Visual Design of Instructional Video

Ishita Shah
Elaine Smith
Stanford University

The Stanford Graduate School of Business produced 90+ videos to support a flipped course design. The online learning portion of the course required teaching students of all levels to: learn the basics principles of probability and statistical analysis, understand their application in everyday situations, and use both for business decision-making. The online lecture videos use principles of visual design to help students understand the basic principles and their applications, and facilitate reuse by making it easier for students locate specific content. More specific visual design principles utilized include: consistency, choice of minimal graphics and color to complement the (complex) content, and creating visual cues to indicate theory vs. application.

Resources:
https://drive.google.com/open?id=0B-QD9UgKQEYiSXhrcVFLSFBCajg

Video Killed the Doc(ument) Star

Jenae Cohn
Raechel Lee
Tiffany Lieuw
Stanford University

Video annotation offers instructors the ability to write comments at time-stamped intervals in a video recording to assist both audio and visual student learners. This presentation offers a case study from Stanford University about how video annotation tools were used to enrich the teaching and learning of oral communication strategies. We will show examples of instructor use cases and discuss their experiences of using video annotation tools.

Using Virtual Reality to Facilitate Meaningful Online Interactions, Collaboration, & Community

Matthew Joe
Marineh Lalikian
Audrey Witters
Jennifer Gardner
Megan Pearse
Dina Venezky
Azjah Robertson
Davina Drabkin
Justina Kayastha
John Thomson
Justin Willow
Shawn Dunbar
Lis Harris
Stanford University

In Fall 2017, the GSB’s Online Executive Education and Digital Learning Solutions teams will implement VirBELA, a virtual reality platform that will be used to deliver virtual, interactive live course sessions with faculty, facilitate collaborative engagements, and build a strong virtual learning community for the LEAD Certificate – a year-long, online executive education program. Since its inception in 2015, we have been using a virtual campus to deliver LEAD course live sessions. VirBELA will be our third platform after TERF and AvayaLive Engage, and we have learned much about what works well and what can be improved about the virtual learning experience that each tool provided. We believe that VirBELA combines the assets of each of the previous tools we used to deliver an engaging experience.

Resources:
If you’re interested in seeing the GSB’s virtual campus in VirBELA, follow this link: https://drive.google.com/drive/folders/0B209iBpneZHzZko0a1g5U3ZSX0U?usp=sharing

Using Podio for Process Improvement

Pauline Becker
Britt Carr
Erfan Mojaddam
Mark Trenchard
Kim Walker
Stanford University

Stanford Medicine EdTech has invested heavily in process improvements using Podio, a tool for easy visual creation of relational databases and business workflows. We first used Podio to manage migrating ~500 courses from CourseWork to Canvas. Now the tool is used to manage production workflows, purchasing, room reservations, employee development plans, equipment inventory, CRM, consultation requests, and project collaborators.

Such range of applications requires integrating third party tools that:

  • Automate workflows (task assignments, e-mail generation, notifications),
  • Track time on tasks,
  • Manage digital signatures, and
  • Generate Gantt charts for project reporting.

Our next step is to integrate ServiceNow for ticket tracking.

Resources:
http://bit.ly/ATXpo2017Podio

Using Canvas to Enhance Teaching and Learning

Kim Hayworth
Paige Coleman
Stanford University

Team members from the Stanford Office of the Vice Provost for Teaching and Learning will share examples of exemplary techniques and approaches using Canvas to enhance teaching and learning. Paige Coleman, Canvas Instructional Design Manager and Kimberly Hayworth, Associate Director of Instructional Design, will highlight Canvas features that support increased engagement, communication, collaboration and interaction. They will also provide an overview of tools and apps like SpeedGrader that facilitate assessment and allow faculty to provide richer feedback.

The Importance of Stories & Voices in Teaching the Gender Spectrum

William Bottini
Andrew Baek
Kim Walker
Stanford University

Health Across the Gender Spectrum is an online course offered through Coursera. Taught by Dr Maya Adam and developed in collaboration with Stanford School of Medicine’s educational technology group, it offers an intimate, story-based introduction to the gender spectrum via the experiences of six transgender children and their families. Through illustrated videos, interviews with health experts (some of whom are themselves transgender), and discussion forums, the course outlines some essential healthcare and social practices of building a gender-affirming environments for our children.

Resources:
https://www.coursera.org/teach/health-gender-spectrum/
The course videos are also available on YouTube

Potent Podcasts: A Guide To Audio Storytelling

Andrew Baek
Stanford University

Among the core philosophy behind every work produced by the educational technology group at Stanford’s School of Medicine, the impact of storytelling has frequently remained at the forefront. Our project track record, in particular, reveals a consistent interest in audio storytelling, specifically in the form of podcasts, as an effective educational tool. To meet this interest, our group built a podcast studio last summer, and has since been involved in several podcast projects, along with providing with on-hand support for independent producers.

We are eager to share at IdeaLab the lessons we’ve learned, and much more, from our experiences producing and distributing podcasts.

Leveling the Playing Field with an Adaptive Learning Pre-Course Module in Finance

Pamela Levine
Stanford University

The Stanford Graduate School of Business developed and deployed an adaptive learning module on the Time Value of Money that was a prerequisite for its Winter 2017 Accelerated Managerial Finance course. The module’s adaptive pathway was authored in the SmartSparrow platform and contained embedded, custom-developed interactive videos with hints and feedback. Student performance and pathway analytics provided a snapshot about what learners understood and how they navigated the content — information that could be used by instructors to prepare for the face-to-face class sessions in the first week of class, and by IDs to iterate on the module’s design.

Interactivity: A Lesson in Learning

Andrew Baek
William Bottini
Deila Bumgardner
Huy Tran
Lauren Watley
Kim Walker
Stanford University

Interactivity is becoming a gold standard in online courses, which had long been mired in formats that were dry and antiquated. Furthermore, storytelling is often considered a rewarding educational tool for inspiring empathy and sensitivity, yet storytellers rarely integrate current technological trends to tell these stories.

In response, the educational technology group at Stanford School of Medicine has worked toward incorporating interactive storytelling into its projects and courses using a unique production pipeline that aligns with the group’s budget and resources. We are eager to share the lessons we’ve learned, and much more, from our experiences producing these interactive stories.