I don’t want to be unkind or ungrateful to my lecturers but I was a student in the days before PowerPoint and, seemingly, before much thought was ever given to learning outcomes. Experts in cognition and developmental psychology naturally endorse instructional methods that put the individual learner front and centre. My name is Miguel Hernandez, it will be an honor to be your instructor, your humble guide and supporter throughout your course creation adventure. But 80 minutes of PowerPoint only deepened the agony. If the content is produced well, students … Arriving at the lecture theatre as the students began to filter in, I discovered an incomprehensible AV system with no evident on switch. However, many of these videos are recorded as straight lecture, limiting students only to the role of observer. I prepare my Australian history lectures for people like me, who have trouble focusing for long periods. Either way, if it is time to rethink the lecture – and maybe it is – it is not because lectures are inherently boring. Live classroom lectures are much longer than the short videos designed for online learning experiences; and, when delivering a live classroom lecture, the primary audience are the learners in the live classroom, which can make online learners feel like mere bystanders. A favourite activity is actually taken from one of the rare memorable lectures I attended as an undergraduate. 1. Choose the "Educational Video Toolkit" and click on “Create Now”. I prepare my Australian history lectures for people like me, who have trouble focusing for long periods. Ask students to apply a concept individually or in pairs. Even without adopting the full “late night talk show” model, there are other ways to turn a lecture delivered in a live classroom into short online videos. This latter point, I believe, is crucial. My salvation came when my university hired an actor to give training sessions on stage presence. To this day, I give each and every lecture as if George is sitting there, front and centre. This month’s Educator Community Webinar explored different video production techniques beyond the traditional model of writing a video script from scratch. While it did so, I searched frantically for the key to open the AV cabinet, which I had somehow mislaid in my race around the building looking for working copiers. A lot of the titles were quite distant from my own research interests, but the majority of speakers held my attention above all through the confidence and enthusiasm of their delivery. It involves asking everyone to stand in a row and pretend to be a seismic wave. A new teaching year has just begun in the northern hemisphere. Humour can be memorable, but it can divert memory away from what you are trying to teach. How to record lectures using a green screen. I went from a hunched figure of fear tripping over the microphone wire to a confident, assertive lecturer who no longer even needed the microphone. Both teachers and students can now add a text comment or record a video and post it as a comment on videos. How to make a video lecture with iSpring 1. Then she resumes her job of moving forward briskly, by virtue of the years of training that have led to an efficiency of stride worthy of emulation. Such material should be thrown into the trash. choose the “Presentations” category and click on “Educational”. Make learning interactive by creating hands-on lessons that involve students every step of the way. Yes, most of the information is going one way. I think of a lecture as consisting of a number of different layers, and I hope that my students understand all of them. Learners in the live audience watch the lecture on a big video screen, similar to the experience of an audience at a live taping of a late night talk show. It also seems to play into the larger institutional habit of asking academics to internalise the university’s problems as their own personal-professional failures. John Tregoning is a senior lecturer in the Faculty of Medicine at Imperial College London. My second major piece of advice is not to leave any student behind. PowerPoint is overrated and over-utilised. If George, a bright and hard-working student, didn’t understand some idea, my guess was that others in the room were probably also lost. A graduate teaching assistant told me afterwards that the students felt that it had been one of the best lectures of the year. As both online and flipped classroom formats grow in popularity, the number of faculty creating video lectures is increasing. Ever since then, the traditional lecture has steadily been downgraded. Each question is a springboard from which to explore tricky aspects of the topic. Too often, academics would stand at the front and speak at us. I enjoy the challenge of getting students who think that they won’t understand the material to master it. Stephen Mumford is professor of metaphysics at Durham University. My first teaching experiences were as a diving instructor. But that was not what made my lectures bad. Give students a break to recharge – especially in long lectures. About a decade later, the computer projector showed up, and PowerPoint slideshows started to take over. In this context, multifaceted lectures have become all the buzz. Occasionally I would forget to take notes and spend my time instead understanding the lectures. I use fifteen minutes as the target for learning modules. Gavin Buckingham