Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Kelly L. Jones, Ph.D. 
Instructional Designer 
Julie Phelps 
Instructional Designer 
Powerful 
Instructor Presence 
via Vi...
Instructor Presence via Video 
Powerful instructor presence 
engages students. 
Intro videos encourage personal 
connect...
Social Presence and eLearning 
 Social presence describes the degree to which 
students feel personally connected to thei...
Presence = Personality 
Instructor Expectation Student Expecation 
 I need to talk about my 
syllabus, not myself. 
 Stu...
Introductory Videos - Rationale 
Instructors need to establish social presence right away, at 
the beginning of a course (...
A Helpful Taxonomy 
 Instructors are encouraged to create the type of welcome video 
that aligns best with their teaching...
Course Intros 
 Introduction to the course from the instructor 
 Enthusiastic welcome 
 Overview of the field, college,...
Course Intro Example
Instructor Bios 
 Focus on the background and personality of instructors 
 Include their teaching philosophies, the reas...
Instructor Bio Example
Digital Stories 
 Personal narratives designed to provide emotional connections 
between creator and viewer (Lambert, 201...
Digital Story Example
Video Creation Tools 
 Introductory videos may include a combination of audio, 
images, and video. 
 Required tools incl...
10 Instructor Video Tips 
1. Keep it short 
2. Write the script 
3. Be professional 
4. Abide by copyright 
5. Ask for hel...
10 Tips, cont. 
6. Avoid dates and codes 
7. Speak up 
8. Make it accessible 
9. Promote the work 
10.Encourage response
Tips for Camera Presence 
 Keep information general enough that it may be reused. 
 Keep it “current” as long as possibl...
Conclusion 
 Intro videos are powerful 
tools for increasing social 
presence in blended, 
online, and distance 
courses....
Two Favorite Resources 
Best Practices for Web Video 
Production 
http://tinyurl.com/instructor-cam 
50 Ways to Tell a D...
References 
Akyol, Z. & Garrison, D.R. (2008). The development of a community of inquiry over time in an 
online course: U...
References, cont. 
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based 
environment: Comp...
Questions? Contact Us! 
Kelly Jones 
Instructional designer, Elsevier 
Email: kellyleejones@gmail.com 
Phone: 478-951-3...
Upcoming SlideShare
Loading in …5
×

Powerful Instructor Presence via Video: Intros, Bios, and Digital Stories

1,086 views

Published on

Powerful Instructor Presence via Video: Intros, Bios, and Digital Stories

Presented at the Distance Teaching & Learning Conference at the University of Wisconsin, Madison (August 2014)

