Abstract
In 2019, I taught a 10-week online Course for stu-dents of a University BA degree. The Course was a con-version of my 4-week 2017 MOOC (Massive Open Online Course), What and How to teach with Video. The content, expounded with 12 videos, consisted of two fields: Potent Pedagogic Roles for Video and Pedagogic Video Design Prin-ciples. Both fields were somewhat curtailed, but updated versions, of the coverage of my Design Framework for Inst-ructional Video – (Koumi, 2006, 2009). Unlike most of the MOOC participants, the University students were already multimedia savvy and their grades would count towards their degree. Hence the pedagogy of the MOOC Course was modified to accommodate the sophistication and commitment of the students. For example, the number of open-ended Quizzes was increased from 6 to 13. Many more such transformations were implemented in succes-sive re-runs of the Course, including enhancements of my Design Framework (the Course Content). These were influ-enced by many types of students’ reactions and by my own self-reflection. However, the effect of these transfor-mations on learning is unconvincing. Speculative reasons are discussed, but I would welcome reappraisal from two cohorts of readers: firstly from practitioners concerning the pedagogic transformations of the University Course and, secondly, from appraisers of my Design Framework for Instructional Video, as reflected in the University Course Content.