This document serves as a comprehensive guide for educators on implementing the flipped classroom model, highlighting its benefits such as increased student engagement and personalized learning. It discusses the advantages of using video for instruction, the significance of active learning, and strategies for effective classroom activities. Additionally, it addresses potential challenges, such as varying student participation and the need for access to technology, while sharing success stories from teachers who have effectively utilized this approach.

1. 1
TEACHER’S PRACTICAL
GUIDE TO THE FLIPPED
CLASSROOM
HOW TO HARNESS
THE POWER OF VIDEO
AND INCREASE STUDENT
ENGAGEMENT.
#teachingWithVideo

2. 2
CONTENTS
To flip or not to flip? 5
What are the downsides? 11
The most common problems of flipped classroom 13
The flipping John's story 15
One teacher’s success story or flipping maths 18
Before you dive head-first into #teachingwithvideo 24
The ultimate checklist before you flip 26
7 in-class activities to fuel students’ engagement 27
10 practical edtech tools to make your life easier 29
About vzaar 31
Special thanks to industry experts 33

3. 3
Dear Educator,
Welcome to the not-so-distant future where education and technology are two
sides of the same coin.
If you’re reading this guide, you are part of the grander change. And isn’t it just
wonderful to be changing the world?
As an educator, you know what it’s like to teach in the era of instant communication.
It seems that the world no longer wishes to linger over books to master new skills.
Interaction, convenience, personalization – these are the driving forces of modern
education. And amidst numerous tools facilitating the transformation, one
shimmers like a mirage - almost too good to be true; video is at the heart of the
shift.
The best teachers are innovators, and this guide is
designed to help forward-thinking instructors to
navigate in these times of transformation.
It will take you on a practical journey into the possibilities of a video-powered
classroom. It will offer valuable tips and recommendations on embarking upon new
concepts and transferring creative ideas into your everyday teaching practices. And
it will help you to stay inspired to inspire.
Journeying through these pages you will learn 3 valuable things:
o How to become a better teacher by mastering the flipped classroom
approach;
o How to better engage with your students through interactive learning
experiences;

4. 4
o How to save of your personal time using 7 active learning ideas for the
flipped classroom.
p.s. don’t worry, it’s easy with vzaar
A large percentage of teachers believe that
video adds to the quality of a course, improves
understanding of content, and increases learner
motivation – not just among students, but also among
teachers themselves.
Video holds other benefits besides providing models and
showcasing new ideas. Video recording their own
practice, and guided by protocols, teachers can analyze
their own practice, assess their own teaching, and make
adjustments in classroom practice accordingly. Video
recording their colleagues’ teaching can enable teachers
to, not just see, but also continually return to studying
nearby experts in action.
Mary Burns
Senior Learning Technologist
at Education Development Centre.
@countykerrymary

5. 5
TO FLIP OR NOT TO FLIP?
FLIPPED CLASSROOM: WHAT IS IT ALL ABOUT?
Although it may seem like just another media bubble, if applied correctly, the new
technology-inspired model is proven to deliver outstanding results. The idea is to
flip the traditional instructional approach and move from a teacher-centered to
student-centered classroom.
Teacher-generated short video lectures and interactive lessons are viewed by
students at home before the class session, which makes it possible to devote all the
in-class time to collaborative learning, project work and discussions.
The flipped model has now become inherently
associated with video due to the ease with which it
can be accessed and viewed.
It creates the opportunity for students to take charge of their learning and consume
new information at their own pace, while teachers gain access to new insights into
students learning preferences and skills.
The concept of the flipped classroom is rooted in the principles of independent and
active learning, student engagement and blended course design.
With more time for practical tasks and group projects during the class session,
students are given the opportunity to test their skills in applying knowledge and
inquire about lecture content that they’re struggling with. As a result, the teacher’s
role shifts from merely lecturing to facilitating students’ learning, providing guidance
and encouraging meaningful engagement with course materials.

