|Name||Justin -effective videos-FOundations-external-version|
|Description||a DEV-Justin video|
A lecture is a popular tool in designing and creating online learning experiences. A short recorded video lecture can support the guided examination of information for learners. In this video, we will look at best practices and tools for creating effective video lectures. First, some questions for you to consider. How long will you watch this video. What do you think is the optimal time length of a video to promote engagement. How do you feel about structure. More specifically, how do your lectures fit into the structure of a learning activity. How are your design skills. What graphic design considerations have you applied in the past when creating visual presentations or slides. Finally, what tools and resources have you used or might be available to you and assist in creating lecture videos. Here's the specific learning objective for this video. And that is to be able to describe the design and delivery techniques of effective lectures. Here are the main points that we'll cover in this video. First, we will look at the role of the lecturer and how it fits into the learning process. Then we'll identify some approaches for promoting learner engagement with lectures. Finally, we will identify some resources and tools for creating video lectures to briefly look at the role of the lecturer in the learning environment. It's really to disseminate information in the graphic on the right. We see Bloom's Taxonomy of educational objectives. This is the revised version. And we can see how the lecture can be powerful as it can be used across any of the objectives that one might want to accomplish and a learning experience. So that's everything from remembering to creating on the Bloom's Taxonomy there. And if we look at a specific example, we'll take the creating level and the concept there is that information provided can be used to create new information. Here are three specific guidelines for structuring your video lectures. First, as a tip to use guiding questions. If you recall, the beginning of this video questions were posed to you to get you to think about your prior experiences with video lectures. Getting questions can be applied as an identifier for learners to the main points to be recognised in the lecture. Next is to make the lecturer a part of us an assignment have the information used in the lecture be applied in activities for the modules. Finally, when creating video lectures use visuals to reinforce and provide alternate approaches to information for the. An example here on the right there is this graphic of building blocks. And it's a visual representation of how a lecturer has a relationship and works with other learning activities. Here's the answer to the question around the optimal length for video lecture to promote the highest probability of learner engagement, and that is no longer than six to nine minutes. As you might have guessed, the shorter the time length the higher the engagement. So how does that compare with what you thought the answer might be when the question was posed to you earlier in this video. Here are visual results from a study that used millions and millions of learner interactions in the Moog space or that is the massive open online course space in regard to video usage. And you can see in the graphic that the videos in the sub 9 minute length range have close to 100% engagement videos over 9 minutes will drop to about 50% engagement or even last for longer videos. So with that information. It's a best practice to take materials that might require more time for explanation and just break them into segments. You might even hear the word chunks breaking them into chunks or portions again to promote engagement for the video for the creation and delivery of video lectures. There are a variety of resources and tools available for you. You can see the three main categories here of hardware, software, and then streaming video servers. And then underneath those are some specific examples for those categories. For the hardware using a desktop or a laptop computer will allow you a high level of flexibility for where and when you record your lectures. Although many computers have built in microphones and that works for the most part for the highest quality audio I'd recommend that you use a separate or external microphone so that is a headset or a external microphone that connects via USP and that will significantly increase the quality of the audio. The next main component is identifying software to record your presentation. Again, you can see a variety listed there and they have various levels of features and functionalities, such as editing capabilities. Some might be no cost and others might have a licence fee. The final tool that you will need to deliver the presentation is a streaming media server for the video. You are probably familiar with the YouTube product and how that works is you have some specific tools that are available for sample the media amp video media server is built directly into or accessible through the canvas winning management system. And that's available for all courses to use. Here at a here's a specific example about how this video was created and delivered. So I use an apple desktop computer. I have an iMac with some apple earbuds that have a built in microphone with them. The quick time recording software is part of the Mac apple operating system. And it's included. So that's no cost there. And then a online uses the wisdom of media server. And that is the delivery mechanism that you're watching this video right now. To summarize the main points of the video, please consider these recognized best practices for creating effective lecture videos. Make videos shorter in time length and have them be focused on a few specific goals. I would recommend to break large amounts of lecture content into smaller amounts. For example, take a 30 minute video and break that into five, six minute videos when possible use visual design. And images to assist in further explaining information. Signaling is an approach to use vocal or visual cues to highlight important ideas or concepts. Finally, provide structure around the lectures and promote active learning by having the lectures be a part of an associated assignment and activity. Here's a table for your reference. And it goes into a little bit more detail. And you can even see the website link down there at the bottom to visit that and explore on your own. And then finally, here are the full reference list for the information in this video.
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