Videos can be great in online classes because of the combination of visual and auditory impact. There are many applications of video in an online class:
- Live videoconferencing for a synchronous class session (e.g. Adobe Connect of DimDim)
- Pre-recorded/scripted videos edited to be engaging and informative (Sonic MediaSite or posted on YouTube)
- Student generated videos with role-play or expression of their opinions (Shared via YouTube or other sites)
- Finding relevant videos online and sharing them (from YouTube, etc.)
- NOTE: Just because something is posted online does NOT mean it’s free of copyright concerns. If you find a video on YouTube, you cannot assume the person who posted it is the copyright owner. While educational of content are covered by Fair Use, you must be careful in what you use and how you use it.
Successful use of video content requires considering some questions:
Is the video well produced?
A static shot of the teacher’s head reading a lecture is NOT taking advantage of the format of video. Successful videos SHOW more than they TELL. (This principle actually holds for good storytelling in movies, too. Movies that sit there and EXPLAIN aren’t as satisfying as ones that DEMONSTRATE and SHOW).
Whether you adapt existing videos or create your own, try to find a way to make your point in a memorable way. Try using humor and visual examples to make a better impact. If you aren’t creating videos yourself, then look for those qualities in the ones you choose.
How long is too long?
Choose or create video content that is short and sweet. A series of short and sweet 2-5 minute videos covering a specific topic each are better than one comprehensive 60 minute video. The process of chunking from course design applies here.
If you think it’s hard for your students to sit through a 90 minute lecture in a classroom, then consider what it’s like trying to do the same in a web browser when they will be tempted to multitask, check email/facebook, grab a coffee, and more.
An exception to this rule is when your recorded lectures are simply backup/review tools for your students to come back to. In that case it’s a welcome way for students to revisit classroom content at their own pace. Many students appreciate being able to “rewind.” However, be careful to pack activities into your course to ensure your students aren’t procrastinating on the content, thinking they can “catch up” the last day by watching 500 hours of lecture videos. In this case, there really is too much of a good thing, and some students don’t have the discipline not to procrastinate thinking they’re safe because the lectures are online.
Combine use of video with course activities
It’s a fact that online learning puts more power in the hands of students (and thus more responsibility). Your best bet in using passive content like video is to make sure the quality is top notch, the length is as short as possible, and that you pair it with activities.