6. 6
Video helps create compelling learning
experiences.
Years ago teaching with video was too expensive and
required a lot of technical expertise. Today that's no
longer the case. Thus, teaching with video is viable and
provides a lot of opportunity to learn.
Video doesn't have to be Hollywood quality to be
effective for teaching. It needs to be clear and brief.
Know what you want to capture and then try to do so in
the shortest amount of time as possible. This also gives
the learner more control over how they can access and
what they access.
Tom Kuhlmann
Chief Learning Architect
at Articulate
@tomkuhlmann

7. 7
WHY FLIP?
STUDENTS TAKE
ACTIVE APPROACH
AND LEARN MORE
DEEPLY
Entrusted with the responsibility to
study key concepts independently
before the class session, students are
enabled to move at their own pace,
rewinding and reviewing portions of a
video as they require.
What it means is that students come
to class with a solid understanding of
the topic and can meaningfully
interact with their peers, contribute to
creative projects and give and receive
feedback. Inevitably, they develop a
deeper and better understanding of
the content.
BLENDED LEARNING
In a very broad sense, the term “blended
learning” refers to the practice of
combining classroom and online
learning experiences when teaching
students. The method is used to not only
supplement, but also transform and
improve the learning process.
BLENDED LEARNING
HELPS STUDENTS STAY
ENGAGED
Bite-sized video lectures exploring key
concepts can be an exceptionally
effective way to keep students
engaged in the learning process.
Giving them a good start to a new
topic is crucial to ensure they’re
engaged throughout the entire
learning journey. Funk it up a little… If
it’s not exciting for you, it’s definitely
not exciting for your students.

8. 8
KNOWLEDGE GAPS
BECOME CLEARLY
VISIBLE
With more opportunities to work on
group projects and demonstrate
acquired skills and knowledge in the
classroom, students are exposed to
more feedback, while teachers can
use the class time to detect errors in
thinking and to identify knowledge
gaps.
GROUP WORK
ENCOURAGES
KNOWLEDGE SHARING
The increased interaction in the
classroom helps teachers to create
the right environment for knowledge
sharing through collaborative work.
The model supports group
assignments, prompting students to
build a learning community that they
can rely on inside and outside the
classroom.
A TIP FOR THE FUTURE…
Flipped lessons are a great study aid
It’s a good idea to keep the video lectures
available until students complete their
assessment. As you probably know from
experience, they will want to return to
that topic to freshen up their memory
when the revision kicks in.
If you’re feeling particularly enthused, you
can even produce a special mash-up
video for revision using a mix of the most
important video lessons.

9. 9
A TIP FOR THE
FUTURE…
Parents often struggle
alongside their children. By
moving homework into the
classroom, you’re saving
their time, too. Remember
this in case an extra
argument is needed to
justify your decision to flip.
STUDENTS ARE SAVED
FROM THE
HOMEWORK
STRUGGLE
Homework sessions can prove to be
frustrating to students who are
lagging behind their peers. In the
flipped classroom environment,
homework tasks become classroom
projects, which means students are
saved from the struggle at home and
are also less anxious to show up at a
class if they haven’t yet fully grasped
the content or have unanswered
questions.

10. 10
We have access to hours of genuine, original
(and legal) video content to choose from. The quality of
both the video and content is as good as it's ever going
to get (even the self-produced materials), and the
opportunities to create and share our own material has
never been easier. With personal computing and
audio/video equipment as cheap as it is, and with the
growth of mobile computing still climbing, there really
isn't any excuse for a teacher to not find something to
use in their classroom.
Whatever, there is a reason – you just need to find it!
David Hopkins
eLearning Consultant
at the University of Warwick
& author of The Really Useful #EdTechBook
@hopkinsdavid

