Interactive Video Creation with Adobe Captivate

 

​Introduction

As an instructional designer committed to enhancing the quality of education, a comprehensive Professional Learning (PL) strategy has been developed to revolutionize how teacher development in my institution. The innovation plan leverages interactive video content to boost student engagement and learning outcomes. This plan is not just about introducing new technology; it's about fundamentally changing how we approach professional development for educators.

​

The cornerstone of this strategy is the shift from traditional "sit and get" PL methods to a more dynamic, engaging, and effective model. This approach is built upon the five key principles of effective PL, as outlined by research (Gulamhussein, 2013):

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​The relationship between these components is symbiotic:

• The innovation plan provides the context and specific tools (Adobe Captivate) that the PL strategy will focus on.

• The five key principles of effective PL ensure that our training approach is grounded in research and best practices.

• The Alternative PL - Call to Action is the motivational force, driving home the urgency and importance of this shift in this professional development approach.

​​

Together, these elements form a cohesive strategy that addresses the immediate need for more engaging content and sets the stage for long-term, sustainable improvement in our educational practices. By investing in educators through this comprehensive PL strategy, the institution is ultimately investing in the success of its students and the future of the institution. 

​

Comprehensive Strategy Overview

Innovation Plan, Key Principles, and Call to Action Integration

The innovation plan, centered on enhancing student engagement through interactive videos using Adobe Captivate, is intricately woven with the five key principles of effective PL and Alternative PL - Call to Action:

​

1. Significant Duration and Ongoing Support:

   • 15-week intensive course structure

   • 6 months of follow-up support post-course

   • Monthly check-in sessions and progress reports

   • Call to Action: Emphasizes the need for sustained, ongoing PL to break the cycle of ineffective "sit and get" sessions

2. Implementation Support:

   • One-on-one coaching sessions

   • Online help desk for technical issues

   • Peer mentoring program

   • Call to Action: Highlights the importance of support during implementation to address specific challenges of changing classroom practice

3. Active Learning Approaches:

   • Hands-on workshops with Adobe Captivate

   • Project-based learning assignments creating interactive videos

   • Collaborative problem-solving sessions

   • Call to Action: Stresses the need for active engagement in making sense of new practices

4. Modeling of Best Practices:

   • Expert demonstrations of interactive video creation

   • Analysis of exemplar videos

   • Virtual classroom observations

   • Call to Action: Underscores the effectiveness of modeling in helping teachers understand new practices

5. Discipline-Specific Content:

   • Breakout sessions for different subject areas/grade levels

   • Customized project templates for various disciplines

   • Subject-specific case studies and examples

   • Call to Action: Emphasizes the importance of specific, relevant content over generic instruction

​

Addressing Audience Needs and the Call for Change

The target audience includes educators from elementary to higher education. To address their diverse needs and respond to the Call to Action:

• Pre-course surveys assess current skills and goals, aligning with our call for tailored, relevant PL

• Ongoing needs assessments ensure we're meeting the evolving needs of educators, supporting our call for adaptive, responsive PL

• Customized content for each grade level and subject area reflects our call for discipline-specific learning

• Flexible learning options answer our call to break away from one-size-fits-all PL approaches

​

Fostering Collaboration and Effective Modeling

In line with the Call to Action for more engaging and effective PL:

• The establishment of Professional Learning Communities (PLCs) promotes ongoing collaboration

• Regular PLC meetings for goal-setting and progress tracking ensure sustained engagement

• Peer review and feedback sessions model the kind of active, collaborative learning we aim to foster

• Online discussion forums and idea exchanges extend learning beyond formal sessions

​

Fostering Self-Directed Learning

Answering the Call to Action for more empowering PL approaches:

• Project-based learning assignments allow participants to apply skills directly to their curriculum

• Access to online resources and community forums supports ongoing, self-paced learning

• Bi-weekly office hours with instructors provide personalized support

• Personal goal-setting and progress tracking encourage ownership of learning

​

Leadership and Facilitation

A diverse team of experts will lead this initiative, embodying the change called for in the Alternative - PL Call to Action:

