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Lights, Camera, Action: Engaging Videos for Teaching and Learning

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Presenter(s)
Tawnya Means (University of Florida, USA)
Sarah Bleakney (University of Florida, USA)
Staci Graff (University of Florida, USA)
Megan Leroy (University of Florida, USA)
Session Information
October 14, 2015 - 12:45pm
Track: 
Technology and Emerging Learning Environments
Major Emphasis of Presentation: 
Practical Application
Institutional Level: 
Universities and Four Year Institutions
Audience Level: 
All
Session Type: 
Information Session
Location: 
Southern Hemisphere IV
Session Duration: 
45 Minutes
Session: 
Concurrent Session 2
Virtual Session
Abstract

Video affords a wide variety of options for enhancing teaching and learning. Explore options for developing and using videos in your classroom.

Extended Abstract

While most instructors are comfortable in front of the classroom, few seem to relish being on camera. Additionally, faculty may not have the time or resources to consider video production options. This leads many to the false dichotomy of lecture capture versus screen capture. Despite the nerves, resources, coordination, planning, and logistics involved in creating engaging video content for teaching, as this presentation will demonstrate, other uses of video content are well worth the development efforts. Furthermore, there are a plethora of video tools that support student creation of video. This session will provide guidance and examples for videos for teaching, and share experiences of creating videos to complete learning activities.

The University of Florida’s Warrington College of Business Administration (WCBA) recently transitioned its LMS from Sakai to Canvas. This move has provided an opportunity for the WCBA instructional designers to work with faculty to revisit and reconceive the design of a variety of WCBA courses. These include undergraduate courses of up to 1600 on-ground and online students and graduate courses of up to 60 online students. To serve the diverse populations of learners within these courses, our team of instructional designers is supporting the incorporation of a variety of video content for both teaching and learning.

The faculty teaching videos include not simply lecture-capture or screen capture, but also include studio or desktop productions of shorter, supplemental, and more conversational and informal videos. The videos are designed to introduce students to a course’s instructor, highlight the content and purpose of a particular course, overview or provide focus for a particular learning module, provide fresh and timely updates to a course, and demonstrate how to navigate a course site or how to complete a course-related activity. The student learning videos provide opportunities to create videos to demonstrate experiences in completing course activities using a variety of mobile and web applications.

Lights (Preparation and Planning)
As recent research affirms, video content is playing an increasingly important role in courses. With this growth, issues of length, quality, and style require attention -- all of which our presentation will discuss. As our examples will illustrate, video content should be short (six to nine minutes, though shorter is better). Rather than repeating information found elsewhere, video content should be supplemental to other course materials and when possible should include real-world examples. Additionally, video content should be made relevant to students, such as being tied to upcoming assessments. Video content should leverage multiple channels by not just including voiceover but visual elements, as well. Additionally, students prefer a more conversational delivery, like one that an instructor would use during office hours.

Practical matters require considerable prior preparation and planning. This presentation will include discussion and examples of the various types of video content used in WCBA courses, as well as provide strategies and suggestions for how to meaningfully guide instructors through the process of considering, planning, and preparing for video productions.

Camera (Production and Resources)
Many are not aware of or do not have ready access to resources or tools for video production. They also may not be aware of the coordination and planning needed for quality productions. Not everyone has access to a studio or expensive video production software. This presentation will share suggestions, tips, tricks, tools, techniques, and guidance to assist instructors and instructional designers in creating a wide range of teaching videos.

Action (Implementation and Benefits)
Engaging video productions offer a variety of benefits and positive outcomes for both instructors and students. These benefits include:

* making the learning experience more personalized
* providing a delivery mechanism for in-depth and focused instructions
* providing a wide ranging variety of course materials that students can watch and review as needed
* curating a library of video resources that instructors reuse, update, and refresh as needed
* bringing experts to the course on a more convenient schedule
* illustrating real-world situations, bringing to life dry concepts and making them real, tangible, and understandable
* providing students with the ability to demonstrate their learning

To establish the effectiveness of these approaches, this presentation will include results of mid-semester feedback and end-of-the-semester course evaluations, as well as findings drawn from both instructor and student interviews.

Outcomes
Those who attend this session will leave with a variety of lessons learned and best practices, as well as strategies and suggestions for how to meaningfully incorporate video content in a variety of courses. Specifically, attendees will:
* View a broad range of types of video produced for teaching
* Learn how these videos were created (software and hardware)
* Consider implications for change based on lessons learned from using a course management system transition as a means to encourage faculty to reconsider and redevelop courses to better utilize video

Notes: 

Questions asked by the Virtual Audience but unanswered during the live session, have been answered by the presenter below:

 

Q 1. Are students told about analytics? Disclaimer?

A. Students are aware that when they login with their university ID, they are trackable. As an instructor, I also tell students that I can view analytics.

 

Q 2. What about captioning and transcripts?

A. Videos are captioned through 3Playmedia for a fee upon request to meet student accommodation needs.


Q 3. Is there a difference on video from undergrad to grad?

A. We do not specifically produce videos differently for different levels of students, but in our college, we tend to use lecture capture more for undergrad than for grad, and we tend to use more higher end production for grad than for undergrad. This is due to our delivery model rather than due to student need.