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Digital and Population Data Services Agency (DVV). (2024). Immigrants’ digital skills and access to employment: Overview of unemployed working-age immigrants’ experiences of digitalisation, their digital skills and their needs for digital support in Finland.

Khlaif, Z. N., & Salha, S. (2021). Using TikTok in education: A form of micro-learning or nano-learning?. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 12(3), 213-218.

Krupa, W., Parkkonen, M., Stempel, K., Baglan, N., & Kontopoulou, V. A Critical Assessment of the Strong Authentication System Using Bank Credentials: The Case Study of Finland.

Mayer, R. E. (2021). Evidence-based principles for how to design effective instructional videos. Journal of Applied Research in Memory and Cognition, 10(2), 229-240. https://doi.org/10.1016/j.jarmac.2021.03.007

Montgomery, H. (2020). Captions in video content: Accessibility and engagement. Library Technology Reports, 56(3), 19–29. https://www.journals.ala.org/index.php/ltr/article/viewFile/7526/10401

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The course Living Smart in Finland: Digital Guide for Immigrants consists of 5 modules and follows the network model. Moving on to the next stage of the ADDIE process – design and development - I would like to focus on Module 3. Core Digital Services with Strong Authentication, specifically Lesson 3.1.1. Accessing Digital Services. OmaKela Example. The Lesson 3.1.1. will demonstrate how to use strong authentication with Mobile ID on mobile phones and on laptops using the most popular bank among immigrants S-Pankki. “The strong authentication system in Finland holds a significant role in accessing online public services such as Kela, the Tax Office, healthcare services, and so on. Public and private services alike, such as mobile phone subscription providers,  might require strong authentication to grant access to their online services.” (Krupa, W., et al). According to the DVV Report (Digital and Population Data Services Agency [DVV], 2024), immigrants face challenges in using digital services in Finland irrespective of their digital literacy skills. It was found, that the language and strong authentication pose the main challenge.

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Living Smart in Finland. Modular Structure

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Learner personas favor practical and video content, perfect for the asynchronous part. For elderly persons, a textual visual guide will be developed. The main purpose of this topic is to demonstrate a step-by-step process of how to go through strong authentication in order to access digital services taking as an example OmaKela - the screencast video will be the most suitable choice of format.

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Resource Considerations & Rationale Behind Video Choice

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Resource Considerations & Rationale Behind Video Choice

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As Paremmin Yhdessä ry (PYR) is a non-governmental organization with limited funds the screencast video would be the cheapest and fastest way to provide necessary instructions to learners.

Tutorial micro videos are effective because they quickly grab attention, maintain engagement, and can be easily accessed at the point of need. Moreover, short videos can be shared within learner-created communities, where learners act as educators to other learners (Khlaif & Salha, 2021). As most learners are mobile users the ratio 9:16 would be the best choice.

Module 3 will also include videos for more complicated and long application forms in Kela, e.g. application form for Income Support in Topic 3.2.4. These videos will follow a traditional screencast format to ensure clarity and thorough guidance for learners.

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For the purposes of the Module 3. Core Digital Services with Strong Authentication and specifically Lesson 3.1.1. Accessing Digital Services. OmaKela Example the concrete learning outcomes are the following:

LO3. Complete essential tasks independently using digital services that require strong authentication (Apply)

LO3.1. Use strong authentication to log in to digital services (Apply)

The video in this Lesson will show exactly how to log in to different services, which require strong authentication. A learner can watch it many times, stop, study, and repeat. The video is aimed at developing a concrete skill and supporting a broader topic on strong authentication in Module 2. Protecting Your Data.

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The video is segmented into three parts: Intro, Core, and Outro. I used the template by the Digital Learning Institute (DLI), which provided a clear framework.