1. Course Instructor (Mia Fayerweather): Leads overall program design, modeling the shift from traditional to innovative PL approaches

2. Subject Matter Experts (Faculty): Provide discipline-specific content, answering the call for relevant, tailored instruction

3. Technical Support Team (Adobe Staff): Offer hands-on support, demonstrating the importance of implementation assistance

4. Instructional Coaches (Design Team): Provide ongoing, individualized support, reflecting our call for sustained, personalized PL

5. PLC Facilitators (Design Team): Guide collaborative learning, embodying the shift towards active, engaged professional learning

​

This integrated approach ensures the innovation plan is implemented effectively, adhering to the principles of effective PL and responding directly to the Alternative PL - Call to Action. By fostering collaboration, modeling best practices, and encouraging self-directed learning, a robust and sustainable framework for professional growth and improved student engagement is created, answering the call for transformative change in professional learning.

 

Strategy Steps and Components

 

​​​​​​​​

​

 

 

 

 

 

 

 

 

 

 

 

 

​​​

​

Conclusion

Reflecting on this comprehensive Professional Learning strategy, it is clear that the call to action for transformative change in education is being answered. This approach goes beyond merely introducing new technology; it represents a fundamental shift in how professional development is perceived and implemented, directly addressing the challenges highlighted in the Alternative PL Call to Action.

​

By integrating the innovation plan with the five key principles of effective PL, a robust framework is created that addresses the real needs of educators and breaks the cycle of ineffective “sit and get” professional development. This strategy recognizes the diverse needs of the audience, from elementary to higher education instructors, and provides tailored support through a combination of structured learning, collaboration, and self-directed exploration – all key elements emphasized in the call for change.

​

The use of Adobe Captivate as the primary tool for creating interactive videos is not just about adopting new technology – it is about empowering educators to create more engaging, interactive, and effective learning experiences, directly responding to the call for more active and engaging professional learning.

​

Perhaps most importantly, this strategy fosters a culture of continuous improvement and innovation, a central theme in the Call to Action. By encouraging collaboration through PLCs, modeling best practices, and providing ongoing support, skills are not just being developed – a community of practice is being built that can adapt to the ever-changing landscape of education, exactly as envisioned in the Call to Action.

​

As this initiative moves forward, it is crucial to remember that the true measure of its success will be the impact on students. By enhancing educators’ capabilities and providing them with the tools to create more engaging content, the ultimate goal is improved student engagement, deeper understanding, and better learning outcomes – the ultimate goal of the call for change in professional learning.

​

This Professional Learning strategy represents a commitment to excellence in education and a response to the urgent need for change highlighted in the Alternative PL Call to Action. It is a testament to the belief in the power of effective professional development and the dedication to providing the best possible learning experiences for students. As this strategy is implemented, it is not just changing how professional learning is approached – it is shaping the future of education in the institution and beyond, answering the call for transformative change in professional development.

​

References:

Adobe Help Center. (2023, September 6). Create an interactive video with overlay in Adobe Captivate. Adobe.

https://helpx.adobe.com/captivate/help/create-interactive-video-overlay-captivate.html

​

Andrews, T. M., Leonard, M. J., Colgrove, C. A., & Kalinowski, S. T. (2011). Active learning not associated with student

learning in a random sample of college biology courses. CBE Life Sciences Education, 10(4), 394-405.   http://doi.org/10.1187/cbe.11-07-0061

​

Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. Jossey-Bass.

www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf

​

Gulamhussein, A. (2013). Teaching the teachers: Effective professional development in an era of high stakes

accountability. Center for Public   Education. https://Teaching_Effective_Professional_Developmt.pdf (dropbox.com)

​

Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S.   (2009). Professional learning in the

learning profession: A status report on teacher development in the U.S. and abroad. National Staff Development   Council. https://learningforward.org/report/status-professional-learning-2/phase-professional-learning-learning-profession/​​