Creating Instructional Videos to Support Student Learning

From KNILT

Celia Marhefka portfolio page


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Introduction

If these past 2 years have taught us anything about the future of education, it’s that technology will be at the forefront of educational innovation. One such type of technology that has become crucial to teaching and learning over the past few years is videos. Not only are videos an effective way to convey information asynchronously, when used in learning contexts videos have been shown to improve engagement and retention. A study done in 2018 found that "using videos was associated with an increase in students’ self-perceived conceptual knowledge and raised interest" (Wijnker et al.)

Many educators have mastered how to find and share videos from platforms like youtube, but, while the global database of educational videos may seem infinite, it is not always possible to find a video that fits our exact needs. A single curse word or offensive image could make the video inappropriate for classroom use. Additionally, finding a video that presents information at the level your students need that’s not too easy or too advanced is not always possible. The only way to have a video that is truly tailored to your student’s specific learning needs is to make your own.

Overview and Purpose

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While tools for video creation have become increasingly available, there are some key elements of video creation that can greatly affect the quality and effectiveness of videos that many may not know. This course seeks to provide some basic knowledge to beginners who are interested in creating their own instructional videos. Throughout this course you will be introduced to strategies that will help you effectively film your own videos, edit your own videos, and share your videos with your students.

Performance Objectives

- Participants will be able to define the various purposes and benefits of instructional videos.

- Participants will be able to set up and film a video using a camera or phone in landscape mode.

- Participants will be able to set up and film a video using a screen recording app.

- Participants will be able to edit a video by cutting clips, adding audio, adding images, and video clips.

- Participants will be able to plan how they can present, share, and utilize their video creations.


Summative Assessment

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This course will guide you through the creation of a short educational video. At each stage of the course you will practice planning, filming, and editing your video. At the end of the course you will have a completed educational video to share with your students. As you continue through the introduction page begin thinking of what topic you might want to create your video about. You might think about a specific subject, unti, lesson, or standard/objective that your video would support.

Video Purposes

Educational videos can be created and shared for a variety of different purposes. Below you will see a list of just some of the purposes educational videos can serve. As you read the list, begin considering which purposes the educational videos you would like to create might serve.

1. Teaching a New Concept of Skill

Your video may seek to teach students brand new information. Whether it be a video that shows how to utilize a new math concept or a short clip showing how to use a digital resource, these videos should be quite detailed and should model the skill or concept in some visual way.

2. Reviewing a Skill/Concept

Your video might be used as a resource for students that need a review of a previously taught lesson or concept. These videos will often include lots of examples, some of which students may be prompted to solve themselves.

3. Providing a Research Resource

Research projects today are no longer limited to the content of an encyclopedia; today students use information in all formats to help them research a topic. A video intended to be used as a resource to provide information for students researching a topic will often focus on a one specific subsection of the overall topic or one specific side of an overall debate. These types of videos often require a lot of preliminary research and include lots of research backed facts and examples.

4. To Do Video

In hybrid and asynchronous learning environments educators may choose to make their instructional “To Do Lists” into videos. In these videos instructors explain what their students will be required to do that day, week, period, etc. Oftentimes these videos will include modeling of where students can find the different assignments and resources they will need to complete or use.

5. Anchor Video

Anchor videos are engaging stories, problems, and/or real life examples that help students develop questions and problems that they will seek to explore, answer, and/or solve over the course of a lesson/unit. "The video materials serve as “anchors” (macro-contexts) for all subsequent learning and instruction" (Bransford, 2012). These "case-studies" can help add relevance to the content students are learning, and can allow for more student driven learning.

Course Units

Unit 1: Filming Your own Instructional Videos

Objective: Participants will be able to identify a method and set-up for filming their own instructional videos that will best support their needs.

Lesson 1: Creating a High Quality Film Set Up

Lesson 2: Screen Recording


Unit 2: Editing Your Instructional Videos

Objective: Participants will be able to edit their own videos by manipulating video and audio clips and adding text and photos.

Lesson 1: Choosing Video Editing Software

Lesson 2: Uploading and Cutting Video and Audio Clips

Lesson 3: Adding Text and Photos


Unit 3: Utilizing Your Instructional Videos

Objective: Participants will be able to identify how they can use instructional videos to promote learning in their teaching and how to physically share instructional videos

Lesson 1: How to Share Instructional Videos

References

Bransford, J. D., Sherwood, R. D., Hasselbring, T. S., Kinzer, C. K., & Williams, S. M. (2012). Anchored instruction: Why we need it and how technology can help. In Cognition, education, and multimedia (pp. 129-156). Routledge.

Wijnker, W., Bakker, A., van Gog, T., & Drijvers, P. (2019). Educational videos from a film theory perspective: Relating teacher aims to video characteristics. British Journal of Educational Technology, 50(6), 3175-3197.