Use Existing Online Videos and Media

Sometimes the perfect video is already available online. In that case, using an existing video can save time. Many instructors "curate" a series of learning materials, including videos.

What to Look for in a Public Video

Sharable. If you find a video on a private website, make sure you have permission to share the video. Usually, a link to the page with the video is the answer. If you find videos on YouTube or other video services, the media owners specify sharing permissions when they upload their videos.

Accessibility. The videos you curate should have accurate closed captions. If you do find a video that is ideal for your purposes but it does not have captions, contact Online Learning to find out how we can produce captions.

Focused. Select videos that are short and sweet.

Awesome visualizations. There are some highly produced or very creative videos that can illustrate a concept in ways a textbook cannot. These tend to use animation or advanced graphics to bring ideas to life.

Unique content. Find the video in which an expert speaks -- not a professor. Find the video that shows a perspective of your content not covered by your text.

What to Watch Out for in a Public Video

PowerPoint. If the video is a recording of someone else showing a PowerPoint (either via screen capture or live video), there is likely going to be a problem with the accessibility of the video, as all slide content also needs to be transcribed. But another reason to steer clear of recorded presentations is they, frankly, usually are terrible. Use video to provide your students with unique, dynamic, engaging content. Don't just show them another "textbook" lecture.

Poor production quality. Unless the video has content that your students absolutely need, keep looking for suitable media if the production quality (sound, lighting, camera angle, etc.) are bad. Students may equate poor production quality with poor value of information.

This list is a set of suggestions, and there are more that could be added. Keep these in mind as you seek media to add to your course. And be sure to contact Online Learning with any questions you may have.

Make Your Own Online Videos

A common misconception is that all course videos need to be professionally produced -- or look very slick. Not only is this not true, but many students like the personable, home-made quality of basic instructor videos. Finally, keep in mind that you don't need to appear in every video you make.

Ways to Record Video

We all know we can use our smart phone to take a video. But MHCC offers software for making videos on PCs and Macs, too. Using your PC or Mac, there are three main ways of recording videos used in online classes.

1. Record yourself (webcam necessary)
2. Record your screen (screen capture)
3. Record a combination of webcam and screen capture

What Software Should I Use?

Video Recording

MHCC provides Kaltura Capture for recording your computer screen or recording with your webcam. You can also record using your own software or built-in video recording features in smartphones or other devices. Sometimes the decision for what software you need comes down to what capabilities you need. Contact Online Learning if you need help choosing recording software.

Video Editing

Simple online video editing can be performed on media uploaded to Kaltura. This is limited to functions like trimming the video ends or clipping a section of the video. For more advanced editing software such as Camtasia Studio offer a powerful post-production set of tools. Other freeware titles like CamStudio can be found via Internet search.

Audio Recording/Editing

If you are making audio files with no video, Kaltura Capture includes an audio-only recording mode. There are also some excellent tools available for free online. These include Audacity and GoldWave. Each of these tools is relatively simple to use, but may require some practice. With these tools, you can record audio and edit the audio with advanced tools.

What Else do I Need to Record?

• Webcam. If you are using a Mac or PC, be sure to have a webcam if you plan to record yourself. Many computers, laptops, tablets, etc. have built-in cameras.
• Microphone. Many devices have built-in mics. If you use an external mic, digital will provide the best sound quality.

Suggested Workflow

The simplest of videos (like introduction to a weekly lesson) shouldn't require tons of time. But the longer your videos get, the more important a workflow is to make sure you aren't recording dozens of "takes" for each video you make. Here is a suggested process to help you get your videos made in the most streamlined fashion.

1. What point do you need to make? Decide on the narrowly defined purpose of your video. Do not try to summarize entire chapters: You will most likely end up saying far too many words and conveying far too little information. A good idea is to not repeat what students should have read. If the scope of your video is too wide, divide it into multiple videos.
2. Write out a talking-point outline (script).
3. Rehearse the script with your visuals
4. If you are going to make a script, now's a good time. With one rehearsal under your belt, you have an idea of any digressions to steer clear of and what your speaking voice sounds like. Script the way you speak: This will prevent you from trying to read a "stiff" script as you record your video.
5. Then record
6. As you record, if you make a mistake...
   • Do not plan to edit? Keep going! Your students won't mind the kind of mistakes we see on live TV. It's natural.
   • Have editing software and plan to edit? Leave a short pause (3 or 4 seconds) then do another take. This will create landmarks in the video (and audio) an editor can easily locate as a place for editing.

