E-Learning Videos
E-Learning Videos
2025
2025
Studio: FIELD
Client: Cambridge University Press, India
Role: Storyboard Artist & Animator
Studio: FIELD
Client: Cambridge University Press, India
Role: Storyboard Artist & Animator
INSTRUCTIONAL DESIGN
INSTRUCTIONAL DESIGN
MOTION GRAPHICS
MOTION GRAPHICS
Analyze
Analyze
FIELD and Cambridge University Press, India, needed a professional development course for practising teachers consisting of 20 modules.
Constraint: The brief centred the content on character interactions rather than direct instructional address, and required a visual language durable enough to carry a teacher-learner across many separate sittings without losing the narrative thread or engagement.
FIELD and Cambridge University Press, India, needed a professional development course for practising teachers consisting of 20 modules.
Constraint: The brief centred the content on character interactions rather than direct instructional address, and required a visual language durable enough to carry a teacher-learner across many separate sittings without losing the narrative thread or engagement.
Using scenarios learners can see themselves in can work as a stronger hook for adult professional learners than direct instruction, since it activates their own prior classroom experience before any content is introduced. The videos also use text to reinforce key ideas and learning objectives.
Using scenarios learners can see themselves in can work as a stronger hook for adult professional learners than direct instruction, since it activates their own prior classroom experience before any content is introduced. The videos also use text to reinforce key ideas and learning objectives.
Using scenarios learners can see themselves in can work as a stronger hook for adult professional learners than direct instruction, since it activates their own prior classroom experience before any content is introduced. The videos also use text to reinforce key ideas and learning objectives.
Design
Design
Scenario-based design choices: The visuals work towards immersing learners in familiar situations from their own practice, rather than telling them what to think about it. For example, comforting an upset student or talking to the principal about complying with due protocol and policies.
The script used a narrative approach, breaking down the subject matter and presenting the module's learning objectives. These were visually reinforced near the end, so that learners left the video knowing exactly what they could expect.
Scenario-based design choices: The visuals work towards immersing learners in familiar situations from their own practice, rather than telling them what to think about it. For example, comforting an upset student or talking to the principal about complying with due protocol and policies.
Scenario-based design choices: The visuals work towards immersing learners in familiar situations from their own practice, rather than telling them what to think about it. For example, comforting an upset student or talking to the principal about complying with due protocol and policies.
The animated videos were placed at the beginning of each module, designed deliberately as an attention-gaining device.
The animated videos were placed at the beginning of each module, designed deliberately as an attention-gaining device.
Develop
Develop
The project began with a brief and scripts from FIELD, which I translated into storyboards before then moving into character and asset design.
The project began with a brief and scripts from FIELD, which I translated into storyboards before then moving into character and asset design.
The project began with a brief and scripts from FIELD, which I translated into storyboards before then moving into character and asset design.
