Motion Graphics Course

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Motion Graphics Course

A case study in instructional design and real-time course optimization.

  • CT State Tunxis
  • Higher Education
  • Spring 2024
  • Instructional Design

Meet the client.

Project Overview

Motion Graphics Course

A case study in instructional design and real-time course optimization.

Project Overview

  • Course: Motion Graphics
  • Duration: [Semester/Term length]
  • Students: [Number of students, grade level/age range]
  • Context: Dual-purpose as a teaching assignment and a Master’s program project in Instructional Design

Course Overview

  • Course Title: Motion Graphics Class (Spring Semester)
  • Audience: Describe the students (e.g., undergraduate design students, their level of expertise in motion graphics, and familiarity with After Effects).
  • Course Objectives: What were the learning goals? Focus on both the technical skills (e.g., keyframe animation, After Effects workspace) and the broader outcomes (e.g., personal brand animations, social media ad campaigns).
  • Course Design: Briefly outline how the course was structured (e.g., project-based learning, flipped classroom elements).
    • Example: “The course was project-based, focusing on three major projects: personal brand animation, social media ad campaigns, and a brand media kit. Each project was designed to build upon key skills in After Effects.”

Project Goals

  • Deliver an effective motion graphics course to students
  • Apply instructional design principles in a real-world setting
  • Gather data for course improvement and adaptation to online learning
  • Create a portfolio-worthy case study demonstrating instructional design skills

Instructional Design Process

  • Planning and Framework: Describe how you used instructional design principles (e.g., ADDIE model, backward design) to structure the course.
    • Example: “The course was developed using the ADDIE model, with a focus on iterative improvements based on student feedback and performance data.”
  • Material Development: Discuss how you developed course materials (lectures, assignments, rubrics) and tied them into real-world applications.
  • Student Involvement: Mention how you informed students that this course was being tested and that their feedback would help shape the final design. Be transparent about your instructional design goals.

1. Needs Analysis
[Describe how you assessed the needs of your students and the curriculum requirements]

2. Learning Objectives
[List the key learning objectives you established for the course]

3. Instructional Strategies
[Explain the teaching methods and strategies you employed]

4. Content Development
[Describe the course materials and resources you created or curated]

5. Assessment Methods
[Detail how you planned to assess student learning and gather feedback]

Implementation

[Describe how you implemented the course, including any real-time adjustments you made based on student feedback or observations]

Key Challenges

  • [Challenge 1]
  • [Challenge 2]
  • [Challenge 3]

Solutions
[Explain how you addressed these challenges]

Student Work Showcase

  • Course: Motion Graphics
  • Duration: [Semester/Term length]
  • Students: [Number of students, grade level/age range]
  • Context: Dual-purpose as a teaching assignment and a Master’s program project in Instructional Design

Results and Impact

Quantitative Data

  • [Statistic 1 – e.g., Average grade, completion rate]
  • [Statistic 2 – e.g., Student satisfaction score]
  • [Statistic 3 – e.g., Skill improvement metric]


Qualitative Feedback

  • “[Insert a notable student review or feedback]”
  • [Summarize overall student feedback and testimonials]

Reflections and Future Improvements

What Worked Well

  • [Successful aspect 1]
  • [Successful aspect 2]
  • [Successful aspect 3]

Areas for Improvement

  • [Improvement area 1]
  • [Improvement area 2]
  • [Improvement area 3]

Adapting for Online Learning

[Describe your ideas for transitioning this course to an online format]

Key Takeaways

[Summarize the most important lessons learned and how this experience has shaped your approach to instructional design]

Results and Impact

  • Course: Motion Graphics
  • Duration: [Semester/Term length]
  • Students: [Number of students, grade level/age range]
  • Context: Dual-purpose as a teaching assignment and a Master’s program project in Instructional Design

User Research and Accessibility Discovery

Understanding through empathy.

Identified eight key user personas, focusing on workers experiencing a 40% claims denial rate primarily due to document submission errors. Insights from call center interactions revealed a crucial gap in user understanding and website navigation ease.