Why You Need a Script

Many of us become anxious once the camera is recording. We stammer, repeat ourselves, lose our train of thought, ramble on, and so on. A script keeps us on point. The downside of using a script is that reading is not talking. Reading sounds unnatural, compared to just talking about a topic. Not to mention if you are reading you won't be maintaining eye contact with your audience.

So in the workflow above I suggested using an outline for a rehearsal take, then fleshing out the script based on that. It is a process I have learned from trial and error, though you may take a different approach. 

Get Started

The best advice may be to just give it a whirl! Plan out a short video, record it, and see how it turns out. This will help you customize your own workflow and determine how much time you will need to invest to prepare videos for your course.

Ideas for Using Videos and Media

Teachers need to integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an afterthought, or an event." Heidi Hayes Jacobs

Ideas for Using Videos

A common misconception is that videos are only used to deliver lecture in an online course. But it can be used for more personal touches, too. Consider these ideas that give the instructor a strong presence in the course:

• Course overview. Talk to students about the layout, objectives, assignments, pacing, etc. of your course. Let them hear the enthusiasm and passion you have for your subject matter.
• Introduction to the instructor. Let students "meet" the instructor, not just encounter course material. Show students who you are in your natural space, whether that's your office or home or coffee shop.
• Feedback on assignments. Instead of typing out comments, why not try recording a short video?
• Explanation of an assignment. Use a quick video (maybe 3 minutes) to complement a typed assignment description. A video intro to a project or paper can be a great way to explain what it's all about and what you are looking for.
• Introduction to a lesson. Start each week with a short video (just 2 or 3 minutes) that covers the major work for the week, how to go about things, important concepts to pay attention to, or whatever you feel should be highlighted.
• Make a tutorial. Does your course use 3rd party software? Consider making your own tutorial that shows students just what they need to know, how to setup the software, or where to access features.
• Provide a guided tour. Do your students need to navigate external websites or mine information from an online source? Show them the way with a virtual tour.
• Talk about a visual. If you analyze architecture, art, charts, or any other visual in your f2f classes, a short video can be a great way to include that experience in your online course. Drawing tools and other aids can add another layer of meaning to your online videos.
• Demonstrate a process. Whether you are teaching auto repair or medical topics, a video demonstration of real-world processes is worth 10,000 words in print. Don't believe it? Try to count the number of helpful videos on YouTube that coach us through various processes.

What Makes a Good Video?

Now that we have some ideas, we need some guidance.

• Clear sound. A digital microphone is best. No one wants to strain to understand -- especially if the information is important to their grade.
• Well-paced speech. Narration that is too fast or too slow can make a video hard to follow. This is especially true for guided tours, tutorials, and videos that contain steps or specific information.
• No rambling. Plan your talking points before you record. Trim the video after you record, if necessary. But make sure to eliminate verbal meanderings. Students will lose interest faster than you imagine, leaving your videos unwatched.

What Makes a Bad Video?

I'm glad you asked!

• Too long. If you are loading 20 or 40 minute videos into your online class, it's a pretty safe bet your students are not watching them. 
• Too many. OK, you could actually have several great videos. But if you have too many of them, you still run the (strong) chance of students not watching them all. For example, dividing one 36 minute video into 12 3-minute videos is not a great solution. Remember, in regard to lecture, only use video to highlight key points in your content. Do not record lengthy video lectures, as they are believed to be highly ineffective. (Original research article can be found here.)
• No purpose or wrong purpose. As mentioned above, long video lectures are not effective. It is also easy to find examples on YouTube where a speaker shows a single "visual aid" and then talks at length. If the visual aspect is not necessary, should a video be made in the first place? Think about why video is the medium of choice for your content before committing to making a video.

We definitely hope you will include appropriate videos in your online courses. We also hope this page has given you some ideas and also some cautions as you begin to think about developing videos. Make sure to explore our other pages about videos and media, or feel free to speak to an instructional designer in Online Learning for more guidance.