Published in: Education
  • Be the first to comment

  • Be the first to like this

Powerful Instructor Presence via Video: Intros, Bios, and Digital Stories

  1. 1. Kelly L. Jones, Ph.D. Instructional Designer Julie Phelps Instructional Designer Powerful Instructor Presence via Video: Intros, Bios, and Digital Stories
  2. 2. Instructor Presence via Video Powerful instructor presence engages students. Intro videos encourage personal connection and increase student motivation.  not lectures or course content videos  a welcome message for students  helps set the tone of the course, humanizes the instructor, and build students’ enthusiasm
  3. 3. Social Presence and eLearning  Social presence describes the degree to which students feel personally connected to their instructor and peers (Sung and Mayer, 2012).  Instructors teaching online, blended, and distance courses should establish credibility with students by being visible and maintaining a strong social presence (Aragon, 2003).
  4. 4. Presence = Personality Instructor Expectation Student Expecation  I need to talk about my syllabus, not myself.  Students don’t care about my hobbies.  I want my students to respect me.  I want to be taught by a human, not a robot.  I hope my professor is approachable.  I want to be able to relate to my professor.
  5. 5. Introductory Videos - Rationale Instructors need to establish social presence right away, at the beginning of a course (Lowenthal & Dunlap, 2010; Akvol & Garrison, 2008; Rourke et al, 1999). Online courses should include a welcome message from the instructor (Aragon, 2003). The instructor’s voice is key. It’s about relationships, not technology. Introductory videos are appropriate for all types of e-courses (online, blended, flipped, hybrid, and distance) in undergraduate, graduate, and continuing education programs.
  6. 6. A Helpful Taxonomy  Instructors are encouraged to create the type of welcome video that aligns best with their teaching style, with their personality, and with the tone of their course. Welcome Video Course Introduction Instructor Biography Digital Story
  7. 7. Course Intros  Introduction to the course from the instructor  Enthusiastic welcome  Overview of the field, college, campus, department, outcomes, and instructor’s credentials  Connects students to the institution, department, and discipline  1st, 2nd, or 3rd person  Interview or narration  What is this course about? Why should students take this course? What is the best way for students to contact you? What strategies do you recommend to help students succeed in this course?
  8. 8. Course Intro Example
  9. 9. Instructor Bios  Focus on the background and personality of instructors  Include their teaching philosophies, the reasons they decided to work in their chosen fields, academic credentials, research interests, and hobbies.  Help students see instructors as multifaceted human beings.  Include images from their homes, offices, favorite campus spots, etc.  Narrated in first person by instructor or via interview  What jobs have you had in this field? Why do you enjoy studying this topic? What do you like best about teaching at this institution? What is the most important thing you want students to learn about this subject?  More informal than course intro videos, but less personal than digital stories  A good fit for instructors who wish to share their professional experiences as well as their genuine interest in the subject matter.
  10. 10. Instructor Bio Example
  11. 11. Digital Stories  Personal narratives designed to provide emotional connections between creator and viewer (Lambert, 2010).  Emotion, humor, and presence can be communicated easily in a digital story, (Lowenthal & Dunlap, 2010).  Digital stories are narrated in first person by the instructor.  They share life experiences outside of the classroom as well as professional interests and accomplishments.  Who influenced or assisted you in shaping your career, interest, or skill in this area? How has your profession or interest affected your life as a whole? What has been the highlight of your vocation?” (Lambert, 2010, p.7).  Instructors who are natural storytellers, who are more extroverted, or who wish to share interesting aspects of their lives with students may find a digital story to be the best fit for an introductory video.
  12. 12. Digital Story Example
  13. 13. Video Creation Tools  Introductory videos may include a combination of audio, images, and video.  Required tools include a microphone, video camera/webcam/smart phone  Software such as Explain Everything, Animoto, Movie Maker, iMovie, VoiceThread, Snagit, or Camtasia.  Animations, titles, and background music may be added to enhance the video but are not required. It is more important for instructors to create a genuine welcome message than to create a highly technical multimedia presentation
  14. 14. 10 Instructor Video Tips 1. Keep it short 2. Write the script 3. Be professional 4. Abide by copyright 5. Ask for help
  15. 15. 10 Tips, cont. 6. Avoid dates and codes 7. Speak up 8. Make it accessible 9. Promote the work 10.Encourage response
  16. 16. Tips for Camera Presence  Keep information general enough that it may be reused.  Keep it “current” as long as possible  “I’ve been here since 2010”, rather than, “I’ve been here 3 years.”  Avoid wearing clothing that dates the video; dress professionally  Wear colors that contrast the background and compliment your skin tone.  Many backgrounds are green screens, so avoid green or shades of green.  Remember that most unwanted content may be edited out.  No need to memorize a script.  “Ums”, pauses, and repeats may be cut out, so there is no need to start over.  Relax and Smile!  Voice: raise the volume, lower the pace, vary the inflection  Include photos, graphics or callouts to keep the video interesting.  Vary the camera angles.  Stage the lighting.  Minimize background noise.
  17. 17. Conclusion  Intro videos are powerful tools for increasing social presence in blended, online, and distance courses.  Intro videos should include the instructor’s voice, be brief and conversational, and should personal connections between instructors and students
  18. 18. Two Favorite Resources Best Practices for Web Video Production http://tinyurl.com/instructor-cam 50 Ways to Tell a Digital Story http://50ways.wikispaces.com
  19. 19. References Akyol, Z. & Garrison, D.R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Network, 12(3-4), 3-22. Aragon, S. R. (2003). Creating social presence in online environments. New Directions for Adult and Continuing Education, (100), 57-68. Baker, C. T. & Edwards, J. T. (2011). A holistic approach for establishing social presence in online courses and programs. The International HETL Review, 1(7), 44-52. Borup, J., West, R.E., & Graham, C.R. (2012). Improving online social presence through asynchronous video. Internet and Higher Education, (15), 195-203. Clark, R. C. & Mayer, R. E. (2011). e-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning, 3rd Ed. San Francisco, CA: Pfeiffer. Cobb, S. C. (2009). Social presence and online learning: A current view from a research perspective. Journal of Interactive Online Learning, 8(3), 241-254.
  20. 20. References, cont. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87−105. Lambert, J. (2010). Digital storytelling cookbook. Berkeley, CA: Digital Diner Press. Retrieved from http://storycenter.org/cookbook-download Lowenthal, P. & Dunlap, J.C. (2010). From pixel on a screen to real person in your students' lives: Establishing social presence using digital storytelling. The Internet and Higher Education, (13), 70-72. Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (1999). Assessing social presence in asynchronous text-based computer conferencing.” Journal of Distance Education, 14(2), 50– 71. Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. London: John Wiley & Sons. Sung, E. & Mayer, R. E. (2012). Five facets of social presence in online distance education. Computers in Human Behavior, 28, 1738-1747.
  21. 21. Questions? Contact Us! Kelly Jones Instructional designer, Elsevier Email: kellyleejones@gmail.com Phone: 478-951-3934 Julie Phelps Instructional designer, MS&T E-mail: phelpsja@mst.edu Phone: 573-202-9564

×