offers new lecturers tips on how to thrive in the pressurised first few months in the job, Do you feel you’re just winging it, waiting for the day when your incompetence is exposed? In fact, I have found that a lot of the techniques I use for my primary school outreach sessions work just as well on my second- and third-years. When, in a fit of pique, I told one cohort that their dissertations needed to be handwritten and have the first letter illustrated by monks, the course organiser had a busy afternoon reassuring them that this wasn’t actually true. I see no point at all in dictating notes – nor in reciting or even improvising a lecture – that the student is expected to write down. With online learning, the option to turn off the presentation is readily available. The Best Free Video Tools For Teachers. Shopworn as the lecture may seem to its detractors, it has also proved itself highly amenable to the digital capture and asynchronous playback that is at the heart of the decentralised, low-cost/high-convenience model of learning. Jessica Johnson is a lecturer in solid Earth geophysics at the University of East Anglia. George (not his real name) always turned up, and always chose a front and centre seat. But the second I said something that didn’t make complete sense to him, he’d shout out: “What does that mean? I suppose that I am naturally a minority in that I loved university so much that I went on to become an academic, but I still can’t fathom how some students paying £9,000 a year don’t bother to come to lectures – or, if they do come, play on their phones or fall asleep rather than listen. Although online lecture videos need to be short, engaging, and tailored specifically to the online audience (e.g., Guo et al. One of the most common mistakes made by videographers photographing pets and children is point of view. I am one of many striving to achieve our full potential, side by side, seeking to match her stride rather than insisting that she slow it for our personal comfort. So when I was required to give my own lectures, I surprised the students by telling them at the start to put away their pens. Switch gears after each 20-minute mini-lecture and do something different. Enhance your learners’ knowledge that they have gained from your video lesson by delivering them in an eLearning course with some additional information. When you have everything together, conduct dress rehearsals to go through the script. And zero impulse control. If they aren’t expecting humour, they may not process it as such. Any anecdotes that may seem spontaneous, need to be very relevant and need to be scripted. Hence, the lectures were fairly universally uninspiring. (Then I found a trick for that too, every 2nd slide is hidden, with bullet points of what words accompanied the previous slide's image.). But creating effective videos can be time-consuming and challenging. Sesame Street has a lot to answer for. Shortly afterwards, I decided to write my own statistics textbook. Online lecture videos often make use of clearly written scripts to ensure the right content is delivered to online learners in the most efficient and effective way possible. Then, figure out where to film your video, and get your hands on some props to make it more interesting and compelling. Since they come with a preloaded meaning, they tick the shared common ground box. John C. Hart, Director of Online and Professional Programs for the Computer Science Department at the University of Illinois, shared his team’s use of a “late night talk show model” where course instructors directly address online learners while filming in front of a live studio audience. By the mid-1990s, when I studied at large universities in both the US and the UK, the lecture’s many detractors had succeeded in casting it as an exemplar of the tone-deaf presumption and cringeworthy power asymmetries then being scapegoated in popular culture (as in “How dare you lecture me?!”). Turning lectures into another lonely, individualised item on their endless to-do lists is hardly fulfilling that need. The day-long course taught me how to stand (shoulders back, tall), claim the room (literally spread your arms out), throw my voice, slow down (stop to take a drink) and project confidence (smile). This was also all I needed to speak from; its level of detail was more than bullet points but less than full prose. Instructional videos are any videos that demonstrate a process, transfer knowledge, explain a concept, or show someone how to do something. But this was our lot in the 1980s. The slides were self-explanatory, so the instructor’s role was limited to hitting the projector’s “next” button. There is a series of images, which trigger what I'm going to say next - this means I don't need notes and can concentrate on the people to whom I am speaking. I realised that lectures didn’t need to look like they do in the movies, where an old man in tweed – or a young, dynamic man in a leather jacket – holds students captivated via the expression of their charismatic genius. Of course, things like visual effects, music, and other enhancements help, but if the video isn’t interesting and informative, your video will fail. 5 Innovative Techniques for Creating Online Video Lectures 1. Even while being peer-reviewed by a colleague, I started by apologising that this particular lecture would likely be very boring and the content just “something we have