u1: Video Case Study

Unit 1: Video Case Study

Next up…
And just like that you’ve completed the first unit. Time flies eh? When you’re ready go ahead and move on to Unit 2: User-Centered Design.

Video Transcript
Welcome to our Unit 1 Case Study. I’m Dr. Anthony Chow, and we thought it would be interesting following the evolution of our MOOC from concept to completion. In this module, we’ll share with you the process we followed in the preliminary analysis and design phases, including our goals for the MOOC, market analysis, communication process, and design and development cycles used. The first question that we all had to answer was why were we doing the MOOC in the first place. What were our goals, and what were we trying to accomplish?

Our first goal, by providing a free MOOC, was to let the world know about UNCG, our brand, and what we had to offer. We made sure to involve our mascot Spiro to bring both branding and a bit of fun into our unit videos. We also made sure to film them on location around the university and Greensboro, North Carolina so people could see and experience what UNCG has to offer for themselves.

Step 2 involved meeting as a team to brainstorm what we want to accomplish. The team involved an instructional designer, project manager, project developer, and myself. We brainstormed what we wanted to accomplish and what we needed to do within a projected timeframe. As a full-time professor, we projected that it would take the entire Fall 2013 semester to complete. In retrospect, this was very optimistic as the project took the full academic year as we completed it during the end of the Spring 2014 semester. Using Google Docs, we communicated with each other through an outcomes document outlining goals. This outline led to a full-course outline laying out each unit section and the different content areas that were needed.

Here is a direct excerpt from the report of the market analysis for the MOOC.

Enrollments have reached as high as 230,000 students, which was [for] a Google-developed course, but the average is closer to 50,000 students for a MOOC. MOOC’s are dominated by males, contrasting with the fact that online degree-seeking students are more frequently women. This may be skewed because the majority of courses are tech related, subjects that traditionally attract more males. This trend holds true to a lesser degree even in humanities MOOC’s. MOOC students tend to already have a degree. Those with a bachelor’s, master’s, and Ph.D.’s vastly outnumber other education levels. This is true even for introductory-level courses. MOOC registrants are on average much older than traditional age students. The dominate range is 25 to 35 years of age, but 35- to 45-year-olds are also well represented. Most MOOC registrants are working professionals. There’s very little data on which professions are most common except for tech courses, discussed next.

There is some evidence, however, MOOCs are popular with educators. The mean salary for registrants is around $50,000 annually. MOOCs are international. Residency of registrants is always dominated by the US, but usually hovers around one-third of the course. Consider claims registrants hailing from 198 different countries. The main motivation for taking MOOCs is interest in the course topic with job skills coming in a close second. For technology MOOCs, tech MOOC enrollments are consistently what they average for MOOCs, around 50,000 students. Tech MOOCs are dominated by males in even higher numbers. Most examples of actual data show 75 to 85 percent male participation. Attendees with at least a bachelor’s degree attend tech courses in higher numbers than the averages for MOOCs. Those with master’s degrees usually make up the largest group. In one example forty percent of registrants had master’s degrees. The age distribution is the same as the average for all MOOCs. Tech MOOCs are dominated by those already working in computer-related fields.

Interestingly, career distribution had the most outliers. In some courses, over fifty percent had no experience with the subject whatsoever. International participation is about average. Several courses show one-third of participants from the US with the UK, India, Russia, and Brazil all well represented. Like MOOCs in general, the motivation for taking tech-related courses is for personal interest, but the percentage interested in job skills are usually larger. So for our MOOC, the recommendation. . . I recommend your focus group include 25- to 40-year-old males from middle class households who have obtained bachelor’s or master’s degrees. Most should be working professionals with technology-related job skills but not necessarily all.

The focus groups should ideally include international participants. Here’s a shot of our introduction page.


Here’s a picture of video chat with the project director about current status and questions.


Here’s another on location to film a unit video at Bur-Mill Park in Greensboro, North Carolina.


Here’s a picture of us setting up a shot with Spiro, the UNCG Spartan. Here’s another picture of us setting up the shot. Another image where proper lighting is a must. Looking good for the shot.


As you can see, we carefully planned our MOOC goals by identifying our target audience, our primary goals, developing a preliminary design, an alpha version involving both content and multimedia design that is now ready for testing.

In a future case study, we’ll share direct video feedback from our user group.