=Paper=
{{Paper
|id=Vol-1841/E06_83
|storemode=property
|title=Digital Storytelling for Start-Ups: A Canadian MOOC Design Experience
|pdfUrl=https://ceur-ws.org/Vol-1841/E06_83.pdf
|volume=Vol-1841
|authors=Vicky Roy
|dblpUrl=https://dblp.org/rec/conf/emoocs/Roy17
}}
==Digital Storytelling for Start-Ups: A Canadian MOOC Design Experience==
https://ceur-ws.org/Vol-1841/E06_83.pdf
Proceedings of EMOOCs 2017:
Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track
Digital Storytelling for Start-Ups: A Canadian MOOC
Design Experience
Vicky Roy
Southern Alberta Institute of Technology, School of Business, Calgary, Canada
vicky.roy@sait.ca
Abstract. The four-week Business Start-up Massive Open Online Course
(MOOC) is the first MOOC designed at the Southern Alberta Institute of Tech-
nology (SAIT), Calgary, Canada. This work in progress paper discusses the au-
thor’s experience designing the course through digital storytelling in partnership
with seven successful Canadian entrepreneurs using powerful digital tools, in-
cluding 2D whiteboard video animations and interactive video presentations, to
engage and motivate learners in planning their start-ups. The MOOC’s target
market is diverse and global: internal students from various programs at SAIT,
alumni, lifelong learners, and professionals.
Keywords: MOOC, e-Learning, business start-ups, entrepreneurship, digital sto-
rytelling, whiteboard animations, interactive presentations, case studies, course
design, video design, video production, authentic learning.
1 Introduction
The MOOC movement represents a great opportunity for Canadian higher education
institutions to be part of a new wave, the democratization of online education. The on-
going revolution in information technology demands changes to not only what is known
and learned inside or outside the classroom, but also how the learning needs and learn-
ing processes of lifelong learners are managed in an adaptive and engaging open learn-
ing environment that supports them in a just-in-time format. Currently, a gap exists in
the Canadian MOOC market. There are few MOOCs with Canadian content that offer
potential entrepreneurs courses to acquire new skills to plan their business start-up. The
majority of MOOCs are offered by American or European colleges and universities.
Entrepreneurs who want to start new businesses urgently need to acquire the skills to
plan and operate them. They express interest in a just-in-time, online, condensed course
of only a few weeks, a course with a step-by-step approach that will help them define
their vision and make their dream a reality.
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Proceedings of EMOOCs 2017:
Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track
2 Opportunity
The project focused on the design of a four-week Business Start-up MOOC through
digital storytelling and real entrepreneurial case studies. The seven entrepreneurs in-
volved in the project wanted to contribute by sharing their stories and by providing
useful information related to the different phases of a business venture. The course was
developed for learners who would not otherwise be able to access such a course due to
their location or their busy personal and professional schedules. The main objective is
to reach a global audience of entrepreneurs who are interested in acquiring just-in-time
learning to plan and launch their new business venture.
3 Course Design
Authentic learning techniques – learning by doing based on real problems with practical
applications – were used for the course design, as they are considered to be among the
most effective learning methods. Authentic learning typically focuses on real-world,
complex problems and their solutions, using role-playing exercises, problem-based ac-
tivities, case studies, and participation in virtual communities of practice [3]. Moreover,
the value of authentic activity is not constrained to learning in real-life locations and
practice; the benefits of authentic activity can be realized through careful design of
web-based learning environments [2].
The course design focused on creating easy ways for learners to understand the busi-
ness content using powerful digital tools such as 2D whiteboard video animations, in-
teractive video presentations and real case study videos with seven entrepreneurs. These
tools have been utilized in the past, however, this project was innovative by adopting
the best practices from the film and multimedia industries producing more engaging
online course content. Additionally, the real case studies are not merely interviews with
real entrepreneurs but instead are comprehensive stories that are interwoven throughout
the fabric of the course content. In this way, learners can explore the course through
storytelling, which effectively combines their learning in each of the four modules and
their actions to apply this new knowledge to building their integrated business plan. A
total of 94 videos (59 talking heads, 22 interactive presentations and 13 2D whiteboard
animations) were produced for the course content and assessments. The course was
structured in four consecutive modules, each addressing the key components of a busi-
ness plan: 1) Business Opportunity and Market Assessment Strategy; 2) Marketing
Strategy; 3) Operational Strategy, 4) Financial Strategy. The digital learning’s content
is broken into microlearning units to improve learners’ engagement and to allow them
to be in control of what and when they are learning. At the end of each module, learners
are quizzed through video questions from all entrepreneurs on specific topics covered
in the module. After, they are invited to start the related module’s section of their busi-
ness plan. For their final assessment after completing all modules, learners will produce
a 2-minute elevator pitch video to sell their business ideas to potential investors and
will be evaluated by their peers. Furthermore, learners can build an entrepreneurial
business community that engages them to be more active in their own learning through
online discussions where they can share their business ideas with peers.
