Learn how to create effective videos for online, blended, and flipped classrooms using available resources and evidence-based research by identifying the needs of the learners, selecting the appropriate style, and picking the appropriate hardware and software.
Video is a key component of building online, blended, or flipped classrooms that often goes overlooked or doesn’t fit the needs of the learners. As the increase in demand for video is met with lower barriers to production, instructors are given the opportunity to capitalize on providing rich content to learners. Although the ability to produce video has become simpler, the questions of quality, efficiency, and time factor into production. Recently, studies have looked into various video production methods and delivery options which can help instructors, administrators, and instructional design/technology staff decide on how the videos should be produced depending on the audience's needs. The main goal for this educational session is to provide instructors, administrators, design thinkers, instructional support, training professionals, technologists, and many others the knowledge necessary to make a decision regarding video production methods while utilizing evidence-backed research.
We will be covering sage-on-stage lecture recordings, Khan Academy-style videos, voice over Powerpoint videos, screencasting, and blended videos and the benefits and downfalls of each. We will present the various types of video production by having a PowerPoint containing samples of the video styles where we will describe the pre-production and post-production requirements, limitations, and advantages. In addition to showcasing several video styles, we will include information regarding to video length advantages and disadvantages.
Educational video creation doesn’t have to be Discovery Channel quality, but also shouldn’t be a straight recording of an in-person lecture placed online. Pre-production and insights into the types of videos which can be utilized in a course can not only affect the audience’s engagement, but can save time during the development process. In the Northwestern School of Professional Studies course redesigns and new course development, we utilize educational videos created by faculty in order to serve as a primary learning tool. We face a lot of challenges including faculty at a distance, time constraints, and determining the best delivery method for asynchronous video which we can overcome through pre-production planning, knowledge of research-based practices, and recommending software and hardware solutions to suit our needs.
At the end of this session, participants will be able to:
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Have an overview of various video production methods for courses
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Identify challenges to be faced when creating educational videos
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Utilize evidence-backed research when creating educational videos
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Make informed decisions about video production style for their courses.
Bibliography:
Berk, Ronald A. "Top Five Evidence-Based Practices in Oregon." Transformative Dialogues: Teaching & Learning Journal 5.3 (2012): n. pag. Web. <http://www.kpu.ca/sites/default/files/Teaching%20and%20Learning/TD.5.3.4_Berk_Best_Practices_PPT.pdf>.
Brame, Cynthia J. "Effective Educational Videos." Center for Teaching Vanderbilt University. Vanderbilt University, n.d. Web. <https://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/>.
Hibbert, Melanie. "What Makes an Online Instructional Video Compelling?" Educasereview. N.p., n.d. Web. <http://er.educause.edu/articles/2014/4/what-makes-an-online-instructional-video-compelling>.
Philip J. Guo, Juho Kim, and Rob Rubin. 2014. How video production affects student engagement: an empirical study of MOOC videos. In Proceedings of the first ACM conference on Learning @ scale conference (L@S '14). ACM, New York, NY, USA, 41-50. DOI=http://dx.doi.org/10.1145/2556325.2566239