#SUNYCIT Session: Lights, Camera, Teach: Producing Video for MOOCs and Other Education Uses

#SUNYCIT Session: Lights, Camera, Teach: Producing Video for MOOCs and Other Education Uses

This is the third session I have attended this year focused on videos. The other two were presented at the Association of Talent Development Conference:

This one was presented by Andrea Beukema from the University of Albany. She provided a number of valuable tips on how to produce better videos; videos that will be viewed.

Beukema showed examples of two videos – one good and one bad. One video had 12 million views and the other only 3,000. The difference was how they were produced. When producing a video, you must take into account how people process information. These theories play a part:

Production – When producing video, think about the following elements:

  • Visibility and clarity are essential.
  • The video has to be easy to use.
  • The narrative should be conversational. It should include an upbeat, enthusiastic instructor/presenter in an informal setting.
  • If you are using a talking head break it up with slides or other visuals.

Planning is critical to a successful video. For example, if you decide to videotape a lecture, plan to chunk the video. This will make it easier to segment in production.

Rehearsal is essential. Subsequent takes improve the quality of the video.

Chunking – Video chunks of six minutes or less have the highest engagement. Students will determine within the first couple minutes if a video is worth watching. The average YouTube video is 4:12 and Vine videos are 6 seconds.

Controllability – When posting the video, give users control to increase engagement. They should be able to start, stop, and rewind a video. If possible, include annotations and a timeline. This helps viewers find the content they are looking for. Also, allow for content search.

What does video add? A video can be used for a number of purposes:

  • learning and skills development
  • tutorial or instruction
  • present content
  • nurturing
  • creating emotional link
  • experiential field trip

Creating an effective video

The design process is critical. The more you do in the design and planning phase of the project, the easier it will be to shoot the video. Part of the planning phase is determining your message (what are you trying to communicate), understand your audience, assess the learner, and identify the available technology.

Resources – Resources always limit your message. These are resources constraining your video project:

  • time
  • people
  • skills
  • equipment
  • money

Production planning – When considering production planning, you need to decide upon the video and audio style. There are also a number of products you must create to make video production easier:

You also need to define completion. Projects like these can continue forever unless there are completion constraints.

Execution – If you took care of planning, your video creation should be smooth. Understand that production takes longer than planned. Of course, the more experience you and your team have, the quicker it will go.

Distribution – When looking at your video distribution, you need to consider how you are getting your video out. Prior to doing this, you need to check copyrights on all assets included in the video.

Evaluation –  Naturally, you will want to see view counts and other session metrics to see how successful the video is.

Additional resource:

Rapid Video Development for Trainers: How to Create Learning Videos Fast and Affordably by Jonathan Halls

With three presentations this year, it has become evident that producing video is an important skill to develop. You should be out creating videos. Here are some stats to drive that idea home.

Additional Reading

Stan Skrabut, Ed.D.

Stan is Director of Technology-Enhanced Instruction. He has over 20 years experience working as an instructional technologist and trainer. He has a master’s degree in computing technology in education and a doctorate in education specializing in instructional technology.

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