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99 Tips for Creating Simple and Sustainable Educational Videos

A Guide for Online Teachers and Flipped Classes

Karen Costa (author)

ISBN: 9781642670851

Publication Date: May 2020

Format: Paperback

Also available as: Hardback  

The research is clear: online learning works best when faculty build regular, positive, and interactive relationships with students. A strategy that helps forge such a relationship is the use of videos. Student satisfaction and course engagement levels also increase with the use of instructor-generated videos - the subject of this book.

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  • Table of Contents
  • Author Biography
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The research is clear: online learning works best when faculty build regular, positive, and interactive relationships with students. A strategy that helps forge such a relationship is the use of videos. Student satisfaction and course engagement levels also increase with the use of instructor-generated videos -- the subject of this book.

Beginning by outlining the different types of videos you can create, and what the research says about their effectiveness, Karen Costa explains how they can be designed to reinforce learning, to align with and promote course outcomes, and to save you time across your courses. She then describes how to create successful videos with commonly available technologies such as your smartphone, and without a major investment of time, demonstrating the simple steps she took to develop her bank of videos and build her confidence to deliver short, straightforward learning aids that are effective and personal.

Embedded QR codes in the text enable you to view sample videos and screencasts that bring the book's advice to life as you read. If you've been wanting to include videos in your teaching but haven't found the time or confidence, this book will help you to develop a simple and sustainable video development process, supporting both your success and the success of your students.
Pages 240
Dimensions 229 x 152
Date Published 30 May 2020
Publisher Stylus Publishing
Subject/s Education   Educational equipment & technology, computer-aided learning (CAL)  
  • Introduction
  • How to Read This Book
  • Current Landscape of Online Education
  • Why I Wrote This Book
  • Prioritizing Accessibility
  • Glossary of Key Terms
  • Part One: Why Videos Will Work for You and Your Students
  • 1) Be Part of a Movement
  • 2) Recognize Your Power
  • 3) Build Relationships with Your Students
  • 4) Make Students Happy
  • 5) Have Fun
  • 6) Get Connected
  • 7) Save Time
  • 8) Expand Students' Self-Efficacy
  • 9) Increase Comprehension of Course Concepts
  • Part Two: Aligning Video Content with Instructional Goals
  • 10) Determine Your Instructional Goals
  • 11) Review My Example Goals: Humanity, Instruction, Clarity
  • 12) Show Your Humanity
  • 13) Explain a Concept
  • 14) Clarify a Task or Navigation
  • 15) Tell a Story
  • 16) Get Their Attention
  • 17) Make a Mini-Lecture
  • 18) Take Students on a Tour
  • 19) Connect Ideas with Graphic Organizers
  • 20) Welcome Week
  • 21) Greet Students at Door
  • 22) Play a Game
  • 23) It's Time for a Field Trip
  • Part Three: Guiding Theories and Research
  • 24) Be Present with the Community of Inquiry (CoI) Model
  • 25) Validate Your Students
  • 26) Begin with Brains
  • 27) Go the Distance
  • 28) In This Together
  • 29) Apply Aesthetic-Usability Effect
  • 30) Fight Fear
  • 31) Get Emotional
  • 32) Cultivate Commonalities
  • 33) Integrate Immediacy Cues
  • 34) Know the Research
  • Part Four: Which Types of Videos Will Work Best for You?
  • 35) Keep it Simple
  • 36) Forget Hollywood
  • 37) Satisfice
  • 38) Create a Talking Head Video
  • 39) Webcam or Phone?
  • 40) Meet Your New Best Friend: Screencasts
  • 41) Combine Screencasts with Talking Heads
  • Part Five: Video Timing and Course Placement
  • 42) Use Course Announcements
  • 43) Include Videos in Emails
  • 44) Complement Course Discussions
  • 45) Locate Videos within Course Content/Modules
  • 46) Try "On the Fly" Videos
  • 47) Share Videos with Individual Students
  • 48) Use Videos in Graded Feedback
  • 49) Flip Your Land-Based Classroom
  • 50) Use Videos for Cancelled Land-Based Classes
  • 51) Incorporate Videos into Land-Based Mid-Term and Final Reviews
  • Part Six: Setting the Stage
  • 52) Find Decent Lighting
  • 53) Take a Look Behind You
  • 54) Keep the Camera Lens Level with Your Face
  • 55) Use a Microphone
  • 56) Will You Brush Your Hair?
  • 57) Reduce Background Noise
  • Part Seven: Presentation Tips
  • 58) Don't Use a Script
  • 59) Don't Read Slides
  • 60) Make Eye Contact
  • 61) Perfect Your Posture
  • 62) The Camera Will Eat Your Energy
  • 63) Keep it General
  • 64) Brevity is the Order of the Day
  • 65) Allow Extra Time at First
  • 66) Explain the Video's Relevance
  • 67) Break Some Eggs
  • Part Eight: Using PowerPoint in Your Videos
  • 68) Telling Isn't Teaching
  • 69) Apply Basic Design Principles
  • 70) Use Your Slides to Present Ideas, Not as Speaker Notes
  • 71) Understand the Neuroscience of PowerPoint
  • 72) Complement Your PowerPoint-Based Lectures with Structured Notes
  • Part Nine: Is Being On-Camera for Everyone?
  • 73) Take the Wool Sweater Test
  • 74) Practice Makes Perfect
  • 75) Are You a Deer in the Headlights?
  • 76) Try Screencasts with Audio Only
  • 77) Get Animated
  • 78) A Special Note for Marginalized Individuals: Safety, Security, and Social Change
  • Part Ten: Sharing Videos with Your Students
  • 79) Consult First
  • 80) Share Via Your Learning Management System
  • 81) Use YouTube
  • 82) Note the Video's Length for Students
  • 83) Try this Simple and Sustainable Recording and Sharing Tool
  • 84) Create a YouTube Playlist
  • 85) Caption Your Videos
  • 86) Discover Universal Design for Learning (UDL)
  • Part Eleven: Building Your Video Creation Practice
  • 87) Keep a Teaching Journal
  • 88) Develop a Plan
  • 89) Prioritize Your Plan
  • 90) Help! Priorities Are Hard
  • 91) When in Doubt, Create a Welcome Video
  • 92) Focus on the Positives
  • 93) Seek Support
  • Part Twelve: Practice Exercises
  • 94) It's Storytime
  • 95) Say a Tongue Twister
  • 96) Persist Past a Mistake
  • 97) Tell a Joke
  • 98) Make Music with Your Voice
  • 99 Speak from Your Heart
  • Conclusion
  • Great Teachers Experiment
  • Guiding Questions
Karen Costa has over fifteen years of higher education experience and formerly served as the Director of Student Success at Mount Wachusett Community College. She is a national presenter on brain-based teaching and learning through the National Institute for Staff and Organizational Development (NISOD). Karen is currently an adjunct faculty member teaching college success strategies to online students at multiple institutions. She is also involved in various faculty development initiatives including as a facilitator for Faculty Guild. She regularly presents on topics related to student and faculty success. Karen is a staff writer for Women in Higher Education. Her writing has also appeared in Inside Higher Education, Philadelphia Inquirer, On Being, and Faculty Focus.

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