11. 11
WHAT ARE THE DOWNSIDES?
IT TAKES TWO TO
TANGO
How do you know if your course
design is effective? It’s one of the key
concerns ridding teachers of good
night’s sleep. You want your students
to be in full swing when it comes to
mastering new concepts. Video is
tricky, because you can’t collect direct
feedback just by observing your
students’ faces and body language.
But! The good thing is that you can get
real-time data about the effectiveness
of your teaching methods through
quizzes, classroom assignments,
group projects and open-ended
questionnaires.
YOU’LL NEED TO BUST
SOME MYTHS ABOUT
TEACHERS &
TECHNOLOGY
By choosing to be a teacher, you know
you’re buckling up for a life-long
learning journey, so mastering new
skills and concepts doesn’t really
throw you off. The flipped classroom
approach calls for a motivated and
tech-savvy leader.
It also requires you to know a thing or
two about video production. So let’s
be fair, you will need to tame a few
tech-handling tricks... But with all the
easy-to-use edtech tools available,
there’s nothing to worry about. And
we promise - it’s so fun and easy, in a
few days’ time you’ll be plotting to get
your hands on “some proper
equipment for your recording studio”.
A TIP FOR THE FUTURE…
Sometimes you’ll just want to
check whether your students
watched the videos at all. Try
asking a couple of basic
questions, like: “What was the
colour of my shirt?” or “Which
example I showed was most
helpful to you?” Simple, but
effective.

12. 12
ONE FOR ALL AND ALL
FOR ONE
In the age of smartphones, laptops
and tablets, it’s getting more and
more difficult to imagine a student not
having access to at least one of these
devices. Yet, it’s still a reality to some,
and it must be a teacher’s
responsibility to ensure that none of
her students are robbed of the right
to learn due to the technology-driven
approach. That means you can’t
proceed with the adoption of the
model until you’re absolutely sure that
all of your students are connected.
DON’T PANIC. HELP IS
HERE
If a mere thought of video
production flusters you,
turn to page 29.
We got you covered.

13. 13
BRYAN WETZEL EXPLORES
THE MOST COMMON PROBLEMS OF
FLIPPED CLASSROOM
There are two problems that I hear about consistently with respect to flipping. It’s
the lack of tools available to assign or control, which videos are being watched, and
also – participation.
To help teachers overcome these challenges, last year we added new assignment
tools that allow a teacher to create video playlists and assign the playlists to
individual students or to the entire class. The teacher can then see who logged in
and played the videos in the playlist. This has been a big hit for us. Without the
ability to control the video content a teacher has to paste links into emails,
newsletters, or printed documents, which is inconvenient to say the least.
Participation, on the other hand, is a problem that crosses over into everything in
education. If a teacher has a class of 22 and she assigns videos for previewing, she
is not going to have 100% of the students take the time to watch the videos. Similar
to any homework, there are different levels of participation based on the student’s
desire to do well and parent involvement. The student’s economic situation may
interfere, too.
Some schools, where Skubes has been implemented, have economically
disadvantaged student populations, and many of the parents do not pay for
Internet. What this means in a flipped style classroom is that students are arriving to
school with either no knowledge of the upcoming lesson, or with a basic
understanding of the lesson. So a teacher now has two groups of students in her
class who are at two different levels of understanding. The teacher is now
remediating the low group and trying to move forward with the group that watched
the videos prior to the lesson being taught.

14. 14
The administrators who push back when I
suggest trying a flipped classroom will often cite the
participation problem as a reason to not use the flipped
style classes. However, I would point out that this
problem is already a problem in non-flipped classes.
Smartphones have somewhat taken away the problem of access to the Internet,
which is why Skubes has its pages formatted for the shape of smartphones. One of
our teachers, who teaches in a very low economic area, told me his method for
making this work. He assigns the videos through Skubes and requires the students
to take notes on the videos; he later asks students to turn the notes in to prove they
have watched and paid attention to the video lessons. He explained that this
method has given him a substantial bump in grades and scores for his high school
algebra and geometry classes.
Bryan Wetzel
Co-founder and Chief Operating Officer
for skubes.com
FOR THOSE WHO ARE READY TO DO IT ALL
Video can be a powerful tool for:
• Revision
• Remediation for struggling students
• Test preparation
• Sub plans
See p27 for lesson plan tips.

