The Process

The process to create this video followed six main steps:
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1) The first was to create an initial outline seen below. The instructional events and strategies are based on Gangé's nine events of instruction.
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2) The detailed outline provides more information on how each of the nine steps will be implemented with a rough script.

3) The third step, not shown, was to use the detailed outline to create a PPT.

4) The fourth step was the creation of the PPT which is seen in the video. Some of the graphic elements are from Canva. This step also included creating a final script to be read during the video.

5) The fifth step was creating the video which entailed a screen, video, and audio recording.

6) The last and final step was to add music and to edit the video.

Initial Outline

Instructional Topic: How to make a SMART Goal

‍Rationale: This topic lends itself well to audio and the use of simple graphics, provided the graphics used are not distracting.  It is not overly complicated, fairly simple to understand, and most people have heard of this acronym before. I will also attempt to integrate pauses into the video to allow the user to create their own SMART goal as they progress through the video.

‍Target Learner Audience: Anyone with a high enough level of English who wants to make a SMART goal and is not familiar or is only somewhat familiar with the SMART acronym

‍Learning Objectives: Learners will become familiar with the SMART acronym. Learners will be able to create their own SMART goal.

‍Instructional Events and strategies:
‍1) Grab the learners' attention by introducing the topic and conveying how a SMART goal can help them reach their goal.

2) State the objectives and let the learner know they should have a pen and paper ready to create their own SMART goal. They should also think of an overall goal or something general they want to improve.
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3) Content will begin by going over the acronym (if the learner already knows it then this will be review). For each aspect of SMART I will provide the basic definition, some simple examples, and some key metrics to determine if their own created goal meets those metrics. Learners will create each aspect of the goal and then review the metric and give themselves their own feedback. So the order of Gangé's events of instruction will be 1, 2, 3, 4[S: 4, 5, 6, 7], [M: 4, 5, 6, 7], [A: 4, 5, 6, 7], [R: 4, 5, 6, 7], [T: 4, 5, 6, 7], 9. While the seventh event is not explicit in providing feedback, the learner is encouraged to use the given criteria for reflexive feedback. Five minutes might be tight, but I plan to show on the screen the metrics after they create and pause the video. The pauses will not be in the video length. So, while the video may be 5 minutes, the user might spend 10 minutes if they choose to complete a SMART goal.

Detailed Outline

1. Gaining attention  

a) Audio: music to gain attention    
b) Video: talking head introducing smart goal    
c) Graphics: basic images to show topic  

2. Informing the learner of the objective and activating motivation       

a) Text on screen will show the 4 main objectives    
b) Audio: In this lesson you'll learn or review the SMART acronym, you'll choose an overall goal you want to improve, you'll have a  chance to go over each SMART aspect with some criteria and you'll write your goal as you go. When you see the pen and paper graphic, it's your turn to write. Lets go!  

3. Stimulate recall  of prior knowledge      

a) On screen visual: SMART graphic will appear with visual pop-outs that show the meaning of each letter.    

b) You may have heard what a SMART goal is. Let's look at each graphic and take a second to see if you remember the associated word, if its new for you take a mental guess. S stands for specific, M, measurable, A achievable, R relevant and T timebound.  

4. Present the stimulus material  

a) Visual of thinking head and pen and paper    
b) It's time to choose an overall goal, this can be broad and general. An example can be as simple as I want to improve my job. Take a moment to think of something you want to improve in your personal life or work.       

5. Providing learning guidance  

a) The criteria    
b) For each SMART aspect some basic criteria will be given to be applied to each aspect the learner will write.   

6. Eliciting performance    

a) You write  
b) The learner will write each SMART aspect as they progress through the video.  

7. Providing feedback  

a) Did your…meet the criteria    
b) The criteria will be reviewed by the learner after the learner wrote and they can revise if they choose  
c) Now that you've written your goal, let's review the criteria, how did you do? If you didn't get there, it's ok, pause and try again.     

8. Assessing performance NA

9. Enhancing  retention and learning transfer  

a) Congratulations, you have written a SMART goal. The best way to make is smarter, is to revisit your progress and make another SMART goal to continue your journey.