This document discusses creating DIY videos for a YouTube channel to share educational content. It outlines various types of videos that can be created, including micro-lectures, demonstrations, dialogues, traditional lectures, and tutorials. Advice is provided on engagement, scripting, length, addressing complex topics, and using captions. Examples are given of video topics from the presenter's own YouTube channel covering areas like reading strategies, dyslexia, and tutorial videos. Tips are shared on analytics, editing apps, and goals for creating more demonstration videos and tutorials to teach others.

1. "Versatile DIY Videos on your own
YouTube Channel"
with Peggy Semingson, Ph.D.,
The University of Texas at Arlington
*Presenting on Google HoA
peggys@uta.edu
Print2Pixel Unconference
University of New Haven

2. Overview
 This session will present various types of videos that you
can design, record, produce, and share on your own
YouTube channel.
 I will share my ownYouTube channel and offer advice on
what is typically engaging for students as well as
production tips and apps that you can use right away in
your teaching.

3. “DIY/Edupunk” + open access knowledge
 These ideas apply to online learning, the "flipped"
classroom model, DIY education/edupunk, as well as
creating open-access resources that can potentially be
shared on a global scale.
 MyYouTube channel is here:
 https://www.youtube.com/user/peggysemingson

4. Versatility
 Types of videos
1) micro-lectures
2) demonstration videos
3) dialogue videos
4) traditional "lecture"
videos
5)Tutorials (e.g.,
screencasts)
 Engagement
 Semi-scripted
 Length
 “Get to the point”
 Complex/technical topics
 Labels/captions/annotations
 Resources in “Info”
section—point the way
(digital sherpa)
 My “virtual mother hen”
philosophy

5. Micro-lectures
What is Mentor Text?
 A literacy professor
defines MentorText and
gives several examples of
books that can scaffold
the teaching of a writing
focus, with emphasis on
the 6 traits.

6. Demonstration Videos
Reading Informational Interview
 This is an informal way to
get to know a young reader.
I asked five year old Naomi
to gather a few of her very
favorite books so she could
tell me about them. It is
easiest to make it
conversational and see what
types of themes stand out
across the books. It seems
that Naomi likes books that
are fun, funny, and also she
enjoys the "princess"
themed books as well as
books that connect with
popular culture.

7. Dialogue Videos
“Defining Dyslexia: Overview of the Topic with a
Mind, Brain and Education Perspective”
 Dr. Evie Malaia discusses some big
ideas about dyslexia with Dr. Peggy
Semingson (both ofThe University of
Texas at Arlington).
 Here are the four questions that
guided our conversation.
1. What is the definition of dyslexia?
2. What are indicators teachers can
look for?
3. How are students diagnosed?
4. What are the types of instructional
strategies teachers can implement
when working with students with
dyslexia?
Non-scripted with guiding questions

8. “Traditional Lectures”
Phonological awareness, phonemic awareness, and
phonics
 Complex topics
 This video shares basic
information about some
terminology surrounding the
teaching of emergent and
beginning reading. It focuses
on the definitions and
distinctions between
phonological awareness,
phonemic awareness, and
phonics.
 Most popular video with
over 36,000 views globally.

9. Screencasting on an iPad and uploading
 Screenchomp app
 Demonstration: Using Sound
Boxes to Segment and Blend
Sounds
 This short video shows how to
use sound boxes to work with
young learners in segmenting
(stretching out) sounds and
blending them back together.
This helps to develop
phonemic awareness and is a
prerequisite and co-requisite
skill to reading.

10. Tutorials (screencasts)
Short Tutorial on Blackboard Collaborate-Tips for
Students by Peggy Semingson
 In this short tutorial, university
students are introduced to how a
Blackboard Collaborate session
works. I share an overview of:
 1) The different areas of the session and
the function of each (e.g., audio, video, chat
area, whiteboard, etc.).
 2) Ways to prepare for the small-group
breakout session and my expectations for
being a fully engaged participant in terms of
their contributions expected and what
they can bring to that aspect of the
webinar session.
 3) What the student can do to personalize
the experience, for instance, students can
resize the different areas.The chat window
can be made bigger so it's not so
overwhelming.

11. Analytics

12. Editing & Apps
 YouTube Editor withinYouTube (desktop version); can do
some simple editing
 Free app:YouTube Capture
 Can add simple audio, but more limited functionality

13. Goals for myself
 “Meta” videos—YouTube videos about the process of
teaching with video!
 Tutorials for others on how to do this.
 More demonstration videos.These seem to be the most
popular.

14. Final Thoughts
 Collaborate
 Plan but don’t over-script.This is a personal preference.
 There are apps for creating a teleprompter on a mobile
device.
 Questions/Comments?
 peggys@uta.edu
 Twitter: @PeggySemingson