The Problem

Most faculty members measured at a low level of digital and technology literacy, which had an impact on their success, flexibility, and ease of teaching in a blended learning format.

The rapid transition to remote, online learning due to COVID-19 protocols further exasperated this problem with limited time and resources to allocate directly toward faculty professional development and significant increases in faculty workload and stress. Just-in-time training and stopgaps were used to address critical needs, but frustrating pain points often went unaddressed.

The Solution

A microlearning video series on digital literacy and quality of life (QoL) technology tips to support faculty development and build user confidence. The weekly, 1-minute videos were screen-recorded, narrated, and edited in Screencast-o-Matic and Adobe Premiere Pro. Content focused on a single skill to address a common technology pain point from help desk and survey data.

Faculty evaluations of the video series yielded a 4.28 (out of 5.00) average satisfaction rating with 75% of respondents marking satisfied or very satisfied in how it supported their educational technology growth.

The ID Theory

Microlearning strategies guided development to help reduce cognitive load and enable a quick transition to learner practice by limiting videos to 60-seconds. Real user needs and pain points drove content development with screencast recordings showcasing a skill set in context to its real-world application to support transfer.

Mayer’s Multimedia Principles influenced audio script, visual overlays, and screencast modeling to reduce distractions and support learning objectives.

“Micro Monday videos were so helpful/reminder. It was short and simple and right to the point. Most of all, you did not feel stupid going through/watching the provided PD's and videos. Thank you!”