Work / Executive education · Working professionals
The brief wasn't a course. It was a programme, and everything a programme needs around the video.
The institution came to us with subject matter experts, not finished content. What arrived was raw PowerPoint and voice recordings of faculty explaining their material. What went out was a programme: video, weekly live-session activities, supplementary reading, and SCORM assessments deployed on their LMS.
At a glance
Before anything was built, each expert was briefed on what production actually needed from them. A structured intake at the start is the cheapest quality control there is — it is far more expensive to discover a misread learning objective at storyboard review.
Our instructional designers went through the source looking for objectives, sequence and emphasis rather than treating the decks as finished assets. The raw presentations were input, not a script.
Concept-heavy topics got diagrams and structured explanation; other topics were better served graphically or textually. One template across forty hours of video is the reliable way to lose an audience by module four.
Activities for the SME-led weekly live sessions, supplementary reading for learners who wanted to go further, and SCORM assessments packaged and deployed to the LMS by us rather than handed over as a zip file.
The audience ranged from people two years into their careers to people with two decades behind them. Content pitched for one group loses the other. We resolved it with context that experienced learners could move past quickly and less experienced learners could lean on — rather than by splitting the difference and serving neither.
The SMEs' expertise had to survive a process that reorganised how it was presented. The judgement calls — what to keep, what to reorder, what to make visual — were made jointly by the ID and design teams rather than downstream by whoever was building the slide.
SME onboarding, content collection, instructional design, storyboarding, graphic design, voice integration, post-production, supplementary content, assessment development, LMS delivery. Every handoff is a place where consistency leaks. Structured workflows and repeated review are unglamorous and they are the whole job.
What the project demonstrates isn't video production. It is that a higher-education institution can hand over academic material at the raw end and get back something learners are already using — without running the coordination themselves.
More on University Curriculum →Tell us the shape of it and we will tell you how we would run it — including if we think someone else is the better fit.
