In this session, participants will plan, prepare, and appear on camera to give a short video presentation lasting approximately 30 seconds with the guidance and support of the presenters and fellow participants.
Description
Presenting on video is an increasingly important skill for all stakeholders in online learning. Research has shown that instructor generated video has a positive relationship to student perceptions of both instructor engagement and their own learning in an online course (Borup, West, and Graham, 2012; Hibbert, 2014). For instructional designers, educational technologists, and anyone involved in faculty development for online learning, providing training and production support for faculty-led videos can be an important skill. People in these roles may provide better support to faculty if they also have experience presenting in front of a camera. Presenting on video is also a skill that is often called upon for those in these faculty development roles in a teaching, training, or promotional context.
Not everyone likes being on video, and some hate it-- including some of the session presenters! The literature on the psychology of presenting on video is somewhat scarce, but the topic has been addressed in the business field and by software companies (see Ayres, 2017 for a thoughtful take from a corporate context). While there are many “how to” and “best practice” resources for presenting on video in avenues like LinkedIn Learning, for those who are camera shy, the “first step” can be the hardest. Because of this, the presenters aim to give participants the support to take that first step by providing resources and tips for planning and executing their own video presentations. Time and space permitting, attendees can also participate by appearing in a video at the session by using a simple “pop up studio” that the presenters will set up in the conference hall. Alternatively, attendees can use the resources to practice on their own or for training in their own work contexts.
Discovery Session Plan
Step 1 (All attendees: 5 - 10 minutes)
Presenter/s will introduce purpose and concepts, hand out instructional materials, and guide participants through completion of a planning worksheet.
Step 2 (Optional: 20 - 25 minutes)
(Option 1) - Attendees participate on the spot by editing and practicing their lines based on a provided prompt, and then recording their video with support from presenters (time and space permitting).
(Option 2) - Attendees can record videos on their own using presentation materials.
Who Will Benefit
Instructional designers, faculty, educational technologists, administrators, and anyone who may at some point appear on camera-- or help someone appear on camera as part of their job-- should benefit from this session. While the materials are designed for the camera-shy among us to take the first steps in appearing on camera in a quick video presentation, even seasoned presenters could benefit from the “support” aspect of the experience and focus on having empathy with others who may be uncomfortable in these situations.
Objectives
By the end of the session, participants should be able to:
- Write and appear in a very short “talking head” style video presentation.
- Reflect on obstacles and opportunities for presenting on video and identify resources that can help anyone in the process.
- Provide meaningful support for others presenting on video.
References
Ayres, M. (2017, January 12). Hate the Way You Look in Videos? You’re Not Alone. Retrieved from https://wistia.com/learn/production/science-behind-being-on-camera
Borup, J., West, R. E., & Graham, C. R. (2012). Improving online social presence through asynchronous video. Internet and Higher Education, 15(3), 195–203. doi: 10.1016/j.iheduc.2011.11.001
Hibbert, M. (2014). What makes an online instructional video compelling? Retrieved from https://er.educause.edu/articles/2014/4/what-makes-an-online-instruction...