Drega Abdi

Just like the shift from rigid blueprints to the adaptable principles of Universal Design in e-learning that I explored in my previous post, my journey into creating instructional videos has been one of learning and recalibration. While I have dabbled in tutorials and interactive videos before, often relying on the familiar comfort of screen recordings, I thought back on a project which pushed me beyond my comfort zone and offered invaluable insights into the nuances of instructional video production.

Stepping away from purely technical screencasts felt a little daunting initially. The prospect of creating a video that not only explained functionality but also conveyed the spirit and purpose of Fikra required a different approach. I worked closely with the project manager from the Fikra initiative, the collaboration, in itself, was a significant learning experience.

The Fikra Project: A Spark for Deeper Exploration

The impetus for this exploration was a project centered around Fikra, our healthcare facility’s new innovation platform (Fikra translates to “idea” in Arabic). Designed to replace a cumbersome paper-based system, Fikra offers a digital space for staff to submit, discuss, and vote on innovative ideas. The project tasked me with creating a video introducing Fikra and demonstrating its features. However, the goal wasn’t simply to relay technical information; it was to capture the essence of Fikra, inspiring engagement and adoption.

Collaboration and Scripting: Laying the Groundwork

Working closely with the Fikra project manager proved invaluable, reinforcing the importance of collaboration in instructional design. The scripting process, initially underestimated, quickly became central to the project. Mapping the user journey within the platform, dissecting each interaction, and crafting a compelling narrative formed the foundation for the video’s structure and message. A detailed script table, outlining the synchronization of visuals, audio, and on-screen actions, served as the project’s guiding document. (See Appendix for the Script Table)

Grappling with the Complexities of Video Learning

Guided by the principles of multimedia learning, I aimed to create a video that was both informative and engaging. This involved segmenting information, using dual-coding with visuals and narration, and maintaining a clear and concise message. However, challenges emerged. Initially, a lack of clear understanding regarding the target audience’s needs and prior experience with similar platforms led to some initial inefficiencies in the script and visual design. This highlighted a crucial lesson: meticulous planning is paramount. While we successfully incorporated elements like “Learning by Example” and the “Four-Phase Instruction” model (Ou et al., 2019) by demonstrating real-world use cases and following a clear structure, the initial misalignment with the specific audience needs could have limited the video’s overall impact. However, several challenges arose.

Initially, a lack of clarity regarding the target audience’s specific needs and prior experiences with similar platforms led to inefficiencies in the script and visual design. This underscored a key lesson: thorough audience analysis is essential. While I considered elements like the type of learning content (procedural vs. conceptual) and attempted to align the video’s design with cognitive demands (Bétrancourt & Benetos, 2018), and structure the video according to the four-phase instruction model (activation, demonstration, application, integration) recommended by Ou et al. (2019), a deeper understanding of the audience would have further strengthened the video’s impact.

Technical difficulties also emerged. Early audio recordings, plagued by background noise and the limitations of a built-in mobile phone microphone, highlighted the need for dedicated audio equipment. Re-recording with a headset microphone improved the audio quality, but the experience emphasized the importance of investing in a professional external microphone.

Reflections and Looking Ahead: A Path of Continuous Learning

1The Fikra video project was more than just a technical exercise; it was a journey of learning and growth. It reinforced the value of adaptability, collaboration, planning, and a deeper understanding of the complexities of video-based learning. Moving forward, I will prioritise:

• In-depth Audience Analysis: Conducting comprehensive needs assessments to understand the target audience’s background, expectations, and learning preferences.
• Detailed Storyboarding & Scripting: Creating detailed storyboards and scripts that carefully map the visual and audio elements, ensuring a clear, concise, and engaging flow of information, incorporating the principles outlined by Bétrancourt and Benetos (2018) and Ou et al. (2019).
• Iterative Feedback & Refinement: Gathering feedback from stakeholders and potential viewers throughout the development process to refine the video and optimize its effectiveness.
• Technical Practice Runs: Selecting and testing audio and video equipment in the intended recording environment to reduce the frequency of time-intensive iterations and improve the video’s overall quality and impact.

The Fikra project served as a valuable lesson in the complexities and potential of instructional video. As I continue my journey in e-learning, I will carry these insights forward, striving to create engaging and impactful learning experiences through video. Take a moment to view the instructional video created for the Fikra project. As you watch, consider the points discussed in this reflection and think critically about the video’s strengths and areas for potential improvement. re there any elements of the scripting, visuals, or audio that you would approach differently?

References

Bétrancourt, M., & Benetos, K. (2018) Why and when does instructional video facilitate learning? A commentary to the special issue “developments and trends in learning with instructional video,” Computers in Human Behavior, 89, 471–475, available: https://doi.org/10.1016/j.chb.2018.08.035 [Accessed: 30 March 2025].

Ou, C., Joyner, D. A., & Goel, A. K. (2019) Designing and developing video lessons for online learning: A seven-principle model. Online Learning, 23(2), 82–104, available: https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1449/819 [Accessed: 1 April 2025].

Appendix

Time	Visuals / On-Screen Action (Say)	Audio / Narration (Do)	Notes / Considerations
0:00-0:05	Opening shot of the Fikra platform interface. Logo appears briefly.	Upbeat, positive music begins. Narrator: “Welcome to Fikra!”	Music should be energetic and engaging. Consider a short animated logo intro.
0:05-0:15	Screen recording showing how to navigate to view ideas. Mouse cursor highlights the “View Ideas” section.	Narrator: “Fikra is your platform for innovation. To see the latest ideas, simply click here.”	Ensure the cursor is clearly visible. Use zoom-in effect if necessary.
0:15-0:25	Display of several idea cards. Show different ideas with titles and brief descriptions.	Narrator: “Here, you’ll find a diverse range of proposals from your colleagues.”	Vary the ideas shown to demonstrate the platform’s versatility.
0:25-0:35	Screen recording showing how to vote on an idea. Mouse cursor clicks the “Vote” button.	Narrator: “Supporting an idea is easy. Just click the ‘Vote’ button.”	Add a sound effect for the button click. Briefly highlight the vote count increasing.
0:35-0:45	Animation or graphic illustrating how votes contribute to an idea’s progress.	Narrator: “Your vote helps promising ideas move forward.”	Keep the animation concise and visually appealing.
0:45-0:55	Screen recording showing the “Promote” button and the sharing options.	Narrator: “Want to get even more support? Use the ‘Promote’ button to share ideas with your network.”	Show the social media sharing options.
0:55-1:05	Testimonials from staff members who have used Fikra. Short video clips or on-screen quotes.	Narrator: “Fikra is empowering our staff to drive change.” Staff 1: “It’s a great way to get your voice heard.” Staff 2: “I love how easy it is to collaborate.”	Use authentic voices and visuals. Keep testimonials brief and impactful.
1:05-1:15	Closing shot of the Fikra platform. Call to action.	Narrator: “Start exploring, voting, and promoting ideas today. Visit Fikra and be part of the innovation!”	Include the Fikra website address on screen. Music fades out.