in content still
existed. The faculty designers knew that new and
original instructional videos would have to fill the
gap in free open content.

4. Approach
• Using basic project management strategies, the design team
collaboratively built a project deliverables list, which specified the criteria
for all instructional content including the 30 instructional videos. The
instructional objectives and anticipated learner characteristics guided the
creation of this list as specified by principles of instructional design. The
team then divided up responsibilities. The lead faculty developer was
responsible for researching original content, scripting the videos, editing
each script for casual language, and providing a list of references. The
instructional designer served as film director, which involved using each
script as a foundation for designing, planning, and implementing all
auditory and visual media in the video collection. The instructional
designer also implemented a cohesive style for the collection and
managed file formatting and storage. Communication strategies and
additional tools used to foster effective development team practices will
be shared in this presentation as well as characteristics of the most
effective instructional videos.

5. Results
• The resulting instructional video collection was
used in the delivery of the K12 Blended and
Online Learning MOOC to over 7,000
participants. Qualitative data and discussion
forum assessments indicate that the quality of
the instructional video collection was critical to
participant success. While the instructional video
collection will be used for future deliveries of the
MOOC, the collection is also being configured for
a KSU for-credit course and as an open
educational resource accessible outside of MOOC
delivery.