Ashley Hardin Technical Content Developer NetApp Product Operations Education Effective Video...

1NetApp Confidential - Internal Use Only

Ashley Hardin

Technical Content Developer

NetApp

Product Operations Education

Effective Video Planning & Design for Web-Based Learning

About Me

MS Technical Communication, NCSU – May 2012 BS Professional Writing, Slippery Rock – Dec. 2006

Publishing in Pittsburgh and Raleigh Duke Medicine Web Team NetApp – Product Operations Education

Technical Content Developer Manage QA & Dev Content for The Brewery Manage video on demand (VOD) production for East

Coast



About NetApp

“NetApp creates innovative products—storage systems and software that help customers around the world store, manage, protect, and retain one of their most precious corporate assets: their data.”

• $6.3B in revenue

• Over 12,000 employees in more than 150 offices worldwide

• #3 on the Great Place to Work Institute's "World’s Best Multinational Workplaces" List

• #6 on FORTUNE Magazine's "100 Best" list


NetAppU and POE

NetApp University provides industry-leading

technical training and certification.

– Customers, partners, employees

– Face-to-face, online, and virtual live training.

POE focuses on training internal engineers

The Brewery is the internal knowledgebase

for all of Product Ops

POE Video Tools Studio in a box

– Microphone

– Laptop with software

Windows Media Encoder: For video recording

Camtasia Studio: For screencasting and editing

– Zoom and pan

– Animation and call-outs

Brainshark

– Record audio over slides

– Import demo videos5NetApp Confidential - Internal Use Only

Some Benefits of Video

Time and location flexibility: Asynchronous learning benefits our international audience

Self-paced learning: pause, repeat, fast forward, and unlimited access.

Video supplements text: Learning is not one-size-fits all– Not everyone likes video; not everyone reads


Some Benefits of Video (Cont’d)

Interactive elements: Embed quizzes, provide navigation (Zhang, Zhou, et al.), reinforce concepts

Metrics: Consumption, assessment, usability

Cost savings: Time and people resources. No travel for instructors.

Easily updated & maintained


Project Planning: Collecting Business Requirements

What is the business case? Goals?

Who are your stakeholders?

Who are the SMEs to be featured?

How will it be used/shared?(Web? Prereq for in-class learning?)

Will it be a demo or have a demo embedded?

Will there be assessment?

Is video the best method of delivery?


Excellent Resource:JoAnn Hackos’ book on

Information Development & Project Management.

Designing Your Presentation

NCSU’s Jason Swarts & Matt Morain recognize that video offers many modes of communication. Text, moving images, sound, etc.

Each mode has its own affordances. When they’re complexly juxtaposed and interacting, how is this multimodal documentation assessed?

They propose a framework for assessing instructional online video.

Physical / Cognitive / Affective Design


The Morain / Swarts Rubric: Physical Design

AccessibilityVideo allows the view to focus on areas relevant to instruction.

ViewabilityProduction quality (audio, video, text) is sufficient to make content tolerably watchable.

TimingVideo is paced to make it easy for viewers to follow content.


Application at NetApp:Physical Design

Accessibility: Fit subjects in frame and use Camtasia Studio zoom and pan features responsibly.

Viewability: Use high-resolution MP4s and high-quality microphone.

Timing: Instruction is not rushed so learners can follow the content.


The Morain / Swarts Rubric: Cognitive Design

AccuracyContent is presented without any errors of fact or execution.

Completeness– Content is presented in an organizing superstructure to

clarify instructional goals.

– Content is presented with enough detail to ensure reproduction.

PertinenceContent is related to the instructional goal and has an instructional purpose.


Application at NetApp:Cognitive DesignAccuracy

Rely on educated, experienced engineering SMEs

Completeness– Purpose/instructional goals stated and reiterated– Instruction is as detailed as possible. References

offered (Brewery).

PertinenceContent has an instructional goal. Related materials offered in separate videos/resources.


The Morain / Swarts Rubric: Affective Design

ConfidenceNarrator inspires confidence by presenting self as knowledgeable and skilled and also emphasizes association with reputable organizations.

Self-EfficacyVideo persuades viewers that they can successfully complete the tasks that are the focus of instruction.

EngagementVideo is designed to interest and motivate users.


Application at NetApp:Affective Design

ConfidencePresenters introduce themselves as subject matter experts

Self-EfficacyBy SME demonstration, learners are reassured that they can complete the tasks relevant to instruction.

Engagement (Hardest part!)Variation of tone and interactive elements (quizzes) help keep learners engaged.


Best Practices: Presentation

Keep it short (5-10 minutes)

Chunk content into chapters– Helps learners navigate to relevant topics– Use visual bookmarks between chapters

Use callouts and other visual affordances when appropriate

Keep content focused and relevant content in-frame


Best Practices: Planning

Arrive early at recording session to set up.– Recording session checklist recommended.

Offer dry run sessions to those recording– Ensure that they have a script . (Don’t “wing it”)

Schedule a large time block or multiple sessions– Don’t get chased out of recording space

Pad your project schedule (Hackos)– This is not your SME’s only project

Test equipment



Integration of Video in Page Design


Pop-up Video with Navigational Affordances

Collect Metrics & User Feedback

User feedback forms – The Brewery has several feedback

mechanismsSurvey learners or hold a focus groupCheck consumption metrics

– Number of downloads– Exit metrics. Where are learners giving up?

If embedding quizzes, how are learners performing?

Make adjustments to help learners achieve their learning goals.


Sources

Brecht, H. D. (2012). Learning from online video lectures. Journal of Information Technology Education: Innovations in Practice, 11, 227-250.

Hackos, JoAnn T. Information Development: Managing Your Documentation Projects, Portfolio, and People. Indianapolis, IN: Wiley Technology Pub., 2007.

Khan, Salman. “Let's use video to reinvent education.” Ted.com. March 2011.http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html

Morain, Matt, and Jason Swarts (2012) YouTutorial: A Framework for Assessing Instructional Online Video, Technical Communication Quarterly, 21:1, 6-24

Nielsen, Jakob, and Hoa Loranger. Prioritizing Web Usability. Berkeley, CA: New Riders, 2006, Pages 91-92, 375, 378.

Zhang, Dongsong, and Lina Zhou, Robert O. Briggs, Jay F. Nunamaker Jr., Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness, Information & Management, Volume 43, Issue 1, January 2006, Pages 15-27,


http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html

http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html

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