to get through”. Eight academics reflect on their experience of lecturing, and offer their tips on opening students’ eyes – and keeping them open. Kramling notes that a good video documentation system is important to help keep track of the content as you cut it down and rearrange it for the online videos. The key is to have the instructor take a first pass at chunking the full classroom lecture into segments appropriate for the online learning sequence. But to repackage mass education as student-centred learning is to hawk solipsism-inducing snake oil. We’re glad you asked. I may enter the semester hopelessly out of shape but, with her as pace-setter, I am certain to make real gains in her slipstream. But cartoons take time to read, so don’t just flash them up and expect instant gratification. I have been privileged to teach so many engaged students, but I still remember the one who read a whole newspaper through my lecture. This allowed them to catch up with the material as we covered it, and asking them to have short discussions with their neighbours meant that they didn’t remain passive recipients of the information, but had the chance to process the ideas as they emerged. Create Magnetic and Compelling Learning Outcomes. I encourage questions, use quizzes and set group tasks, but I am in awe of colleagues who teach in more participatory ways. Introduced 25 minutes into the lecture, it wakes everyone up, makes them listen to what I am saying and, hopefully, renders an important bit of information as memorable for them as it was for me. I recently attended a meeting made up of several 45-minute lectures. This even gets applause! So roughly plan the lecture, then make a Powepoint to support the rough outline. 2. This is why, 20 years later, I can remember my physiology lecturer’s Alpine rambles but not what he taught us about physiology. None of this is entirely new to most teachers, but using integrated solutions, such as active learning in Echo360 , videos, presentations and quizzes released before or after a lecture are available in the same location for students to use. Zachary Michael Jack is associate professor of English at North Central College, Illinois. Hans and Kramling note that live classroom lectures recorded using Panopto can be chunked into short online videos with some extra work. Use examples that are relevant to student knowledge and experience. Effective video lectures need to engage directly with the online learner. Lectures, it turned out, were not about how much I knew, but about how much they learned. Tara Kramling and Heather Hans from the Learning Experience Design team at Duke University shared several methods they have used to help faculty transform existing course materials into effective online videos. by Adam Hodges, Ph.D., Sr. 4. And maybe they don’t cope. Jenny Pickerill, professor of environmental geography, University of Sheffield. Foster a spirit of openness when you work on creating an interactive lecture. Once registered you can read a total of 3 articles each month, plus: Already registered or a current subscriber? The books are both free downloads, no catch, just there to help. On this occasion, I had been asked to give a guest lecture to 150 first-year English undergraduates on performing Shakespeare – a topic I knew little about. With handouts, I was always able to establish eye contact with my audience, aiming to achieve it with everyone in the room at least once during each lecture. I would see a difficult word on the horizon and stumble towards it, desperately trying to locate the phonetic spelling in my notes, only to pause in panic and then skip the word altogether. For example, pose a discussion question, a short in-class writing assignment, a small group discussion, or problem-solving activity. Peer pressure dictated that you scribbled notes throughout, which you would read back come revision time. Particularly if the students are told that if they don't understand something at least 30% of the class don't, and so, "I don't know" is a helpful professional answer! But this seems to be based on outdated research that doesn’t recognise the pressures on current students. By contrast, I just couldn’t keep my eyes open through one presentation despite its interesting subject and powerful message. But unless the audience is engaged in the conversation, you might as well be talking to yourself. But even if the only thing they remember is the overarching argument, at least they have taken something from it. That semester, the quality of my statistics teaching skyrocketed. There are plenty of ways you can make your video more interesting with just camera placement, angles, and movement. This is one of our favourite tools for creating all sorts of quizzes. Some of our favorites include: Camtasia: Use their drag-and-drop video editing software to finish your videos, or add in special effects, music, or motion graphics I have written two books on business school teaching but there are tips here which I believe can be helpful for any academic. When you are done with your video (either imported or recorded), click Manage Narration to... 3. It was early in the morning and I wasn’t sure if I was ready for that. If you don’t do this for your online courses you could severely risk your reputation and your bottom line – let alone make the course creation process a frustrating one. Basic video tips and techniques How to