How to approach the production of Educational Videos. Whether using an LMS or not, whether to include Tops and Tails, approaches for packaging and integrating videos are discussed. How to structure and prepare educational videos to fit in with course, module and lesson planning. Addresses course development methodology as an introduction. Contact mike@digitalinclusion.co.za if interested in sponsoring the delivery of the course.

1. Educational Video Production
Course Design,
Development and
Delivery 2
Role Players – Who
Does What 8
Learning Management
Systems and Delivery
Modalities 11
The ‘e’ in Learning
Technology Tools and
Services 14
Knowledge and Skills
Components 16
Production Flow and
Focus 19
Schedule Management
and Standards 27
Skills Component
Exercises 33
Skills Component
Toolsets 38
Skills Component
Sample Templates 40

2. Educational Video Production
Course Design, Development and Delivery

5. Other LOs
Video LO Production
Lessons (L) of
Multiple Learning
Objects (LO)
Break into
Key
Concepts
Break into
Key Skills
Define
Courses
(C)
Break into
Key Theme
Areas
Break into
Modules
(M)
Break into
Key
Concepts
Break into
Knowledge
Elements
(LO=KE)
Break into
Key Skills
Break into
Skills
Elements
(LO=SE)
Define Single Concept as focus of KE
Define Learning Outcome
Define Assessment
Link to Earlier Concepts
Gather Required Information
Prepare Required Support Materials
Schedule Required Equipment
Plan Required Clip Script and Flow
Record and Produce Rich Media Clip
Integrate Required KE Assessment
Define Single Skill as focus of SE
Define Learning Outcome
Define Assessment
Link to Earlier Concepts
Gather Required Information
Prepare Required Support Materials
Schedule Required Equipment
Plan Required Clip Script and Flow
Record and Produce Rich Media Clip
Integrate Required SE Assessment
Define Module Learning Outcomes
Define Required Module Assessment
Define Assessments not covered at KE and SE (>Ma)
1
2
3
4
Identify Training Partners per course
Setup Working Team
Establish Working Arrangement
Define Audience and Prerequisite
Define Course Learning Outcomes
Define Required Course Assessment
Gather Available Resources
Define Assessments not covered at M (>Ca)
Blended and Online Learning Object Production Process
(CMKS Method of Micro-Lecture Production)
Ca = Sum(Ma) Ma = Sum(KEa and SEa)
Create Course Map linking Modules and Elements
Develop KE and SE Level Assessments
Create Overall Assessment Plan
3

6. Ensure Engagement
by using appropriate
Learning Activities
to Realise Intended
Outcomes

8. Course Design, Development and Delivery
Role Players - Who Does What

11. Learning Management System (LMS)
and Delivery Modalities

12. Use Technology as and
when required to
support the chosen
Learning Delivery
Method

14. The ‘e’ in Learning
Technology Tools and Services

16. Educational Video Production
Knowledge and Skills Components

19. Educational Video Production
Production Flow and Focus

22. Understanding your audience,
focusing on desired outcomes,
and working to a production
plan are the key to success.
The production, management,
and sharing of educational
videos requires infrastructure
(networks, facilities, lighting
and sound controls),
equipment (computers, audio-
visual accessories) and
resources (people).
Preparation is 90% of the
effort! What you will say when
recording, what images and
slides you will need, what you
will show on screens etc., must
be thought through and
prepared in advance.

23. Production Systems allow for the real-time
capture and recording of various audio-visual
inputs (streams).
In certain scenarios it is important to record
the presenter (video) as well as the lesson
content (slides, images, screen capture,
secondary video inputs).
It is also possible to incorporate content
prepared or sourced elsewhere into a video
lesson that is being produced. These
additional file objects can be uploaded onto
the production platform and merged with
content recorded on the platform.

24. Standard file objects normally uploaded and merged with recorded streams will include Customer specific
headers, trailers, jingles, animations etc.
Manipulating video objects includes cut / trim splice activity as well as the application of transition effects
and quality adjustment to audio and video tracks.
Certain production platforms can manage captions, links to quizzes, web pages and other external content.

25. Managing Video Content requires
administrative access to the VCMS
one has chosen to work with.
Once videos have been produced,
they are uploaded to the VCMS,
placed in collections as appropriate.
Supplementary information can be
captured to better describe the
content and enable content to be
searched for.
Settings relating to viewer
functionality, access and sharing
rights, release dates for managing
viewing etc. can be set by authorised
role players.

26. Education is not about being able to
view content. It is key that a viewer
is guided through the experience of
viewing in a manner that supports
the teaching and learning intent.
LMS (Learner Management
Systems) and CMS (Course
Management Systems) are often
used to create structure, manage
learner groupings, control
progression and other aspects of a
learning process.
Videos can also be embedded into
Blogs or Websites allowing the
viewer to view in a controlled
context without having to be
redirected to a VCMS.

27. Educational Video Production
Schedule Management and Standards

28. Production Scheduling and Tracking
Project and Task Tracking
Form Based Data Capture

30. Process Standards
Before embarking on a production
journey, decisions must be made on the
toolset to be used. Standardising on a
toolset brings efficiency and consistency
in support of repeatable quality
production.
Standards for approach to producing,
naming, storing, managing, sharing and
distributing content must be in place and
adhered to.
Standard equipment, infrastructure
setup and facility access as well as
processes for managing, maintaining,
and securing these elements must be in
place.
Policies on language choices, content
representation and professional
engagement must also be in place.
Video Element Standards
When packaging a video learning object
into a lesson, specific to a client, it
requires the inclusion of standard brand
supporting and CI compliant header and
trailer images, music or jingle played at
start and end of lesson, call to action at
end of lesson (where to go to on
completion of viewing), transition effect
(audio and video) standards for
consistency of representation and
viewing experience.

33. Educational Video Production
Skills Component - Exercises

38. Educational Video Production
Skills Component - Toolsets

40. Educational Video Production
Skills Component – Sample Templates