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.

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.

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

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.

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.

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.

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).

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.

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