edit with iMovie How the course is taught: How-to and explanation videos Lecture-style slides Computer screen recordings White board drawings Lesson notes and project PDFs At the end of the course you'll make four of your own short videos that you can start adding to your portfolio/reel. The funny thing is that I can’t actually remember many of the lectures I attended at university. Inevitably, of course, the students responded to my incompetence with great enthusiasm. My tutees were paying for lessons that their lives literally depended on. Try to pick out 3 main points that you can give your audience, then use your slides to illustrate those points. The ultimate video maker for teachers and businesses. My early career anxiety to cover as much as possible often led to students’ feeling overloaded, unable to process the material or grasp why it mattered. It's all about holding their attention and getting them involved, even in a large lecture theatre. On PowerPoint - both a bane and a boon - my method is simple. Traditional education wrongly convinced us that students will pay attention for forty-five minutes or more. When Professor Big Bird “engages” me with the cheery exhortation of “Now it’s your turn!”, I make believe that he is speaking directly to me: that I am the only learner in the world (or at least the only one that matters to me). I now use lectures to tell a story rather than share facts and figures. It could be maintained by a couple of well-placed and genuinely funny jokes, or exercises in audience participation. As well as interspersing 15-minute segments with short video resources, I like to start each segment by interacting with the class, asking questions. Age in particular is a big barrier. See how these learners landed new jobs after earning their Google IT Support Professional Certificates through Merit America, How Sabelo applied lessons from online learning to found his own tech company in South Africa, See how Yvonne became an entrepreneur and found her dream job. When I used PowerPoint, however, the class were all looking at the screen. Powtoon – Animated Presentations. Aoife Monks is reader in drama, theatre and performance studies at Queen Mary University of London. Above all, a good lecture must involve audience engagement. My job is to get the students to understand the material. It might help to write out your speech first and then create your slides. Video lectures are a central component of the online learning experience. Eye contact tells you a lot: most importantly, whether the student understands the material. The reasons are obvious: it gives the lecture energy, shares their disparate knowledge, and keeps us all focused on them, rather than me. This is one of those stories in which failure becomes a salutary lesson. Conference organisers hate me, because if they ask for the slides for the website, they aren't much use! Before you know it, the bones of Australian settler-colonialism are ready for me to flesh out. Some lessons are learned the hard way. I still use these techniques, especially if I am feeling nervous. Most jokes work because of some common ground, knowledge or experience. Turn your short videos into GIFs instantly. It’s also a good idea for instructors to do a practice run as they finalize the outline before filming. Young instructors are often encouraged to intersperse their discourse with a combination of slides, videos and discussions, mirroring the multimodal calls on their attention to which digital natives are accustomed. The instructional design team can then work with a media producer to fill in gaps, add transitions, and stylize the original slide deck for video presentation. The topic was a technical set of concepts related to higher-order conditioning. After the capturing process, hit “Stop” and the copied lecture will be included on this lecture recording software’s media list. In spite of being a little bit different, George was a bright young man, capable of understanding abstract concepts. You might also consider transcription software to help with this process. By the time I got to graduate school, the overhead transparency had emerged as the cool, cutting-edge technology. So how students cope with two-hour lectures, I don’t know. Great to see some interesting stories and tips on how to deliver positive lectures. Educationalists working for university management argue that if we run good lectures, students will come. I have been teaching classes in statistics since 1996. Pick 3 ideas to talk about. I came to see George as the ultimate litmus test as to whether I was making sense. Yes, if you want to share something on your screen you could simply do some screenshots or still photos of it, but if you want to go beyond that and make learning more fun and efficient, then try screencasting. First, the students need to be in the room. My mind wandered off for half of it. The attention span of learners is much shorter than most learning modules. But beware: if they work, jokes disrupt the flow and it can take a couple of minutes to settle the room afterwards. That could involve beginning with an explanation of why the lecture’s contents are important to the students. Click on the 'add video' button in the floating bar on the right hand side and paste the URL of your YouTube video or type in a … Beginners might ask what screencasting is.Well, basically you just record a video of your screen and produce an output in video format. 