![]() ![]() Be accessible – create closed-captions, transcripts, and use images and visual effects wisely.Don’t reference dates or class-specific information (“this is for the test next Thursday” or “this supplements last week’s lecture”). Be evergreen – try to make videos that stand the test of time, and can be re-used from class to class, or semester to semester.Below is a compilation of steps to creating your own voice-over video lectures: Flower Darby advises us to use a conversational tone and not just read from notes or slides (2019). Kathryn Linder explains that voice-over videos such as a brief, pre-recorded video demonstration, can “benefit both visual and auditory learners” (2017). For example, how to read a research article, note-taking practices, or applying a concept to a problem. Demonstrations – step-by-step guides and processes to complete a task or use a particular method. ![]() For example, how to use software, an orientation to Canvas, how to do online research, etc. Tutorials – the video teaches students how something works.Lectures – you are talking directly to your viewers, speaking directly to the webcam or using voice-over as you present slides or other content.Whether delivering course content live, in synchronous, online classrooms, or in asynchronous, pre-recorded video lectures, instructor presence in video-based communication is important for engaging students, creating a community of inquiry for learning optimization, simulating a “real” learning experience, and providing an authentic personal connection between the instructor and their students. ![]()
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