15. 15
THE FLIPPING JOHN'S STORY
The following example is a work of fiction based on real-
life experiences. Feel free to borrow John’s ideas for your
own classroom.
Since the beginning of his experiment with the flipped classroom approach three
months ago, John found that teaching World History in the society of tablets and
smartphones is almost like travelling through time (not the he ever tried, but once a
teacher - always a wanderer). Blending video, games and interactive lectures, John
has touched upon something quite magical.
Prior to every class, he now records 10-minute long video lectures that his students
can watch at their own pace to prepare for the class time. The pleasure that he gets
from delivering the mini-lectures exactly the way he wants is greater than his fear of
cameras. And to be fair, he does really dislike the demanding eye of a camera lens.
Thanks to the flipped classroom model, he is also able to involve external World
History experts and engage students through real-life stories.
John supplements the videos with brief online quizzes and games to get immediate
feedback on the points that his students missed or found unclear, collecting crucial
data about each student’s individual level and pace of learning. Using the quiz
results, John is able to design personalized classroom assignments that assist his
students with grasping the essential information, and memorizing the dates and
events. He finally feels that his students are starting to appreciate the depth and
intrigue of the multi-layered World History.
See p27 for lesson plan tips.

16. 16
While every storyteller needs a listener, a modern
teacher knows how draining it can be to compete for
students’ attention. Sometimes technology can be
distracting, too. So to minimize this risk of
fragmented attention, he posts all notes,
presentations and additional videos on the school’s
online platform. This way, students can revisit the
material whenever they need to and focus on the
hands-on learning activities in class.
Engaging students in collaborative learning, encouraging discussions and spending
time explaining complex concepts has helped John to shift the classroom dynamics
from one where students are mere information recipients, to one where they
themselves strive to untangle the story threads through discussions, project work
and creative assignments. John’s love for the flipped classroom model has grown
from none to endless.
He wants his students to be critical thinkers and go beyond simply memorizing facts,
so he made a brave decision and replaced the traditional final exam with
performance-based evaluations that gave his students a chance to really show what
they’ve got.
John’s students produced an array of creative projects exploring the highlights of
World History, ranging from war board games to animated stories. The last time he
heard his students arguing, it was about the role of the Spartan army in ancient
Greece. John is convinced the practical tasks were way more efficient in helping
students understand and remember historic events, compared to what the stressful
exam experience would have instilled. His students agree.

17. 17
Instead of pushing video, get learners to create
it. This allows them to document and display their
understanding of what is being taught. And it's so easy
because today many of the learners have smart phones
and can leverage hundreds of media-creation apps. It's
a great way to engage them and get them to share
what they know about the given topic.
The experiment has inspired many of John’s colleagues to try the approach and they
all teach happily ever after. The flipping John is still alive and continues to bend his
students’ minds.
Tom Kuhlmann
Chief Learning Architect
at Articulate
@tomkuhlmann

18. 18
ONE TEACHER’S SUCCESS STORY
or FLIPPING MATHS
Pamela Yarick, a high school math teacher, flipped her
Algebra 1 and Geometry classes at the change of the
semester during the 2014-2015 academic year. The
following is Pamela’s comparison between the two
semesters.
Overall, the flipped classroom was a
tremendous success in terms of
classroom assessment scores,
standardized assessment scores,
student work effort, and student
behavior in the classroom.
Clearly, with all the changes in
curriculum over the years, and
changes in testing and standards, the
most significant change that can
happen to impact learning is to
change the learning process. The
flipped classroom does this with
significant benefits for the teacher,
increased student engagement, and
increased outcomes.
On average, the student grades
improved very impressively at
approximately 12%. The students who
improved the most were the
struggling students and those who
were borderline to fail the class.
The students, who typically performed
at the A level, did not improve their
grades. However, they enjoyed the
flipped classroom more than the
traditional classroom and found it to
be of tremendous benefit by allowing
them to proceed without being
slowed down by struggling students.
The struggling students indicated on
the year-end survey the flipped class
gave them confidence because they
could watch the video multiple times
and not feel “dumb or stupid.” Several
of the A students commented they
like the flipped class because they
could do the work at home the night

