Work / Technology university · Seven subjects
The flexible part wasn't the output. It was the starting point.
The subjects did not arrive in the same condition. For several, the institution provided approved scripts and faculty video already recorded. For others, there was academic material and no narrative yet. Running one rigid workflow across both would have meant either redundant work on the ready subjects or thin work on the rest.
At a glance
Where approved scripts and recordings existed, we analysed and built on them. Where they didn't, we developed the script from the academic material first — logical flow, sequencing, learner comprehension — before any storyboard work began.
Visual storyboards established exactly how narration would be supported: on-screen text, graphics, diagrams, illustrations, animation. Approving the storyboard meant approving the video, which is considerably cheaper than discovering a disagreement in post-production.
The rule throughout was that a visual must add something the narration doesn't. A graphic that restates the sentence being spoken is decoration, and it costs attention that the difficult part of the lesson needs.
Conceptual topics were carried by diagrams and illustration; process-heavy and information-dense sections got structured layouts and animation. Production standards stayed constant, visual approach did not.
Pre-recorded faculty footage can't be re-paced. Graphics, on-screen text and animation had to synchronise to a delivery that was fixed before we started, which puts all the flexibility on the visual side and none on the timing.
The faculty member's authority is a large part of why the video works. Visuals had to reinforce comprehension without competing for the viewer — which meant deciding, repeatedly, when the right design choice was to add nothing.
Subjects that needed scripting went through an extra stage. Keeping their output indistinguishable in quality from the subjects that arrived ready was the point of the exercise, and the part that required the most review.
The project is the argument for a production partner rather than a production line: the workflow adapts to what each subject actually is, and the learner can't tell which route their video took.
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