Video-Based Learning Initiatives
Communicating Complexity Through Storytelling

Context

Universities consistently face a common challenge: critical tools and services are available, yet awareness and adoption remain low. Traditional communication methods such as emails, FAQs, and static documentation often fail to capture attention or drive behavior change.

 

To address this gap, video was leveraged not as a marketing tool, but as a learning intervention designed intentionally to simplify complexity, increase retention, and drive adoption across diverse audiences.

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Objective

Increase awareness and adoption of institutional tools and services through strategically designed, high-impact learning videos.

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Theoretical Foundation

 

All video projects were grounded in:

• Cognitive Theory of Multimedia Learning (Mayer) — learners process information better when images and narration are designed together following

• principles of coherence, signaling, redundancy, spatial and temporal contiguity, and segmenting

• Dual Coding Theory (Paivio) — information encoded visually and verbally is retained better than single-channel delivery

• Storytelling Theory in Learning (Bruner) — narrative structure aids memory and meaning-making

• Microlearning Principles — short, focused content tied to a single learning objective

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Sub-Project A: NYU Polling Video Campaign

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As service lead for Poll Everywhere at NYU, I led the creation of a campus-wide awareness video for this engagement tool.

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Risks Identified Early:

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• Feature-dump risk: Tool videos often try to cover every feature and retain nothing. Mitigated by ruthless scripting around a core message: “this tool exists, it’s available to you, and here’s how you can use it.”

• Overproduction risk: Polished videos can feel impersonal. Mitigated by balancing professional production with accessible, human tone.

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Execution:​

• Led storyboarding, scripting, and visual direction

• Partnered with NYU IT Team on production

• Delivered a concise, user-friendly, memorable video

 

Impact:

Contributed to increased Poll Everywhere adoption across the NYU community, empowering students, faculty, and staff to integrate the tool into classrooms and presentations.

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Sub-Project B: MITS Orientation Video — UWI

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At UWI, I conceptualized and led a video introducing new students to Mona Information Technology Services.

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Risks Identified Early:​

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• First-impression risk: This was students’ first exposure to campus technology services. A poor video would shape their entire mental model.Mitigated by designing for warmth, clarity, and memorability.

• Shelf-life risk: Annual recurrence meant the video had to avoid date-specific references. Mitigated by designing for evergreen reuse and social media

• portability.

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Execution:

• ​Led storyboarding, scripting, and design direction

• Produced in collaboration with UWI’s Digital & Social Media Production Team​​​​

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​ Impact​

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• Created a positive first impression for new students and set the tone for their technology experience at UWI. The video is reused annually and continues to serve as a reference resource.

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Leadership Takeaway

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Networked learning cannot be effectively taught through instruction alone , it must be experienced.

By designing an environment where faculty actively engaged in building and navigating connections, I was able to shift both behavior and mindset from isolated tool usage to sustained, connected learning.