19. 19
before and use the math class time
for preparation of other classes.
On the year-end survey, 87% of the
students who took the flipped classes
responded. All of the students
indicated they liked the flipped class
environment better.
They liked being able
to watch the videos
on any number of
different devices at
any time it was
convenient for them.
They really liked not listening to me
lecture and waiting for the “slow”
writers to finish before we could move
on with the lesson and get the
assignment. They also liked being able
to walk into class and get started on
the assignment without any “wasted”
time.
As a teacher, I liked the students
working in class and assisting them
with their assignments. I enjoyed the
“AH-HA” moments when I could see in
the student’s eyes and reaction that
something “clicked” as I worked an
example. I tried to keep my videos ten
minutes or less. I was not always able
to accomplish that. Some of the
videos were hard for the students to
maintain their focus throughout the
entire length. It helped when I started
inserting a joke or riddle into each
video to keep them focused.
Prior to initiating the flipped
classroom, the students would enter
the classroom and put any questions
from the assignment on a white board
by the door. After the bell rang, I
would work problems from the
assignment for which the students
QUICK CLASSROOM
STATISTICS
2 of B students improved to an
A-level
Several C students went to B’s
All students improved their C’s
All D students, except one,
became C students
5 of 6 failing students passed
their class

20. 20
had questions. We would grade the
assignment and then take a short quiz
to assess the performance. If the quiz
was successful, we would take notes
and work examples to prepare for the
next assignment. Most days the
students would get the assignment
with 10-15 minutes of class time to
work on the assignment and ask
questions.
I created and posted a video online
for each lesson, of what would have
been the lecture component of class. I
used the CrazyForEducation system to
host the videos for the students to
watch prior to class.
In creating the videos, I use an
interactive white board to present the
lesson. It contains a base of notes and
examples that I add to as the video
lesson is presented. The video
consists of the same “lecture” content
but delivered in a much more efficient
and time-conserving approach and
without the student interaction. For
example, for a one hour class the
video lesson is usually around 10
minutes. They vary from 7 to 14
minutes with an occasional one going
longer.
The students really
enjoy the video
lessons. They can
replay the video
lesson, or any
sections of it, as
often as needed.
They can refer to
them at any time, for
example, when
reviewing for a quiz.
The video lessons
are a key component
of the flipped
classroom and
changing the
“process of learning.”
Unless we change
the learning process,
we won’t really affect
the changes needed
in preparing
students for today’s
world.

21. 21
A small picture of me is in the corner
of the video, so the students see it
really is me providing the information.
I use a screen-recording tool to create
the video. At the end of each video is
the assignment due at the end of
class the next day. The students are
expected to watch this video before
coming to class.
When the students enter class the
next day, I have displayed on the
board the list of students who have
watched the video lesson. I quickly
and easily obtain this information
from the CrazyForEducation system.
The students who have watched the
video lesson take their seats and start
working on their assignments. The
students who have not watched the
video lesson get a tablet and their
own headphones and watch the video
lesson. Of course, they don’t have as
much time to replay the lesson, or
sections of it, as they would have had
if they had viewed the video lesson
prior to class.
While class is in
progress, I move
about the room to
monitor students’
progress and answer
questions. All
assignments are due
at the end of class.
Immediately after the student has
completed the assignment, they grade
their own paper so they are
immediately aware of their own errors.
If they have missed any items, they
are to redo the problem if they see
where they made the mistake. This
happens about 60% of the time. The
remainder of the time they
immediately ask for assistance if
needed, right at the time they need it.

22. 22
The immediacy
allows the student to
keep progressing in
an orderly manner.
They are not stuck
and therefore do not
fall behind. They can
keep up with the
class and even get
ahead if they choose
to do so.
If they have not finished the
assignment, they can take it with them
to complete and turn in the next day.
By the end of the semester most had
learned it was not good to fall behind
because there is another video lesson
for the next day as well.
Some of the students indicated that
after the first approximately six weeks
it was not as much fun to watch the
video lessons. However, they still said
they preferred the flipped classroom
to the traditional classroom.
Pamela Yarick

