Design Rationale

Why an Interactive Video?

An Interactive video was chosen over static content (e.g., text or slide decks) and traditional lecture-style videos for the following reasons:

a. Engagement through Interactivity

• Rationale: Research in educational technology highlights the importance of interactivity in enhancing engagement and retention. Interactive videos allow users to actively participate by choosing what they want to learn more about (e.g., career paths, salary expectations)(Wilf, Paul, 2025).

• Example Features:

  • Branching scenarios where viewers can select areas of interest (e.g., K-12 EdTech, corporate training, instructional design).

  • Embedded quizzes or reflective questions to check understanding and promote critical thinking.

b. Personalized Learning

• Rationale: Personalization aligns with the diversity of the target audience. Current and prospective students often come from varied professional and cultural backgrounds, and interactive videos let them focus on content most relevant to their goals (Bañados, 2006).

• Implementation: Viewers can choose a pathway tailored to their career aspirations, such as:

  • Careers in academia.

  • Roles in corporate instructional design.

  • Salary trends by region or specialization.

c. Media-Rich Presentation

• Rationale: Videos appeal to auditory, visual, and kinesthetic learners through the integration of voiceovers, animations, infographics, and clickable elements. This multimodal approach ensures inclusivity for diverse learners (Bañados, 2006).

• Example: Infographics showing salary ranges for different roles provide a visual breakdown, while voiceovers offer accessibility for auditory learners.

Pedagogical Strategies and Multicultural Considerations

a. Universal Design for Learning (UDL)

• Why UDL? UDL ensures that all students, regardless of ability or background, can access and benefit from the content.

• Implementation:

  • Captions and transcripts for accessibility.

  • Multiple modes of engagement (e.g., text, audio, video, and interactive elements).

  • Flexible navigation to accommodate varied learning preferences.

b. Constructivist Approach

• Why Constructivism? Constructivist pedagogy emphasizes active exploration, reflection, and context-specific learning, fostering deeper connections between content and learners’ experiences.

• Implementation:

  • Scenarios prompt viewers to reflect on their personal career goals and apply the content to their aspirations.

  • Interactive questions encourage critical thinking about how the degree can align with their passions.

c. Cultural and Professional Diversity

• Why Diversity Matters: The field of Educational Technology intersects with a wide range of cultural contexts, industries, and learners. It is essential to reflect this diversity to inspire and empower students (Lim et al., 2013)

• Implementation:

  • Case studies and testimonials from professionals in K-12, corporate training, and higher education.

  • Highlighting the global impact of EdTech through examples of technology-driven solutions in various cultural contexts.

  • Using inclusive language and visuals to foster a sense of belonging for viewers from underrepresented backgrounds.

Fostering Multicultural and Empowering Learning Communities

• Representation: The video will feature diverse professionals to highlight the inclusivity of the field and inspire learners from all backgrounds.

• Empowerment: Providing clear, actionable insights about career opportunities equips learners with the confidence to make informed decisions.

• Community Connection: The online community component ensures continued collaboration and learning beyond the video.

References:

• Bañados, Emerita (2006). A blended-learning pedagogical model for teaching and learning EFL successfully through an online interactive multimedia environment, 538. CALICO Journal, 23(3), 533–550. Retrieved from https://www.jstor.org/stable/24156354 

• Lim, C. P., Zhao, Y., Tondeur, J., Chai, C. S., & Tsai, C. C. (2013). Bridging the gap: Technology trends and use of technology in schools. Journal of Educational Technology & Society, 16(2), 59–68. Retrieved from https://www.jstor.org/stable/jeductechsoci.16.2.59

• U.S. Bureau of Labor Statistics. (n.d.). Instructional coordinators. Occupational Outlook Handbook. Retrieved January 24, 2025, from https://www.bls.gov/ooh/education-training-and-library/instructional-coordinators.htm

• Wilf, S., & Paul, J. R. (2025). Fifty more ways to promote Teaching and Learning. Journal of Legal Education, 67(3), 724. https://doi.org/10.2139/ssrn.5097344