Video affords a wide variety of options for enhancing teaching and learning. Explore options for developing and using videos in your classroom. Presented at Online Learning Consortium International Conference - October 2015 - Orlando, FL

1. lights, camera, ACTION!engaging videos for teaching and learning
https://flic.kr/p/cx9M6s
@UFTawnya
tawnyameans

2. background
• video development
• pedagogical support
• faculty development
• technology integration
• instructional and
graphic design
• course management
system support
http://warrington.ufl.edu/centers/ctla/

3. why use video?
• introduce students to a course’s instructor
• demonstrate how to navigate
• highlight the content and purpose of a particular course
• overview or provide focus for a particular learning module
• explain how to complete a course-related activity
• add graphics and animations to an audio description
• provide fresh and timely updates to a course
• connect personally to students
• etc…
https://flic.kr/p/x7hY5

4. 1. lights (preparation)
• plan the framework:
• read / watch / do
• rinse, lather, repeat
• plan for production:
• select video types (studio, onsite, etc.)
• activities (mix it up and allow for choices)
• prepare and coach
• software and hardware for video
https://flic.kr/p/abP6fu

5. video types
• Asynchronous primary content delivery
• Lecture capture
• Pre-recorded studio
• Pre-recorded screen capture and tutorials
• Synchronous primary content delivery
• Telepresence robot
• Live streaming (with chat)
• Adobe Connect and Big Blue Button
• Supplemental delivery
• Interviews
• On-site and field shoots
• Exam review and office hours
• Course and module introductions

6. conversational style increases engagement
Guo, P. J., Kim, J., & Rubin, R. (2014). How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos. Atlanta, GA: Learning at Scale.

8. combine content and activity

9. before and after design and coaching

10. software and hardware
• Mediasite
• Analytics
• Catalog, embed, Canvas integration
• Storify
• Camtasia
• YouTube and Vimeo
• Suitable Technologies BeamPro
• Adobe Connect and Big Blue Button
• Canvas Media recordings for feedback, announcements, etc.

11. how will you change how you prepare for
an online course?
Storyboard and scripting
Camtasia screen capture for tutorials
Informal and conversational style
https://flic.kr/p/6Bf4Sd

12. 2. camera (content)
• keep it short
• make it interesting
• keep it focused
• make it varied
https://flic.kr/p/CoGXH

13. habituation
• we get used to what is going
on around us and start to tune
it out
• our modern brains have
increased their threshold
• plan for a frequency of “cuts”
• use short bits and make
meaningful changes to activity
level
https://flic.kr/p/iLXwpc

14. length
• optimal is 6-9 minutes (or shorter)
• ~150 videos over 16 weeks
• average 3 minutes each
Guo, P. J., Kim, J., & Rubin, R. (2014). How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos. Atlanta, GA: Learning at Scale.

15. variety

17. how will you change how you organize
your course?
https://flic.kr/p/7YNd6k

18. 3. ACTION (student activity)
• required for internalization of learning
• goal is application
• choice and variety
• leverage multiple channels
• video type variety
• words and pictures foster meaningful learning
• simultaneously reinforce each other
• reduce cognitive load
Mayer, R. E., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist, 38(1), 43-52.

19. provide alternatives
• activity options
• clear instructions
• discussions 1 & 8 required, choose 2
from 2-7
• quizzes 1 & 8 required, choose 2
from 2-7
• assignments 1 & 8 required, choose 2
from 2-7
https://flic.kr/p/dh17LN

20. choice and variety

21. integration

23. how will you incorporate choice and
variety in your videos?
https://flic.kr/p/q2nee

24. benefits
• bring to life dry concepts and make them real, tangible, and understandable
• bring experts to the course on a more convenient schedule
• deliver in-depth and focused instructions
• wide ranging variety of course materials
• personalize the learning experience
• keep student attention
• flexibility and choice
• engage students
• reusable

25. lessons learned
• show examples to inspire others
• easier to record shorter segments
• take the time to do it right the first time
• creativity and personality are appreciated
• connect content from module to module/topic to topic
• use an LMS transition to encourage enhanced video production
• on location helps connect students to the university and the instructor
• work with the video team to make design choices that speed up post-
production

26. …it forced me to think about how my
modules, with somewhat varied content at
times, had a logical build, both internally and
with other modules, and also encouraged me
to think more about what the objectives of
the modules were…
feedback …making the videos around campus
made me think even more of students
as a part of our community…
…regularly report feeling that they
know me, without ever meeting me…
…some students have reluctantly
admitted that they actually learned
something from the videos and it helped
them prepare for the exams…

28. All Creative Commons licensed works used in this presentation are licensed for use and the legal code is at:
http://creativecommons.org/licenses/by-sa/2.0/legalcode
Tawnya Means, PhD
Director, Center for Teaching, Learning & Assessment
Warrington College of Business Administration
tawnya.means@ufl.edu
@UFTawnya

29. and now for the shorts… Q&A
Sarah Bleakney | Staci Graff | Megan Leroy