23. 23
In this age of technology, video is a great asset
in the advancement of education and eLearning. Video
is an amazing way to teach because it can create a
visual and emotional connection that the learner
cannot get just by reading text on a screen or in a book.
Typically, people tend to learn best through a visually
engaging medium.
Additionally, video is no longer as expensive to produce
as it has been in the past. Many computers come pre-
loaded with simple-to-use video editing software, and
video recording can be as easily accomplished through
a phone as through an expensive camera (though there
are definite benefits to the latter). Because of this, cost-
conscious schools and instructors are in a much better
position to become great eLearning content creators.
Andrew Scivally
Co-Founder of eLearning Brothers
elearningbrothers.com
@eLearningBros

24. 24
BEFORE YOU DIVE HEAD-FIRST
INTO #teachingWithVideo
DON’T BE AN EASY TARGET – SECURE
YOUR VIDEOS
You’ve invested a lot of time and effort into creating a series of video lectures for
your students. Before sticking them up on your blog or a video hosting platform,
stop for a moment to consider this: surely, someone will be struck by a brilliant idea
to embed your lessons on their website. Without your permission. Without even
thinking of asking for your permission. How will that make you feel? We’ll take a wild
guess - you’ll be furious and also quite heartbroken to see your work stolen. We’ve
heard that story oh-so-many-times. Please use our tips to save yourself the
headache.
DISTRACTIONS & INAPPROPRIATE
CONTENT
The last thing you want is your students navigating to inappropriate content when
viewing homework videos. If you decide to opt for a social video platform, you must
take into account the risks that come with it - inappropriate content and ads being
cited at the top of the list.
1
2

25. 25
Even if you manage to create a safe online environment through filters and personal
playlists, keep in mind the too well-known cases of students wandering down the
rabbit hole and watching three hours worth of cat videos, instead of working on
their class assignments. And although it all comes down to the level of trust you’ve
built with your students, we strongly recommend thoroughly thinking it through. Be
realistic - thug cats vs. The Anatomy of The Cell; can you feel the temptation? Maybe
you shouldn’t give your students the choice.
CURRICULUM REQUIREMENTS:
PROTECTING YOUR BACK
You know this better than anyone else - curriculum requirements change all the
time. Imagine the not-so-unlikely scenario when you’re forced to scrap the entire
library of your mini lectures, because they no longer follow the national academic
standard. We recommend starting small and having a very clear goal of what you’re
trying to achieve. If video production isn’t among your hobbies, educational video
libraries that follow the requirements of national curriculum can be a good place to
start. But in general...don’t fear the camera. Your students will feel more at easy
listening to your voice than Mr. Smith’s from who-knows-where.
3
A FEW THINGS TO REMEMBER…
• Students are used to switching between screens. It will
be their natural expectation for videos to play on all
devices seamlessly. Keep that in mind when choosing
the platform to host your videos.
• Flipping is different to lecture capture, so make sure
your mini lectures are no longer than 15 minutes.

26. 26
THE ULTIMATE CHECKLIST
BEFORE YOU FLIP
Before you decide to flip your class, run through this list
to make sure you’ve got everything in place. Preparation
is key…but you already know that.
ü Decide on your
flipped lesson’s
ultimate goal.
ü Decide how you
will deliver your
flipped videos.
ü Ensure all students
have Internet
access at home.
ü Consider initial
student
engagement tactics.
ü Make plan B in
case you need help.
Who you gonna
call?
ü Select video
captioning & other
edtech tools for
your flipped
classroom.
ü Record your video
lecture(s) &
organize other
course content.
ü Draft a brief
document so
students know
what’s expected of
them.
ü Plan and prepare
in-class activities.
ü Prepare tasks to
measure lecture
effectiveness.
ü Consider post-
session elements
to prompt students
to reflect on what
they’ve learned.
ü Seek advice from
colleagues who are
flipping.
ü Find a way to
communicate
benefits to
students’ parents.
1 32

27. 27
7 IN-CLASS ACTIVITIES TO FUEL
STUDENTS’ ENGAGEMENT
Ask your students to prepare a quiz based on the homework lecture.
Use the quizzes to quickly identify knowledge gaps.
Have students do role playing, assigning each small group with a
concrete task. Follow up this activity with a debriefing exercise.
Prepare a story that would appeal to your students, cut it into strips
and mix them up. Have students work in small groups to put the
strips back into order.
Use one-sentence essays to get students summarize the key points
of the video lecture in one minute.
Have students work in small groups to make flashcards with sketches
or drawings to study together.
Play If this is the answer, what is the question. Write an answer on a slip
of paper and have students take turns asking a question each, until
someone guesses the answer.
1
2
3
4
5
6

