MA DMM: Analysis of Educational Websites and Explainer Videos Report

This report analyzes the use of educational websites and explainer videos as digital communication tools. It begins with an introduction to the evolution and popularity of online learning platforms, emphasizing the effectiveness of YouTube and websites like EdX. The report provides a detailed analysis of EdX, examining its objectives, target audience, features, offerings, and brand identity, along with examples of courses. Subsequently, it explores an explainer video from Study UK, focusing on its objectives, target audience, and video clip patterns. The report concludes by highlighting the increasing importance of educational websites and videos in the age of globalization and technology, and it includes a comprehensive bibliography of relevant sources. The report fulfills the requirements of a digital media management assignment, analyzing the context, aims, and needs of the organizations involved in creating these resources.

RESEARCH IN
EDUCATIONA
L RESOURCES
W E B S I T E S A N D E X P L A I N E R V I D E O S

INTRODUCTION:
• The development of the educational websites and video channels have ben
discussed.
• The websites and the video channels include all forms of information for all
the discourses of all the streams.
• You tube learning and learnings form the websites are one of the most
popular and effective learning methods.
• A detailed understanding is provided along with crash courses and inline
courses.

ANALYSIS OF THE
WEBSITE:
• EdX is been considered as an example of the educational Website.
Prime Objective of the Website:
• To attract the students.
• Acknowledging the needs of the working students.
Targeted Audience:
• Working students.
• Students involved with other streams.
• Students in need of help with assignments.

ANALYSIS OF THE WEBSITE:
Features of the Website:
• It’s a non- profit organization.
• Joint venture of Harvard and Massachusetts University
• Weekly learning courses and materials.
• Also make videos, which offer weekly learning opportunities.
• Interactive learning courses.

ANALYSIS OF THE WEBSITE:
Offerings made by the Website:
• Certifications for all the online courses.
• Credit eligibility with all the certificates.
Brand Identity:
• Harvard and Massachusetts add a brand identity.
• The partners like Berkley University of California, The University of Texas System, the Boston
University, and the like add up to the brand position.
Courses Offered:
• Data Science
• Learning sessions for English, French and Mandarin.
• Specialization courses.

ANALYSIS OF THE
EXPLAINER VIDEO:
• Focused on You Tube channel Study UK.
• Prime motto is to appeal to the immigrant students.
• Offices at Oman, Morocco, Lebanon and Egypt.
Organizational and Functional Objectives of the Channel:
• Sole aim is to help the students with applying for the universities in UK.
• Providing scholarships to the students.
• Providing educational counselling to the students.
• Helping the students with competitive exams.

ANALYSIS OF THE WEBSITE:
Patterning of the Video Clips:
• Analyzed and direct.
• Vibrant and appealing approach.
• Available in a number of languages.
• Organization of information.
• Strategic and short- spanned.

ANALYSIS OF THE WEBSITE:
Example of a Video:
• Video on people who have studied in UK.
• Included a bunch of important and popular political and cultural
personalities.
• Stated how they have studied in a foreign country.
• Came with the slogan of Discover You.
• Claimed studying at UK can help in standing out among many.
• Purposefully highlights the opportunities and the avenues.

CONCLUSION:
• Educational websites are becoming more popular.
• Produce an doffer contents for all the streams and discourses.
• Cater to all the levels of students.
• Age of globalization and technology has resulted in the best possible way
through the development of educational websites and videos.

BIBLIOGRAPHY:
• Agrawal, A., Kumar, A., & Agrawal, P. (2015). Massive open online courses: EdX. org, Coursera. com and NPTEL, a comparative study based on
usage statistics and features with special reference to India.
• Ch, S. K., & Popuri, S. (2013, December). Impact of online education: A study on online learning platforms and edX. In 2013 IEEE International
Conference in MOOC, Innovation and Technology in Education (MITE) (pp. 366-370). IEEE.
• Freire, M., del Blanco, Á., & Fernández-Manjón, B. (2014, April). Serious games as edX MOOC activities. In 2014 ieee global engineering education
conference (educon) (pp. 867-871). IEEE.
• Hoy, M. B. (2014). MOOCs 101: an introduction to massive open online courses. Medical reference services quarterly, 33(1), 85-91.
• Lopez, G., Seaton, D. T., Ang, A., Tingley, D., & Chuang, I. (2017, April). Google BigQuery for education: framework for parsing and analyzing edX
MOOC data. In Proceedings of the Fourth (2017) ACM Conference on Learning@ Scale (pp. 181-184). ACM.
• Mamgain, N., Sharma, A., & Goyal, P. (2014, December). Learner's perspective on video-viewing features offered by MOOC providers: Coursera
and edX. In 2014 IEEE International Conference on MOOC, Innovation and Technology in Education (MITE) (pp. 331-336). IEEE.
• Salzmann, C., Gillet, D., & Piguet, Y. (2016, February). MOOLs for MOOCs: A first edX scalable implementation. In 2016 13th international
conference on remote engineering and virtual instrumentation (rev) (pp. 246-251). IEEE.
• Sanchez-Gordon, S., & Luján-Mora, S. (2016). How could MOOCs become accessible? The case of edX and the future of inclusive online learning.
• Study In The UK. (2019). Retrieved 20 December 2019, from http://ww25.studyuk.com/
• UK, S. (2019). World Leaders that studied in the UK [Video]. United Kingdom: Study UK.