99 Tips for Creating Simple and Sustainable Educational Videos

A Guide for Online Teachers and Flipped Classes

Karen Costa

• Publisher: Stylus Publishing
• Year: 2020
• ISBN:
  9781642670875
• Topic: Éducation
• Subtopic: Études supérieures

The research is clear: online learning works best when faculty build regular, positive, and interactive relationships with students. A strategy that helps forge such a relationship is the use of videos. Student satisfaction and course engagement levels also increase with the use of instructor-generated videos – the subject of this book.

Beginning by outlining the different types of videos you can create, and what the research says about their effectiveness, Karen Costa explains how they can be designed to reinforce learning, to align with and promote course outcomes, and to save you time across your courses. She then describes how to create successful videos with commonly available technologies such as your smartphone, and without a major investment of time, demonstrating the simple steps she took to develop her bank of videos and build her confidence to deliver short, straightforward learning aids that are effective and personal.

Embedded QR codes in the text enable you to view sample videos and screencasts that bring the book's advice to life as you read.

If you've been wanting to include videos in your teaching but haven't found the time or confidence, this book will help you to develop a simple and sustainable video development process, supporting both your success and the success of your students.

INDEX

academic achievement, 16, 112

shared responsibility for, 21, 62

accessibility, 6, 119, 135, 144–47

active learning, 35, 43, 58, 110, 117–18, 124

and flipped classroom model, 2–3, 87

adult learners, 5, 37, 51, 112

aesthetic usability effect, 56–57

Anderson, T., 49

andragogy, 5, 112. See also Knowles, Malcolm; adult learners

appearance, on-camera, 61, 97–98

Archer, W., 49

assessment of student learning

formative assessment, 30

rubrics, 31, 58, 76, 86

attention

attention spans, 35–36, 109–10

brain-based teaching and, 44, 52–53

and cognitive load, 110

PowerPoint use and, 117, 119–20, 122–23

as a precursor to learning, 34–35, 110

and storytelling, 33

teaching journals and, 151

welcome videos and, 156

audio, 7

earbuds for recording, 96–97, 142, 153

and microphones, 96–97, 99

and reducing background noise, 97–99

in screencasts, 74, 75, 98, 104, 129–30, 142

background setting of videos, 61, 71, 94

beginner’s mind, 32, 39, 84

biophilia, 44

body language, 30, 163, 167, 169

using hands, 72, 107

boredom, 44, 52, 94, 115

brain-based teaching, 15, 39, 42, 52–53

and attention, 35–36, 44, 109–10

and emotions, 59–60

PowerPoint use and, 104, 115, 118, 120, 122–23

and practice, 128

social learning and, 75–76

and spaced repetition, 89–90

and storytelling, 33

and teac...