28. 28
Use index cards and have students work in pairs to help them learn
new words or concepts. See below.
Lesson Sequence
One day prior to the start of this lesson students will be
assigned related videos to preview the lesson. The students
will be given index cards with 5 vocabulary words (variable,
term, coefficient, operator, expression), a whiteboard, and a
marker. I will write the expression on the board. The
students will have 1 minute to rewrite the expression and
then put the correct index card vocab word under the part
of the expression it matches. Once that is done, they will
turn to a partner and take turns explaining what each word
means. Once they agree on a definition, they will write it on
the back of their vocab card and turn it in to me.
Extended Learning
For a reward, students will be given the option of
completing a homework assignment that is a preview of
tomorrow’s goals - create an equivalent expression to the
one we worked on today and explain why it’s equivalent.
Students who struggle will be assigned additional videos to
help them review.
Kristin Storie, Skubes.com
7

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12 PRACTICAL EDTECH TOOLS TO
MAKE YOUR LIFE EASIER
VIDEO PRODUCTION
Camstudio
A great tool for video recording and lecture capture. It can also be used to create
screencasts.
Features include: Video Recording, Video Annotation
Animoto
Easy-to-use video editing tool calibrated for both professional and personal video
production.
Features include: Video Editing, Customization, Music library
TouchCast
A free and easy-to-use Ipad app for interactive videos. Blend your videos with the
wonders of the Web to get the best effect.
Features include: Video Production, Interactive Add-ons
eLearning Brothers
A site for templates and assets that you can use with video production tools and
PowerPoint. For example, templates built in Camtasia, cut-out People Characters,
and stock videos and audio clips.
Features: Free Templates available
Ink2Go
It’s a screen annotation and screen recording solution for presentations that can be
an extremely useful tool for educators to create effective video tutorials or lessons.
Features: Screen Annotation, Screen Recording, Whiteboard/Blackboard
GAMES & QUIZZES
Edmodo OpenMinds
OpenMinds instantly converts your worksheets (or the content you choose) into
engaging quizzes, flashcards, puzzles and games for mobile devices and the web.
Features include: Easy App Creation, Progress Tracking

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Quia
An online platform where teachers can create educational games, quizzes, class
Web pages, and surveys. Students can receive instant feedback on their quizzes and
assignments and teachers can share and collaborate on created assignments.
Features include: Easy Collaboration, Assignment Distribution
IN-CLASS ACTIVITIES
ExitTicket
A free classroom and feedback system that helps teachers instantly assess whether
students are absorbing the lesson through assessments called “tickets” and adjust
instruction during the course of a class.
Features include: Real-Time Intervention, Instruction Differentiation, Personalized
Learning
Pear Deck
A communication platform that gives teachers a glimpse into individual student's’
progress in the classroom and helps them create interactive assessments and
presentations that students can follow and engage with on their devices.
Features include: Hybrid Presentation, Quizzes, Formative Assessment
Socrative
Socrative lets teachers engage and assess their students with educational activities
on tablets, laptops and smartphones. Through the use of real-time questioning,
instant result aggregation and visualization, teachers can gauge the whole class’s
current level of understanding.
Features include: Instant Feedback, Personalized Content, Reports
Blendspace
Offers an easy way to blend your classroom with digital content. It’s a platform
where teachers and students can collect, annotate and share digital resources. The
libraries can be shared in just one click.
Features include: Shareable Online Libraries, Built-in Quizzes, Progress Tracking
Showbie
A workflow tool that makes it easy to assign, collect and review student work in
tablet classrooms. It lets teachers add annotations, voice notes and comments
directly on their students’ work.
Features include: Easy Assignment Distribution, Convenient Collection, Interactive
Review.
ONE LAST THING! CHECK VZAAR.COM
FOR THE BEST VIDEO SOLUTIONS FOR EDUCATION

