Boston University was experimenting with offering a reversed classroom approach of learning to classes offered in the College of Engineering and College of Communications students. The struggle had been to date that many of the attempts to implement such settings in prior classes had seen less than stellar data on the number of students who not only utilized the “at-home” lectures and a concerning trend that even amongst the students who made attempts to go through the lectures at home, their knowledge absorption rates were quite low. After I conducted research and observations, I hypothesized that the same content that was delivered in-person simply couldn’t be used as-is virtually.
The Solution? Students at-home required more than just another slide deck, the lack of a passionate presenter who could guide their learnings left them often stranded even with audio-over slide recordings. As such my solution was to go beyond the slide deck and create engaging audio-visual videos that utilized a format similar to the instructor’s decks that they would be used to, the catch was making an honest effort to bring content to life through animations wherever possible.
The Results? We found that with the implementation of the videos I had developed, there was a significant increase in students who actually watched the required course material prior to in-class sessions, and more importantly, the knowledge was being transferred far more effectively through the new content formats. We scaled out our tests and began the process of analyzing large format classes (i>50), which could benefit from a course resource overhaul, and began the process of re-designing course assets with our learnings.
- Adobe Creative Suite