Research Poster Training Video
Audience: Graduate staff instructors in Purdue University's English Department
Responsibilities: Instructional Design, E-learning Development, Voiceover, Visual Design, Collaboration with SMEs, Video Editing
Tools Used: Adobe Premiere Pro, Camtasia, Wondershare Filmora, PowerPoint
Problem & Solution
The client for this conversion of the research poster instructor-led training was the Introductory Composition program at Purdue University (ICAP). As with the instructor-led training, the client regularly held a pedagogy showcase for members of its graduate staff and required some of those employees to teach a research poster assignment. However many of the graduate employees did not have previous experience with research posters, and most did not have the time to do extensive research on relevant tech tools themselves.
Importantly, starting the following school year, the organization would no longer have a dedicated trainer for providing technical learning solutions to the program’s graduate instructors. While the organization’s training needs would remain the same, general program mentors would either double as trainers or training solutions would be delivered apart from a dedicated “workshop,” as trainings were traditionally implemented.
Given the organization’s need for greater flexibility in the way training solutions would be delivered, in addition to the target audience remaining overextended graduate students to whom self-paced learning was often more convenient, I determined that remediating the instructor-led training into a self-paced, video-based experience would be the perfect, sustainable training solution.
Scoping & Storyboarding
The scope of the content for this web-based training was the same as determined through SME interviews for the initial instructor-led training.
Seeking to create a polished video, I decided to script the voiceover content word-for-word. I employed a tone that was both conversational and informative. After creating and revising my initial script draft, I sought feedback from my instructional design mentor and made appropriate edits.
Voiceover script for training video
As the training video would conceivably be used as a standalone learning solution, I wanted it to be as comprehensive as possible. I planned to include a demo of creating research posters in Canva and PowerPoint within the training. While this would greatly increase the overall length of the resulting video, I decided it was better to include it than leave it out because viewers who were already familiar with the process could always skip the demo portion based on provided timestamps.
I decided to re-use many of the slides I originally created for the instructor-led training in the video, although I redesigned many of them and added in additional visual elements to maintain more consistent on-screen movement and thus make the training more attention span-friendly.
More movement was incorporated into the slide portion of the video
I redesigned several other slides for enhanced visual balance and appeal.
Initial infographic from instructor-led training
Infographic in training video
Most importantly, I kept Gagné’s Nine Events of Instruction as a framework for the training but adapted several of the steps for the new, asynchronous context. I designed the video for use with a “training companion” in which participants could respond to engagement questions when prompted. The new structure for the video-based training is as follows (major changes from the instructor-led training are in bold):
Gain attention: present a little-known fact relevant to training content
Objectives: present “What’s in it for me?”; list objectives
Stimulate recall: ask what research poster creation tools participants already know; participants list in training companion
Present stimulus: present chunked content on main considerations and tech need-to-knows
Provide guidance: demo using Canva and PowerPoint to create research posters; provide an infographic of main steps
Elicit performance: transition to individual work time where participants practice the protocol just demonstrated
Provide feedback: present a work time review checklist so participants can double-check their work
Assess performance: ask participants to conclude on the results of their practice by identifying the tools they choose for themselves and their students; participants circle choice in training companion
Enhance retention transfer: summarize key content and direct participants’ attention to the infographic job aid that can be used even after the training has ended; identify “next steps”
Recording voiceover and slideshow timing in PowerPoint
Camtasia Zoom-n-Pan feature that makes it easier for viewers to see tutorial details
Cursor highlight and arrow annotation to make it easier for viewers to follow main steps