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Proceedings of EMOOCs 2017:
Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track
3.1 Tips and Recommendations
2D Whiteboard Video Animations. 2D whiteboard animation is a technique used to
draw a story on a whiteboard with different animations and voiceovers such that it looks
like a video. As mentioned previously, this MOOC focused on using innovative digital
technologies as an effective way to grab learners’ attention and add life to the learning
content.We used Videoscribe, an application designed to generate whiteboard anima-
tions and conceptualize complex business theories in a short video clip with voiceover.
Images from Sparkol were also used to enhance the whiteboard videos. The combina-
tion of handwriting with visuals, plus voiceover and a light audio track gains and holds
learners’ attention as they are engaged through storytelling, making it more fun to learn
the content. This use of 2D whiteboard video animations takes storytelling to the next
level by making it more creative and visually interesting for learners. This type of dig-
ital technology has the potential to spark discussions among learners, supplement key
concepts, provide real-life business examples, demonstrate problem solving, and intro-
duce the various challenges related to start-ups.
Interactive Video Presentations. Traditional PowerPoint slides or Prezi presenta-
tions were not suitable options for engaging learners through storytelling or for con-
veying the course content. Time and resources were focused on producing interactive
video presentations containing visually stunning images, video footage, audio narra-
tion, and background music making the online presentations more dynamic. To respond
to the needs of the target market, entrepreneurs, a way had to be found to encourage
active learning and engagement with the content and improve long-term retention of
the business course material, particularly for those who were unfamiliar with the dif-
ferent business topics and concepts. It was also important to grab the learners’ full at-
tention and to complement the seven entrepreneurs’ stories with 2D whiteboard video
animations. Initially, key learning goals were identified in areas that were not covered
through the 2D whiteboard video animations and where learners normally have diffi-
culty understanding the content. Then short interactive video segments for each topic
were created to enhance learning. Excessive use of printed text was avoided to prevent
cognitive overload, as it can be challenging for the brain to read and listen at the same
time. A videographer/video editor was hired to produce in-house videos and money
was invested to buy royalty-free high-resolution photos, images, illustrations, vectors,
and videos that matched the scripts, storyboards, and audio narration. The online pro-
vider Colourbox was used extensively in the video production process. Moreover, it
was important to use a conversational style in the videos (such as “you” and “your”) to
make the learners feel more personally connected to the digital stories. Video presen-
tations were broken into shorter segments of three to five minutes to encourage learners
to understand one concept at a time before moving onto the next. This allowed them to
control the pace of their learning for each of the four modules.
Talking Head Videos. The talking head is by far the most commonly used video
style, followed by presentation slides (PowerPoint style), or a combination of both [4].
Traditional talking head videos can evoke monotony [1] and can be very ineffective if
they are too long and do not look professional. However, through in-class experience,
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Proceedings of EMOOCs 2017:
Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track
the author has found that they can be very effective, interesting, and engaging for learn-
ers if they are done the right way. Four basic rules and advice from colleagues in the
Film and Video production program from the SAIT School of Information and Com-
munications Technologies were followed.
1 Prep the subject: Make the subjects of talking head videos write down their
main discussion points prior to the interview, but do not let them read them
during the interview. For example, it was agreed upon in advance with each of
the seven entrepreneurs which of the topics they wanted to talk about related
to each of the four modules of the MOOC.
2 Choose the right location and use the right equipment: Use two cameras sim-
ultaneously. For the videos, one camera was fixed on a tripod for the master
shot, and then a second camera, either hand-held or on a table or dolly, was
used so that there is a second angle to create some movement during the editing
process. It is also very important to have the right camera angles and the ap-
propriate lighting equipment. Position the two cameras 30 degrees apart, one
giving a portrait and the other one a three-quarter view of the subject. Different
video shots from these two cameras can be used to make the video come to life.
3 Invest in the production of the videos: Hire a professional videographer/video
editor who can do both jobs and provide professional results. Use background
music, stock footage, and images to make the video and voice more enjoyable
to increase the learners’ engagement.
4 Decide the video length: Each video should be less than five minutes. Use vid-
eos to tell a story or share an experience related to a specific topic in the course
content. The research results of Reutemann [4] on a comparative report of
video styles and course descriptions on different platform providers confirms
the decision to divide the videos into short sequences (less than five minutes)
in order to keep students’ attention and avoid participant dropout. The author
of this study also found that the viewing completion rate decreases rapidly for
videos longer than 12 minutes.
If videos are well produced, learners are more likely to watch them all the way
through, then engage in action to complete post-video activities. In the author’s MOOC,
learners are asked to complete a specific part of their business plan and are then tested
with video quizzes related to each of the four modules of the MOOC. The importance
of following this procedure was apparent throughout the course design and develop-
ment experience and demonstrates that just making a few different choices when plan-
ning and producing the MOOC videos can create dramatically better results.