1. Kramling notes that her team uses Rev, a human transcription service, which provides transcripts of recorded lectures with a one-day turnaround. But I would like to offer two pieces of advice. If the lecturer is sympathetic and encouraging, never allows herself/himself any sarcastic comments, chooses the questions wisely and selects at random students who are to answer them the class engagement is overwhelming. You can also react to the videos with emojis. My top tip on using humour in lectures would be to keep it simple. Add to that a historic fear of mispronouncing words, borne of childhood visits to a speech therapist, and my early years lecturing were terrifying. I have tried to emulate his example over the years, and have sometimes even succeeded. I did concede that students could annotate the sheet if they had interesting thoughts; and if they raised good points, I’d include them in the handout next time. That day, all three photocopiers broke down, which meant using the “spare” one that chugged 170 handouts out at a Sisyphean pace. Here are some of the ideas they discussed during the session. Registration is free and only takes a moment. Simply recording a lecture in front of a live classroom and using that video in an online course has many drawbacks. Memes work better. As someone who always tries to teach with compassion, I made a point of acknowledging the bright side of George. 7. 1-Google Forms. It was fairly rare for my teachers to do anything other than offer a monologue from the lectern. As time-consuming as it may be, developing your own materials will bring you into the learning equation much more effectively. 2014; Brame & Perez 2017), there are many ways to achieve this without letting, as Hart says, “the perfect become the enemy of the good.” Don’t be afraid to explore different approaches as you experiment with finding the techniques that work best for your instructors and course teams. A popular way to change the dynamic of lectures is to introduce activities prior to, or following, the lecture. How can course teams help busy instructors develop online video lectures in a way that minimizes the time requirements and plays upon the strengths and preferences of instructors accustomed to teaching in live classrooms? You were made to feel lazy if you only sat and listened. To overcome these pitfalls, John Hart’s team at the University of Illinois has adopted a “late night talk show” model for recording video lectures during regular on-campus lectures. Several students were snoring. Once all the students had entered, the instructor turned off the lights and turned on the projector. But the universality of poor attendance suggests that it is not the quality of lectures at fault. (Keep the FREE CHECKLIST – 19 Video Presentation Tips to hand for the next time you’re on camera) (or And you’ll definitely want to take my Free Video Workshop Series: Why most speeches suck and how to make sure yours wont’. When it comes to student satisfaction, however, things are not always in our control. It was when the student told me that my cardigan was on inside out that I knew that all my planning was a lost cause. Three years later, the students made a point of telling that they still remembered both the joke and the concept. We should be absolutely clear - lectures are important and can be inspirational. Lecturing need not be one-sided or tone-deaf. Get a month's unlimited access to THE content online. You couldn’t miss him. Duke’s Heather Hans and Tara Kramling note that you will need to make sure the slides are focused on the online learner. First, don’t take yourself out of your lectures by over-relying on technology. Make sure the slides are positioned next to the camera so the instructor can see them while still looking into the camera to address the online audience. The lecturer speaks directly into a camera with a green screen behind them and lecture slides superimposed. How Superconducting Levitation Works: Think l… Over time, this developed into a single two-columned sheet printed on both sides. For me, one key tip is to absolutely know your subject matter. Online video production typically involves writing scripts and learning how to speak comfortably in front of a camera, tasks that differ considerably from delivering lectures to a live classroom. It becomes an illustration of an educated mind reasoning within a particular discipline." It also has a feature that supports integrating videos in your forms. Step 2: Build Video-Ready Slides Studies also show that the best instructional videos are highly focused, use visual cues to highlight key information, and minimize the use of on-screen text. The Duke team sometimes starts with the transcript of a live classroom lecture. Glenn Geher is professor of psychology at the State University of New York at New Paltz. Ever given audience participation lecture capture systems is on the online learning experience pop. Them open am in awe of colleagues who teach in more participatory ways instructor ’ tone! By deciding on a topic and writing a video of your lecturing is bereft of charisma popularity, the of. Training sessions on stage presence jobs market actually remember many of the way online lecture videos need to the... Video production techniques beyond the traditional model of writing a script psychology the. 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