Quick video guide

Version 1.0, May 2014

Quick video guide [DOCX 3.1MB]
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Introduction

There are many benefits to developing instructional video for learning and teaching. In particular, video can enhance skill development, provide experience, motivation and a personal connection between the learner and teacher.

Video for instruction

Characteristics of Video that support learning and teaching

The table below provides a brief overview of the elements of video that support learning and teaching for you to consider in your production.  (Koumi, 2006, p.4)

Assist learning & skills dev.

Providing experiences

Nurturing

  • Composite pictures
  • Animated diagrams
  • Visual metaphor, symbolism or analogy
  • Modelling
  • Illustrating
  • Condensing time
  • Juxtaposition
  • Narrative strength
  • Demonstration
  • Dynamic pictorial change or movement
  • Places
  • Viewpoints eg: close up mimicking the exploded diagram
  • Technical
  • 3D objects
  • slow/fast
  • people/animals
  • one-off or rare events
  • chronological sequence
  • resource material for viewers to analyse
  • staged events e.g.: complex experiments

Motivation

  • Stimulate real fascination of subjects
  • Galvanize/spur into action
  • Motivate to use of technique by showing its success

Feelings

  • Alleviate isolation (e.g. distance learning)
  • Change attitudes
  • Reassure
  • Authenticate academic abstractions

Video design

There are three principles to consider in video development for effective cognitive design.

The Inclusion of narration 

  • Narration can enhance temporal contiguity by utilising the dual channels of the working memory
  • Personalisation – set up social norms that require the user to listen more attentively
  • Spatial contiguity – locate words and images in sequence with each other
  • Signalling – use cues letting to let users know where to focus their attention
  • Segmentation – small replayable segments are better for learning than one continuous whole
  • Pre-training principles – students perform better when the content of the media is introduced prior to the learning task (Hatsidimitris and Allen, 2010)

The visual aspects of the presentation

  • Spatial contiguity – locate words and images in sequence with each other
  • Signalling – use cues letting to let users know where to focus their attention

The Sequencing of the knowledge

  • Segmentation – small replayable segments are better for learning than one continuous whole
  • Pre-training principles – students perform better when the content of the media is introduced prior to the learning task (Hatsidimitris and Allen, 2010)

The use of video in instruction works best with associated activities that encourage higher order thinking and reinforce the learning outcomes.

Video production

What production do I need?

There are three main considerations that will guide the level of production and resources needed to produce your video.

  • Style: Will it be a 'talking head' piece, voice over PowerPoint or interview or panel style discussion with experts?
  • Endurance: Will the piece have longevity or is it a short piece designed to be reproduced in subsequent subject instances?
  • Deadline: What is the timeframe and deadline for production?

Smaller, shorter talking head or PowerPoint voiceovers can be easily produced on your desktop or from a mobile device in a short timeframe.  For special guest lectures or longer panel discussions the assistance of the LTLT Online Learning team may be required.

What Resources Can I Use?

DIY & Desktop Recording

There are many options for recording and editing.  The following are some options for recording from your desktop.  Editing capabilities vary from none, to basic and advanced.

  • Echo360 Personal Capture (University supported – basic editing – available from the University Software System Centre)
  • YouTube (records and hosts - basic editing)
  • Zoom (no editing)
  • ScreenFlow (requires purchase – refer ICT – advanced editing)
  • Camtasia (requires purchase – refer ICT – advanced editing)

You'll need an input device for audio (and video if desired); a standard webcam attached to the recording computer will do. Many computers and laptops (e.g. iMac or any Mac laptop) now have this functionality built in. If you require editing software you can download Adobe Premiere Elements 10 from the University Self Service Software Centre. Or you could use:

Recording from a Mobile Device

You can also use a mobile device to record such as an iPad or iPhone. When recording audio you can use the headphones that came with your device, as these include a built in microphone that will provide a clearer result. iOS apps you can use to record audio and video presentations include:

Tech Lending Library

Additionally you can borrow cameras and equipment from the Technology Lending Library which houses high quality equipment to assist in the creation of learning resources.

DIY Video Production Guides

The following instructional guides aim to support academic staff in developing video multimedia: Video Lighting and Composition, Sound and Advanced Lighting.

Video Hosting

Your Video can be hosted either via the University supported Echo360  platform or more open video hosting sites. Copyright requirements will vary depending on you hosting and privacy settings.  You can restrict access or make your video unsearchable on both YouTube and Vimeo

OERS and sourcing video content

There are range of sites offering free and open movies, documentaries and other video content that can be incorporated into your teaching: SLOW TV, Open Culture, SnagFIlms, Internet Archive, TED Talks, ABC Archives, Khan Academy, 197 YouTube Channels you should know about, iTunes U, and Academic Earth.

Works Cited

Author
Donna Bisset
Online Learning Designer, Radical Learning Project, La Trobe University
E: d.bisset@latrobe.edu.au | W: http://radlablatrobe.wordpress.com


This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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