Instant Replay: Delivering Instruction Using Videos
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This document summarizes the University of Michigan Taubman Health Sciences Library's efforts to develop instructional videos using various screencasting tools. It describes how they surveyed campus resources and other online tools to find options for creating videos. They started by using Jing to create short videos answering reference questions and Camtasia to produce more polished longer videos. The library has created many videos covering topics like using databases and has made them available through their website and LibGuides for on-campus and distance learning classes to use for instruction and review. They plan to create more videos recreating classroom sessions and increasing video content in their distance learning programs.
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Instant Replay: Delivering Instruction Using Videos
- 1. INSTANT REPLAY: DELIVERING INSTRUCTION USING VIDEOS Carol Shannon, Nadia Lalla, Anne Perorazio Taubman Health Sciences Library, University of Michigan Medical Library Association Annual Meeting 22 May 2012
- 2. Program beginnings • Mandate to: • Find existing resources on campus for webinars • Find other tools & resources online tutorials • Prior video experience: • Second Life and Public Health
- 3. Survey of campus resources • Facilities & people Survey of other resources • Google!
- 4. We discovered resources • Screencasting programs (various) • Videos good & bad • Equipment • Spaces • People
- 5. We started here • Screencasting programs • Jing to answer simple reference questions • Camtasia for more finished projects • Equipment • Samson C01U Podcasting pak & pop filter • Headset with microphone • Training @ School of Public Health
- 6. Samson C01U Podcasting pak
- 7. Current audio equipment: microphone, shock stand, pop filter, sound box
- 9. Jing videos • 5 minute limit, can’t be edited • Liaisons use to answer questions • Videos created by School of Information students to answer reference questions • How to find an Author’s h-index
- 10. Camtasia videos • Use for more polished videos • Edit audio & video • Longer video • Better audio • Smaller file size • Easier to use • My NCBI, pt. 1
- 11. We’ve learned a lot about • Planning: • Know your purpose and audience • Length • Materials (screencast, slides) • Script • Staff: • Permanent vs. students • Storage/distribution: • YouTube • Video Content Management system •
- 12. STATISTICS
- 16. HOW DO WE USE OUR VIDEOS? • In LibGuides for instruction & review for on campus & e-learning classes • In place of workshops
- 17. DISCOVERY TOOLS Anyone, (almost) anywhere can find these videos
- 22. VIDEOS IN THE CURRICULUM OR AS WORKSHOP SUBSTITUTES
- 27. NEXT STEPS • M1 class recreated as videos, plus exercises • Increase number of videos in M1 & M2 Longitudinal Case segment • Increased presence via video in all distance learning programs
- 28. CONTACT US! http://guides.lib.umich.edu/videotutorials
Editor's Notes
- Anne & I were asked to look at resources that existed on campus for webinarsand to recommend tools to use to create our own online video tutorials. At this point, Anne had created a few videos, such as SL & PH.
- We quickly focused on Jing, Camtasia, Captivate for creating screencasts; & found info onmicrophones & other tools Videos: really liked what we saw of Lei Wang’s (Yale Medical) videos (good video, audio, scripts)Found spaces we could use on campus, but decided to stay in the libraryFound great people who could get us started, esp SPH folks who gave us help with Camtasia. Good as TechSmith’s videos are, we really appreciated this extra help
- Jing—downloaded to a couple of computers & later to anyone who wanted itCamtasia 6—purchased 2 copies; now have 4Decided to not use Captivate immediately (& in fact we never have used it)Use Samson mic for recording audio; use headset with mic for Jing recordings & playback of Camtasia videos
- Samson microphone with shock mount
- Porta-booth with microphone & pop filter set up—we’ve had for about a year & a half
- Anne editing
- Jing—free!But the 5 minute limit is potentially too limiting & it can’t be edited (unless done in Camtasia)Used for ref Qs & for non-public videos (some liaisons make their own videos in Jing)The “How to find an author’s h index” video is one of our most popular; created by a student (later edited & produced in Camtasia)
- In creating videos, the most important thing is to plan Know why you’re making them & who your audience is (our users are overwhelmingly grad students, researchers, faculty, & clinicians, with staff as well)length comes from audience: don’t be constrained by the common thought that videos can’t be more than a minute or 2, but also don’t make videos any longer than they need to be; the younger your audience the shorter your videomaterials—screencast, PPT, or a combination: we always use PPTs to brand our videos front & backFormat/proportions: 16:9 is the most flexible; the precise dimensions may be determined by where you store your videos (for ex, YouTube has specific size requirements)script: keep it simple (relatively informal lang, but it should also sound like you, not somebody else); remember you’re showing as well as telling—edit!! Anne & I started out firmly convinced that permanent staff (us) would have to create the videos to keep the quality up. But we just don’t have enough time the first students we used students didn’t have enough time to learn to use the programs fluently & with enough quality. This year we hired a student with a video background.
- We collect stats so that we can tell not only how often the videos are viewed but also how they’re being found, if they’re embedded on other web site, where viewers are coming from, how long they’re staying with the videos
- Maps! Another way to see where your videos are viewed.Fun fact: Note that Yemen has a high viewership for this video (not something that I thought about beforehand)
- Here’s another example of YouTube statistics--Audience Attention--shows that people stay with this video, even though it’s long (& the video isn’t as good as it could be b/c this was planned just as a live presentation)If people want to learn something, they’ll stay with a long or not very good video (don’t count on this though)
- Some sites are easily accessible.
- The University Library has a YouTube channel; Anne has created some playlists that you can see on the right, so that we can send users to a particular place (for ex, all Taubman videos or all THL instructional videos), as well as to the channel itself.
- The University Library has a video gallery page that lets not only any library users, but also our colleagues, who are physically separated from us, see more easily what we’re doing
- Adding this Video Tutorials link to the banner that’s on all library web pages resulted in an increase of 50% in use of the Library Video Gallery in one month.
- MTube, the Health System’s private video channel, makes our videos more readily available to clinicians.
- In this M2 Family Centered Experience/Longitudinal Case guide we used links to videos
- A page in the M1 Family Centered Experience/Longitudinal Case guide, where we embedded videos rather than linking them. This didn’t lead to any increase in viewership over plain links.
- This page provides access to a complete EndNote basics class 24/7, providing both initial instruction using videos (plus paper & html) & a way to refresh skills (lots of people who use EndNote only sporadically)