Standing for Digital Instructional Virtual Online Content, DIVOC was a program that sought to help students engage with CU Denver’s College of Engineering, Design, and Computing (CEDC) course content during the sudden transition to online education brought on by the Covid-19 pandemic. Working directly alongside CEDC professors, the CMTC Design Innovation team produced animated videos demonstrating a wide range of complex topics such as Vertical Traversing, Hydrostatics, Diversity in engineering teams, and many more.
You can watch these videos on YouTube here: https://www.youtube.com/playlist?list=PLL9q6N52-8RN2EfsyuCBwpijgm6yHtUr3
DIVOC, more than anything else, is about connecting students with the resources and knowledge their professors provide. With these videos, developed by our CMTC team alongside CEDC educators and staff, students will be able to learn about topics without getting bogged down by the challenges that standard lecture videos can create. One way we hope to reach students is by converting difficult or dense chunks of information into easy-to-understand visuals.
The primary objective of the DIVOC project was to create videos that helped students by giving them a bridge in which to traverse the gap to online classes. In this, our team aimed to keep our videos focused on accessibility and comprehension. To achieve this, we met with each of the CEDC instructors to go over their scripts in thorough detail, paying special attention to graphics, pacing, and nomenclature (see example below).
In order to tackle many videos in a short period of time, our designers split into teams of two with one person focusing on video and audio editing, and the other focusing on creating graphics. These teams would meet with the overseeing professors to ideate on possible visual and stylistic choices. After a visual theme was established the editor and digital designer began creating content for the video, being sure to review each other’s work to ensure design consistency was maintained.
Working alongside and gathering feedback from CEDC professors, our team was able to push the videos through several drafts. With each draft, changes were made to the pacing, graphics, and audio as needed. Drafts were shown not only to the overseeing professors, but also a selection of students to gain a more valuable and diverse pool of feedback. After the videos were finalized, the videos were uploaded to the CEDC’s YouTube Channel, where they can be accessed by any interested students and instructors.