Recording Short Videos
You will need technology to build your digital content, such as your syllabus, readings, and presentations. Additionally, you may need to explore digital textbooks or open educational resources available or create your own videos.
If you are new to building content for an online course, be sure to review the module Building Course Content in the Basic Steps of Teaching Online Tutorial.
Students appreciate video explanations of difficult to grasp course material. When creating lectures, have information chunked into 5-10 minute segments with some type of feedback or activity such as a quiz or discussion question.
Tools and Resources
Asynchronous learning does not occur at the same time and in the same place. Rather, activities and participation occur at different times of the day and week. A recording of a lecture or activity that students may view within a specific period of time is an example of asynchronous learning.
- Take Away: Asynchronous learning is more accessible to students to process and comprehend information. When creating lectures, have information chunked into 5-10 minute segments with some type of feedback or activity such as a quiz or discussion question.
- Note: When creating academic content, accessibility considerations are critical. For video lectures, it is important to add closed captioning for students who have hearing impairments.
Recommended Strategies for Instructional Video
- Record your lectures, or direct instructional activities, in 5-10 minutes segments, then upload and ask students to comment on specific parts of the content where they may have questions.
- Use Panopto to record and upload short lectures. Be sure to use captioning for all your videos.
- Set up quizzes within Panopto to check for understanding.
- Other strategies that improve video lectures (read the full paper here):
- Divide Large Lectures Into Smaller Segments
- Use Visuals Strategically
- Incorporate Active-Learning Techniques
- Assess Student Understanding
- Avoid Common Pitfalls (e.g. your video lectures do not need to be complex productions to be effective pedagogical tools)