Project Overview

Creating Virtual Open House Videos During COVID-19

Context

In preparation for the 2020–2021 school year, schools were operating under COVID-19 restrictions that prevented traditional in-person Open House events. Families still needed an opportunity to meet teachers, learn about course expectations, and receive important information about the upcoming school year. The school needed an alternative method to facilitate these connections in a fully virtual environment.

My Role

• Conducted needs, learner, and task analyses to identify performance requirements.

• Designed the instructional strategy, learning objectives, and training workflow.

• Developed training content, job aids, templates, and multimedia resources.

• Built and published the self-paced learning experience using Google Sites.

• Created performance support materials to reduce technical support needs.

• Facilitated pilot testing and incorporated user feedback to improve usability.

• Supported district-wide implementation of the Virtual Open House initiative.

ANALYSIS

Business Need

The school needed a scalable way for teachers to communicate course information and establish connections with students and families prior to the start of the 2020–2021 school year. Without traditional Open House events, an alternative communication method was required to support family engagement and ensure access to important course information.

Performance Gap

Teachers needed to create virtual Open House presentations that could be shared asynchronously with families. While most educators were familiar with creating PowerPoint presentations, many had limited experience recording narration and converting presentations into video format.

Learner Analysis

The target audience consisted of K–12 faculty members with varying levels of technology proficiency. Most educators were comfortable using Microsoft PowerPoint for classroom instruction but had limited experience with multimedia production and video creation tools.

Technology Analysis

Faculty had access to Microsoft PowerPoint through district-provided software and devices. Leveraging an existing tool minimized the learning curve, reduced implementation barriers, and allowed educators to focus on communicating with families rather than learning new technology.

Task Analysis

A task analysis identified the skills required to create a virtual Open House presentation:

• Create and organize presentation slides

• Insert images and visual content

• Apply transitions and formatting

• Record narration within PowerPoint

• Export the presentation as a video file

• Share the completed video with students and families

DESIGN

Solution Overview

I designed and developed a self-paced online training tutorial that taught educators how to transform a standard PowerPoint presentation into a narrated video. The training included step-by-step instructions, prerequisite skill checks, downloadable resources, guided practice activities, and a final submission process. By building upon a tool teachers were already comfortable using, the training reduced the learning curve and enabled rapid adoption across the school.

Learning Objectives

Upon completion of this training, educators will be able to:

• Create a digital open house presentation using a PowerPoint template.

• Add text, images, and transitions to support communication with families.

• Record narration within PowerPoint.

• Export a narrated presentation as a video file.

• Share completed digital open house videos with students and families.

Design Decisions

The training was designed using a rapid instructional design approach that emphasized simplicity, immediate application, and independent learning. Because faculty were already familiar with Microsoft PowerPoint, the solution leveraged existing skills rather than introducing new software. Content was organized into short, sequential learning activities that mirrored the actual workflow teachers would follow when creating their Open House presentations.

Instructional Strategies

The training incorporated step-by-step demonstrations, guided practice, downloadable templates, job aids, and performance support resources. Instruction focused on task completion and real-world application to support immediate implementation.

Instructional Modalities

The training combined written instruction, visual demonstrations, downloadable resources, and guided practice opportunities to support diverse learning preferences and varying levels of technology proficiency among faculty members.

DEVELOPMENT

Solution Overview

The training solution was developed as a self-paced learning experience using Google Sites. Content was organized into a logical sequence that guided educators through the process of creating and publishing virtual Open House videos. Each section included clear instructions, examples, and opportunities for immediate application.

Alpha Testing

An early prototype of the training was reviewed by instructional technology colleagues and a small group of faculty members prior to deployment. Reviewers evaluated navigation, clarity of instructions, resource accessibility, and the overall learning flow. Feedback indicated that users were able to follow the training sequence successfully but requested additional screenshots and clarification for several PowerPoint functions. Revisions were made to improve usability and provide more detailed visual guidance before implementation.

Revisions Made

• Added additional screenshots for key PowerPoint tasks.

• Clarified instructions for recording narration and exporting videos.

• Improved navigation between training sections.

• Enhanced job aids and reference materials based on reviewer feedback.

IMPLEMENTATION

Rollout Strategy

The training was deployed through Google Sites and made available to faculty members preparing for the 2020–2021 Virtual Open House during a virtual faculty meeting. Educators could access the training asynchronously, allowing them to complete the learning activities at their own pace while balancing the demands of emergency remote instruction.

Delivery Method

The training was delivered as a self-paced online learning experience. Faculty members navigated through instructional modules, reviewed examples, downloaded templates and resources, and completed activities designed to support immediate application. The Google Sites platform provided a centralized location for all training materials and support resources.

Support Provided

Ongoing support was available through instructional technology staff, faculty collaboration, and existing district communication channels. Job aids, templates, examples, and frequently asked questions were incorporated into the training to reduce the need for individual technical assistance and support independent learning.

EVALUATION

Beta Testing

The completed training was piloted with faculty members preparing their Virtual Open House presentations. Participants successfully used the training resources to create narrated PowerPoint presentations and export them as video files. Feedback indicated that the training was easy to follow and provided sufficient guidance for independent completion.

Results

The training enabled educators to create and share Virtual Open House presentations with students and families during the 2020–2021 school year. By leveraging existing PowerPoint skills, faculty were able to adopt the solution quickly with minimal technical barriers. The project provided a scalable communication solution that supported family engagement during a period when traditional in-person events were not possible.

Organizational Impact

• Enabled virtual Open House implementation during district-wide remote learning.

• Provided a standardized process for creating teacher introduction videos.

• Reduced the need for one-on-one technical support by providing self-paced training and job aids.

• Leveraged existing technology resources, minimizing additional software costs.

• Shared across the district as a faculty support resource during the pandemic.

Reflection/Lesson Learned

This project reinforced the importance of leveraging existing learner skills during periods of rapid organizational change. By building upon familiar technology and focusing on performance-centered instruction, the training reduced the learning curve and supported immediate workplace application. The experience highlighted the value of clear job aids, just-in-time resources, and practical learning activities in adult learning environments.