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ABOUT VZAAR
vzaar is the go-to online video hosting and distribution
platform for education. It comes preloaded with all the
customization, security, management and analytical tools
you need to craft engaging learning experiences for your
students.
SECURITY
DOMAIN CONTROL. Make sure your videos play on your own site. If anyone tries
to embed on a different site, all viewers will see is an error message.
HTTPS EMBED CODES. If students have to login to see your video, you probably
have a https website. You need https embed codes for smooth play back.
RTMPE STREAMING. Prevents unauthorized downloads by encrypting your video
stream.
ANYWHERE ON ANY DEVICE
CDN. Access points around the globe mean that wherever your audience is located,
your video will reach them.
DUAL ENCODING. Get the best of both worlds with videos encoded at High
Definition for fast Internet connections and Standard Definition for the slower ones.
SUBTITLES. Don’t let the language barrier get in the way. Upload multiple language
subtitles so students in every location can understand your video.
HTML5 SUPPORT. vzaar HTML5 player makes sure videos play on mobiles and
tablets, as well as desktop.

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INTERACTIVE
Add interactive elements to your video. The JavaScript API allows you to control the
behavior of the player.
ü Create cue points so the web page displays different messages at different
points in the video. Great for adding quiz questions or extra tips and advice.
ü If you’ve got long videos, creating video bookmarks and chapters will
make the content extra easy to access for your students.
LIVE SUPPORT
PERSONAL SUPPORT from video experts in whichever way works best for you:
email, phone or live chat.
READY TO START?
30 day free trial. Access all features
no credit card required

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Special thanks to industry experts
We are extremely grateful to all the contributors who
agreed to share their views and insights into the role of
video in modern education.
Tom Kuhlmann | The Rapid E-Learning Blog
Chief Learning Architect at Articulate. I write the Rapid E-
Learning Blog and help our community learn more about
eLearning development and design.
Mary Burns
Mary Burns is a senior learning technologist at Education
Development Center. She uses, designs, evaluates, and
researches technology-based professional development with
teachers at all levels of the educational system in North and
South America, Asia and Africa. She can be reached at
mburns@edc.org
Andrew Scivally | elearningbrothers.com
Andrew Scivally eats, drinks, and breathes eLearning. After
building eLearning teams at JPMorgan Chase and Zions Bank,
he decided to build one for himself. He and his brother Shawn
started eLearning Brothers 6 years ago, and have never
looked back.

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David Hopkins | dontwasteyourtime.co.uk
David is an eLearning Consultant at the University of Warwick,
England. David joined Warwick in May 201, bringing with him
extensive experience of distance and social learning. David
has an interest in the application and implication of
technology and tools, and how they can affect the learning
environment and changing student profile. David has active
research interests in the use of social and informal learning as
well as investigating the role Learning Technology, and
Learning Technologists can, and should, take in aiding
Institutional strategy on aspects of Learning Technology.
David has written and self-published three books including
the popular The Really Useful #EdTechBook, which
investigates leading practitioners and their experiences of
educational technology.
Bryan Wetzel | Skubes.com
Bryan Wetzel is the co-founder and Chief Operating Officer for
skubes.com Bryan has over 20 years of experience running
his own company in the video compression, editing and
production industries. Bryan got his start in the entertainment
and production business in the late 1980s as a Director of
Photography and production manager on a variety of 3D films
and special effects projects. He later travelled the country as a
photographer and videographer for Estee Lauder. After
starting his own production company in the early 1990’s, he
worked with many well-known celebrities such as Davis Love
III, Elijah Wood, Steve Young, Ruby Dee, The Beach Boys, Don
Rickles and many more. Bryan has also won national
recognition for his work with 14 separate awards for
cinematography, editing, live production and overall
excellence in the field of production and post-production.
Pamela Yarick | CrazyForEducation.com
Pamela Yarick is a high school math teacher, who has kindly
agreed to share her experiences in flipping maths using the
CrazyForEducation system for teachers.

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Thank you J
See you at @vzaar

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vzaar.com | +44 20 7820 6280 | 877.831.7110