3.2 Challenges
Designing and producing a MOOC with innovative digital tools can create many chal-
lenges to overcome. To be successful in this journey, one may need to secure the ap-
propriate resources right from the start of the course idea. Six challenges the author
overcame during the design and production of her first MOOC were as follows:
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Proceedings of EMOOCs 2017:
Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track
1 Recruitment and selection of subjects: Persuading potential successful entre-
preneurs to be the basis and storyline of the course content was a real roller
coaster. It was decided to reinforce the brand story as an institution and focus
on successful SAIT alumni from different industries who had a strong sense of
belonging to the institution and wanted to give back by helping new entrepre-
neurs.
2 Content coverage: One cannot cover everything and unique course content
must be created. Choices must be made on what is important for learners to
know, and main topics and theories need to be summarized. Videos must be
short enough to keep learners engaged. Consider separating the videos into mi-
crolearning units (multiple segments) with distinct topics under main modules.
3 Copyright for content: It is very difficult to obtain permission to use textbooks,
online images, and videos for free. In order to offer great interactive video
presentations to learners, invest time and money in choosing high-resolution
photos, images, illustrations, vectors, videos, and audio through online provid-
ers such as iStock, Colourbox, or Shutterstock, to name just a few. It’s worth
the price!
4 Faculty workload: Producing videos requires pre-production planning, filming,
and post-production, all of which can be time-consuming. The use of innova-
tive digital technologies to produce short video segments to replace long video
lectures and PowerPoint slides means the course designer will also have to plan
the video interviews, scripts, and storyboards of the 2D whiteboard video ani-
mations and interactive video presentations. Plan and manage your time ade-
quately.
5 MOOC platform providers: It may be difficult to find a platform provider that
will accept your course right away if you are not a top American or European
university. It can also be a long process with certain MOOC providers. Some
of them will take a long time to provide an answer, while others will reject your
offer right away because you are not the type of university they are looking for
(or you are a college). Some of them will be happy to partner with you for a
price. It can cost your institution thousands of dollars per year to host your
MOOC with promises of giving you back some royalties.
6 Timeline and budget: Both are challenging. The planning, design, and produc-
tion of the videos for a MOOC can be very time intensive and expensive.
Learning how to use the audio-visual equipment and editing software requires
training and time. In order to achieve high-resolution, quality productions, it is
sometimes necessary to apply for funding to support a MOOC project. This
funding will be critical to help make the MOOC a reality. Additionally, hiring
the right contractors may be a great investment. A videographer/video editor
(interactive video presentations and interviews) and a videoscriber (2D white-
board video animations) might be necessary to produce high-quality, engaging
animations and videos. It is also difficult to predict the total cost when it is your
first experience. You may need to ask different departments and colleagues in
your institution whether they can contribute financially or voluntarily to the
realization of your course.
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Proceedings of EMOOCs 2017:
Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track
Designing a MOOC is a continual “work in progress,” just as it is with any other
type of course delivery method. Educators and course designers must continually try to
adapt to new educational technology trends and innovate by using new digital tools in
order to remain relevant. The main goal should be to provide learners with the best open
online learning experience. Building a MOOC does not change the vision of education
or intention to do better, but reinforces it. Overcoming these challenges is part of the
deal for being involved with designing quality and innovative online courses. When
designers know how to overcome common instructional design challenges, they can
carefully craft a well-planned instructional design to make their MOOC a reality and
possibly a great success.
4 Conclusion
Finally, this work in progress paper adds another dimension to the ongoing discourse
of MOOC course design experience in higher education. Moreover, this MOOC model
can be shared with and used by other SAIT’s faculty, as it will be a measurable, ob-
servable first model providing a pathway for the implementation of more MOOCs
throughout the institution. It will be beneficial to conduct more research that would
further explore and measure the effectiveness of this course design and its impact on
the learners’ engagement and motivation to complete the course.
References
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Video and Online Learning: Critical Reflections and Findings from the Field. HIIG Discus-
sion Paper Series, 2015(02).
2. Herrington, J., Reeves, T., Oliver R., & Woo, Y. (2004). Designing authentic activities for
Web-based courses. Journal of Computing in Higher Education, 16(1), 12-27. Retrieved from:
http://link.springer.com/article/10.1007/BF02960280
3. Lombardi, M. (2007). “Authentic learning for the 21st century: An overview”, Educause
Learning Initiative, ELT Paper No.1, (pp. 1–12).
4. Reutemann, J. (2016). Differences and Commonalities – A comparative report of video styles
and course descriptions on edX, Coursera, Futurelearn and Iversity. In Proceedings of the
European MOOC Stakeholder Summit 2016. (pp. 383-392). Retrieved from:
http://emoocs2016.eu/wp-content/uploads/2016/02/proceedings-emoocs2016.pdf
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