Have supplemental resources – a companion reading, a relevant website or online resource, or images that illustrate the session’s content, to contextualize the content and be more engaging for students.Try for your best video and audio quality – a steady camera, clear audio, good lighting, don’t have a distracting background, etc.Use active learning techniques – what will students do with this information? Should they take notes, write a response or reflection (with prompts)? Can you give them a companion worksheet to complete? Use a guiding activity to keep students active and engaged, rather than just passive listeners.Most of us need to do several run-throughs/takes before we get a version we like! ) ( Pro-tip! Shorter videos make re-recording easier. Keep it short – most best practices for online video lectures recommend no longer than 10 minutes for each video.Record using Panopto, Zoom, VoiceThread, or Screencast-O-Matic,.Create an outline or script – know exactly what you are going to say, have ready any visuals, slides, websites, or other features you want to show students as your viewers.What do you want students to know or be able to understand after viewing your video? Begin with clear objectives. Establish the learning objectives and specific purpose of your video.Be aware of cognitive load – don’t overwhelm students with too much information/content in one video, or that pulls the viewer’s attention in multiple directions (such as voice-over narration with heavily text-based slides and too many competing images – see Sangeeta Parashar and Toni Pole’s research and presentation, or this summary of Powerpoint best practices).( Pro-tip! Google Slides will auto-caption your presentations when you present using Google Chrome Browser) That is, don’t use an image because it looks cool, use an image that conveys a course concept or enhances a teaching point. Be accessible – create closed-captions, transcripts, and use images and visual effects wisely.Don’t reference dates or class-specific information (“this is for the test next Thursday” or “this supplements last week’s lecture”). Be evergreen – try to make videos that stand the test of time, and can be re-used from class to class, or semester to semester.Below is a compilation of steps to creating your own voice-over video lectures: Flower Darby advises us to use a conversational tone and not just read from notes or slides (2019). Kathryn Linder explains that voice-over videos such as a brief, pre-recorded video demonstration, can “benefit both visual and auditory learners” (2017). For example, how to read a research article, note-taking practices, or applying a concept to a problem. Demonstrations – step-by-step guides and processes to complete a task or use a particular method.For example, how to use software, an orientation to Canvas, how to do online research, etc. Tutorials – the video teaches students how something works.Lectures – you are talking directly to your viewers, speaking directly to the webcam or using voice-over as you present slides or other content.Whether delivering course content live, in synchronous, online classrooms, or in asynchronous, pre-recorded video lectures, instructor presence in video-based communication is important for engaging students, creating a community of inquiry for learning optimization, simulating a “real” learning experience, and providing an authentic personal connection between the instructor and their students.
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