Analysis and Scoping

Assignment 2 - Analysis and Scoping

Grace Meritt-Hall

The 'WHO'

The 'WHAT'

The 'HOW'

The 'WHY'

References

Learner Persona

Learner Persona

Learner Persona

The 'WHO' of Learning

My Learners

Analysis of Learners

From this I was able to determine three distinct categories of leaners accessing my videos: - A Level English students (UK based) - Teachers of GCSE and A Level English - International students studying English as non-native speakers

I have used the analytics section of my YouTube channel to determine who was watching and engaging with my videos. In particular I looked at the following categories: - Age of viewers - The country they are accessing content from - The device they are using - Key sources of traffic - Watch time and peaks in viewing I also considered comments and feedback I have recieved from learners historically

Design Considerations

1. Content must be both PC and mobile friendly

2. Learners are looking for micro content under 10 minutes

3. For some learners, English is a second language so visuals and written language is important

4. Some UK students and teachers are looking for content on specific exam questions or will want to know how content relates to this.

The Business Problem

- In order to monestise my channel I need 1,000 subscribers and 4,000 watch hours. At the time of writing I have 524 subscribers and 1,177 watch hours. - I have lots of ideas for videos but due to working full-time I have limited time to produce these, so need to focus on videos which will increase my channel growth the most. - I currently have three main playlists on my channel: 'Key Terminology', 'Exam Content' and 'Theories'. Through research, I have found that 'Key Terminology' videos are the ones growing my channel the most, so this is the playlist I will focus on increasing.

The Learning Gap

Through further research, I've identified four learning gaps which I aim to address through video content within my 'Key Terminology' playlist. All of these topics will be useful to both A Level English Language students and international students.

Parts of Speech

Noun Types

Articles in English grammar

Tenses

Learning Outcomes

After being exposed to content on these gaps in learning, learners should be able to:

Understand and define these different elements of English grammar.

Identify when these elements have been used in a piece of spoken or written text.

Analyse the effects of their use in spoken and written texts.

Write about these elements of grammar in a formal essay question.

Use these grammatical elements in their own creative or factual writing for effect

The 'WHAT' of Learning

Key Terminology

Video 2 Noun Types

Video 3 Tenses

Video 4 Articles

Video 1 Parts of Speech

A 4-9 minute video including: - What is an article - The difference between a definite and indefinite article - The difference using one over the other makes in writing/speaking - How to write about articles effectively

A 4-9 minute video including: - Overview of the 8 parts of speech - Identifying these parts in a written/spoken text - Identifiying which parts are the most interesting to comment on - How to write about speech types effectively

A 4-9 minute video including: - Quick introduction to all noun types - Deeper analysis of 5 interesting noun types - Why a writer/speaker may use these types in particular - How to write about these noun types effectively

A 4-9 minute video including: - Quick recap of three tenses - The four aspects each tense can take - The effect using these different aspects has on written/spoken language - How to write about these tenses effectively

Longer video followed by a short (< 60 sec.) form revision video produced on TikTok and shared also on YouTube

Longer video followed by a short (< 60 sec.) form revision video produced on TikTok and shared also on YouTube

Longer video followed by a short (< 60 sec.) form revision video produced on TikTok and shared also on YouTube

Longer video followed by a short (< 60 sec.) form revision video produced on TikTok and shared also on YouTube

The 'WHAT' of Learning

Due to the niche circumstance of my topic and context, I have taken the templates given and adapted it to work for me. The macro design I have created demonstrates how I plan to create cohesion between video content. Each one will have four clear sections to it: (1) a quick introduction to the topic, (2) identifying this element of grammar in texts, (3) what's interesting about them and (4) how to write about the topic effectively. These long-form videos will be followed by short 60 second recaps of the topics, created and published on TikTok and then added to YouTube shorts. These micro videos will appeal to the main target audience and will direct users to the longer form videos as well. As this type of learning is fully asynchronous and digital, learners can watch content in any order and will be directed at the end of videos to other content that may be relevant to them.

The 'How' of Learning

Mode: Digital Asynchronous

Module: All four videos will be within the 'subject terminology' section of my channel

Formats: Content in the form of instructional and animated videos. Chances for activities and assessments is limited, but there will be links to any texts mentioned and a chance for students to ask questions in the comments section

Flow Model and Design: None of the flow models work excactly for my context, but learners will be directed to other content which may be relevant to them during and at the end of each video

References

Boogaard, K. (2022, February 17). How to write SMART goals. Work Life by Atlassian. https://www.atlassian.com/blog/productivity/how-to-write-smart-goals Khlaif, Z., Salha, S,. (2021). Using TikTok in Education: A Form of Micro-learning or Nano-learning?. Interdisciplinary Journal of Virtual Learning in Medical Science. 12 (3), 213-218 https://ijvlms.sums.ac.ir/article_47678_c8873a984de4d9c3596440743c0abcdb.pdf Taylor, B. (2022, November 30). IELTS - A Guide for International Students | FindAMasters.com. www.FindAMasters.com. https://www.findamasters.com/guides/ielts-postgraduate-guide Digital Learning Institute, Module 2 Design Principles Lesson 2: Learning Outcomes and Bloom’s Taxonomy, retrieved 3rd December 2022, https://courses.digitallearninginstitute.com/courses/take/module-2-design-principles-2021-diploma-programme/multimedia/28345346-lesson-2-learning-outcomes-bloom-s-taxonomy Data aquired through my YouTube channel A-Level English Language https://www.youtube.com/channel/UCWmCFydx9btyawBajMnph0A