However, I made slight modifications by adding two more sub-sections to better align with my learner personas:

1. Sub-section on strong authentication before the Objectives.

2. Additional message about signing out to the last Point 3 in the Core.

Intro part. For the main intro screen, I chose a clear and easy-to-read title “Easily Log in to OmaKela”, paired with smooth animation. To grab the attention of learners, I begin with a question as a hook – “Did you know you can access OmaKela and other digital services with your S-Pankki app in just a few seconds?”. Following this, the learners are introduced to the concept of strong authentication, which transitions into the video’s objective – “...log in to OmaKela using a laptop or a PC and your mobile phone with the S-Pankki app.”

Core part. In the Core part, I broke down the process of logging in to OmaKela into three steps. Each step begins with an intro screen, using the same animation style as the main intro screen for consistency. The core part showcases the screencasts both from a PC and a mobile phone. Initially, I included a message about strong authentication in the Core part, but after reassessing the design, I decided it fits better at the beginning of the video.

Outro part. In the last part, I summarize all three steps and encourage learners to try logging in on their phones. For the prototype, I did not include an outro screen, but I plan to design one featuring the PYR logo and contact information for the final video. The positioning of the next segment will be integrated into the learning system.

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In Lesson 3.1. Social Insurance Service - Kela there will be one video on each topic:

3.1.1. Acc﻿essing Digital Services: OmaKela Example

3.1.2. How to Become Ke﻿la Client

3.1.3. How to Apply for Unemployment Benefits

3.1.4. How to Apply for Income Support

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The storyboard was an essential tool for me to help organize the visual, audio, and textual elements of the video. Again, the DLI template provided helpful structure throughout the process.

In the storyboard, I mapped out design ideas, such as video clips that could enhance the visual experience for learners. I also planned sound effects, including mouse clicks, a whoosh sound for screen transitions, and a celebratory sound for successfully logging into OmaKela.

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Scripting was the final step in refining the video content. At this stage, I experimented with the structure, which led me to modify my original wireframe. Using the DLI template as a foundation, I iterated several times to ensure the script was clear and simple, aligned with the learner personas.

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For prototype production, I used several free tools: Canva and CapCut, both of which I’m familiar with. These tools effectively handle simple animations, and transitions, and have a database of audio effects. I used a separate resource to generate AI narration. During this process I faced some challenges in adjusting pronunciation as in the video, which is in English, many Finnish words and phrases should be used.

The total video length is just under 2 minutes. After testing the video with learners, I may adjust the caption animation style, as the current pacing might be too fast for some viewers. It is planned to produce this video in two more languages: Finnish and Russian.

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I developed a style guide that incorporates PYR’s brand colors while maintaining strong contrast, in line with the Web Content Accessibility Guidelines (WCAG). For the prototype, official logos and branding haven't been included yet.

I considered Mayer’s (2021) principles of learning:

Multimedia Principle: The video presents both narration and graphics/animation/relevant video clips to help reinforce key concepts visually and verbally.

Coherence Principle: I tried to remove any extra material in both the visuals and script to keep the video focused on the key actions.

Signaling Principle: To highlight important actions, I used visual cues like cursor highlights.

Segmenting Principle: I broke down the login process into three simple steps, each presented separately to prevent cognitive overload.

Personalization and Voice Principles: I used the conversational Pre-Training Principle: Before diving into the more complex login process, I provided a brief introduction to the concept of strong authentication.

I would like to make a note on the Redundancy Principle. While this principle advises against using captions that repeat spoken words, in the context of micro-videos, they can be highly beneficial. Captions were included for the following reasons:

1. Enhancing accessibility. Learners can watch videos on mute being in public spaces. Also, captions support learners with limited language proficiency.

2. Maintaining attention. Research shows that captions in short-form content help to grab and maintain viewer attention (Montgomery, 2020).

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In conclusion, the video production process, guided by DLI, helped me effectively structure my ideas and align them with the needs of my learners.

Further testing with learners will help refine certain aspects, such as the speed of caption animations. Moving forward, I also aim to find a single free tool that encompasses all the necessary features for producing these videos efficiently, and a more suitable tool for AI voice-overs.