LEARNINGS & OBSERVATIONS
What are the key takeaways from this research?
Before this formative research effort, we did not have a clear understanding of how EDU orgs use our product. More importantly, we did not have clarity on how EDU orgs operated to begin with - who did what, how courses were scheduled, who did what. Before this formative research effort, we did not have a clear understandi
Before this formative research effort, we did not have a clear understanding of how EDU orgs use our product. More importantly, we did not have clarity on how EDU orgs
LEARNINGS & OBSERVATIONS
What are the key takeaways from this research?
Before this formative research effort, we did not have a clear understanding of how EDU orgs use our product. More importantly, we did not have clarity on how EDU orgs operated to begin with - who did what, how courses were scheduled, who did what. Before this formative research effort, we did not have a clear understandi
Before this formative research effort, we did not have a clear understanding of how EDU orgs use our product. More importantly, we did not have clarity on how EDU orgs
1. Each org is its own universe
Each university does things differently. Even Individual schools and departments at the same university can have different processes
2. Academic freedom is important
Each instructor wants to be free to teach their class how they prefer, without being told what to do
3. Roles & responsibilities vary by org size and structure
It is more helpful to think in terms of hats rather than roles - in smaller orgs, a smaller number of people wear a greater number of hats
4. Different roles work together towards a shared goal
Workflows span multiple roles and departments everyone working together to enable learning
5. Instructors are subject matter experts, but are not always comfortable with technology
At larger schools, Instructors want to just walk in and teach. They know the subject, but are not instructional designers, and may also need training on HOW to teach
6. Instructional design goals
Courses are designed with specific learning outcomes in mind
7. Multistep workflows repeat each semester
Course set up and support can be complex and time-intensive. Universities spend a lot of resources to manage technology supporting learning
8. A lot of time is "wasted" moving files and adjusting settings
One of the frequent complaints we heard is connected to scheduling and updating remote recorders, which cannot be done in bulk and causes problems when classes are rescheduled
9. "Hidden" functionality
We already have features that our customers are looking for, but may not be aware of them
10. Live and Async recordings workflows
Live Recordings and Async Recordings have very different workflows and life cycles