Video Lecture Quality Guide

Video lectures have become the norm in online courses. Much research has shown that adding videos can add engagement and capture attention.  It has even been noted in student surveys to have helped in content comprehension - by all or almost all of the students (Rose 2009). However, there are reasons to use, and reasons to refrain from using or over using video content. 

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Drawbacks

 - Students can become reliant on video format 

- Students can fail to watch the video - because they view it as too long (Ferriman 2013)

- It is not as easy to skim and review a video as written format

- Reading comprehension objectives are often sacrificed 

- Videos take longer to produce than written content

- Different devices and platforms handle video types differently - and can create technical issue (Guitierrez 2015)

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Benefits

- Adding videos can be a way to vary instruction (Ferriman 2013) 

- The human brain is "hardwired to engage better with real conversations" (Guitierrez 2015)

- By presenting in rich digital formats students are more often to be engaged in content materials

- By presenting in rich formats, students with disabilities are more likely to be able to engage in content.

- Students are able to go back and review the material as many times as they need to reach comprehension.

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Dos when creating screencast videos

1) Keep things bite sized - by chunking information into smaller sections. (Guitierrez 2015)

2) Ensure that the videos will "function across platforms and devices" - Most school based platforms have limits to size and file types.  However, video hosting sites like Youtube, will check a lot of this for you. (Guitierrez 2015)

3) Make sure that your file size is not too large - Again, this is more important if you are hosting on a school server, or a server that limits your space.  However, many video hosting sites now adjust file size for you (Guitierrez 2015)

4) Chunk information into shorter videos - two minutes or less (Pappas nd)

5) Make the video engaging and if possible interactive - changes in graphics, eye catching pictures, and changes in scenes can all help to maintain interest. (Pappas nd)

6) Change angles, screen shot, or other types of movement to create interest (Pappas nd).

7) Change tone and inflection - Avoid monotones.

8) Make a script and practice it, before you begin. 

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Don't when creating screencast videos

1) Skip editing (Pappas nd)

2) Use hand held or phone cameras - because they can create wobbly or poor quality images.

3) Use videos as the only type of content.

4) Create long videos. - You can always make multiple videos.

5) Talk in monotone.

Additional Sources

Ferriman, Justin. "Using Videos in Online Courses", 23 Aug 2013.  http://www.learndash.com/using-videos-in-online-courses/

Guitierrez, Karia. " Shift's eLearning Blog".  15 Sep 2015.  http://info.shiftelearning.com/blog/9-ways-to-use-video-in-your-online-training-courses

Morrison, Debbie.  "Are Video Lectures effective in Online Courses?"  13 Jul 2012.  https://onlinelearninginsights.wordpress.com/2012/07/13/are-video-lectures-effective-in-online-courses/

Pappas, Christopher.  "10 Tips To Effectively Use Videos in eLearning" http://elearningindustry.com/10-tips-to-effectively-use-videos-in-elearning

Rose, K.K "Students Perceptions of the Use of Instructor-Made Videos in Online and Face-toFace Classes"  2009.  http://jolt.merlot.org/vol5no3/rose_0909.htm

Chapter 9 Overview

Chapter 9 Summary               

-         -  Just the facts indented

(application and reminders – bracketed)

(Create a lesson prototype to save time and serve as a base for all lessons)

-         -  Create working backwards from the goal or objective

-          - There are many free LMS servers, school districts also often have an LMS

-         -  Modules are better for lessons, folders for non-sequential content

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Engaging and Orienting Students with an Orientation

-         -  Tie to real world activity (avoid creating busy work by over doing this)

-         -  Tie to an activity

-        -   Make sure to state objective clearly and include a summary (give a bare bones synopsis of what you are wanting to accomplish that goes with the real world scenario – this also helps those of us who do not want to be bogged down with a lengthy wordy story line)

-          - Make sure to hyperlink to navigate between parts of the site

Organizing Lesson Activities Online

-          - Make sure that organization has a linear progression instead of organizing by type.

Make the Home Page a Hub

-          Update often, and make sure information is easy to find quickly

(Most relevant information can be easily found on the Homepage)

Usability for Start to Finish

-         -  Create navigation and streamline usability for easy access

-         -  Brevity

 (Have several people test the site before launch)

Image Source: http://blogs.nd.edu/kaneb/files/2012/08/syllabus.gif

Constructing the Blended Syllabus

-          - Remember create with the end goal in mind

-        -   Structure the syllabus to meet the course

-         -  Make sure the the site contains a schedule that is easy to follow with due dates, locations, etc

-        -   Provide an overview of a typical lesson and include expectations

-         -  Provide a description of regular activities

-         -  Provide expectations for student participation

-         -  Explain what can be expected of from the teacher

-         -  Grades

-         -  Summary and standards (course goal objectives might be a great idea for K-12 too)

Chapter 7 and 8 Overview

Chapter 7 and 8 Overview

- Points that are of set are overviews
(bracketed points are reflective and indicate points for consideration)

Designing Activities for Efficiency and Purpose

 - Activities should remain pointed toward specific outcomes
 - Decide if the activity is best onsite or in the classroom
(make sure to vary activities)

Image Source http://www.michaelmccurry.net/wp-content/uploads/2010/10/boring-lecture.jpg

Interactive Lectures, Presentations, and Demonstrations

 - Traditional lectures lack immediacy in application, and interaction
 - Keep lectures to ten minutes, starting with a one minute overview, and ending with a hook to interest the listener in the next segment.
 (For me its important to break up information into relevant smaller chunks.  As my kids say, :"stop talking in paragraphs when you can use sentences")
(Remember with out immediate application, much lecture is lost)
(Don't forget to "think aloud" and model what you are trying to get the students to learn)
- Start lectures by pointing out common misunderstandings - to combat preconceived incorrect assumptions
- Lectures are considered interactive when they are preceded with and activity, or followed by an application.

Picture Source http://darkstardigital.co.uk/wp-content/uploads/2014/07/video-cam.jpg

Producing Digital Audio and Video

 - keep it simple
 - protect privacy (blogs and applications should be locked)
 - use standard file settings
 - use good equipment (editors, microphones, cameras)
 - use audio when visuals aren't needed
 - use student permission forms
(Think about adding creative commons license to lectures, not just photos)

 - Worked examples - are examples where the teacher demonstrates how to do a formula or anything the student is supposed to replicate.

 - Hands on" guided practice - allows students to try for themselves - either with supervision or not.

- Authentic - or near to real world activities, help engage students and increase buy in (subsequently verbose unrealistic scenarios just create busy work and turn off students)

(Don't create to much supplemental material - it puts an extra load on a student and impedes motivation)

- Dynamic content with smaller text bites, and video and visuals are more likely to be processed by students

 - Online self assessment can be useful for student.  It can include quizzes which can be randomized online to create variety
  - online pre-reading quizzes, labs, and practice are all good examples of online self assessment

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Weaving Content Driven Activities

 - Online activities connect with onsite activities
 - Content driven activities tend to work well in online delivery
- All new information should be followed by activities to reinforce learning

Community Driven Learning Activities

- Capitalize on human interaction
- Blogs and learning journals
- Reading reviews
- Collaborative class blogs (have the same draw backs of traditional group work - unless specific activities are assigned to specific people, and individual grades given)
- Synchronous peer instruction (pre-check work for accuracy before peers teach peers)
- Polling
- Class discussion
- Topic Discussion
- Pre-Class Q and A
- Onsite discussion
- Bridging Discussion

(Try using rubrics to clearly define expectations and make the activity more than just an activity)

(Highlight when it's being done well)

(Make sure that students can set their privacy)