Faculty Focus

A FREE PUBLICATION FROM THE CREATORS OF THE TEACHING PROFESSOR

online video

Laptop and books on desk of classroom.

Extending the Shelf-Life of Your Instructional Videos: Six Common Pitfalls to Avoid

When instructional video is produced thoughtfully and used to promote active engagement, it can improve student motivation, learning, and performance, make content more memorable, and bring highly visual material to life (Ljubojevic et al, 2014; Zhang et al, 2006; Hegeman, 2015; Hsin & Cigas, 2013; Merkt et al, 2011; Kay, 2012; Schwan & Riempp, 2014; Routt et al, 2015; Jarvis & Dickie, 2009).

Video has other benefits as well. It allows students to watch lectures at their own pace, rewinding and re-watching as needed. It lets instructors assign lectures as homework, opening up class time for interaction. And it can reduce the total time faculty need to spend preparing and delivering the same material for different semesters or audiences. Once you’ve recorded a video, you can–theoretically–use it again and again.

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Moving a Face-to-Face Course Online without Losing Student Engagement

The rapid growth and popularity of online learning is necessitating the creation of online courses that actively engage learners. Research has shown that effective integration of multimedia that is content relevant and pedagogically sound can be a valuable teaching tool for facilitating student learning (Mandernach, 2009).

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Ten Fun Ways to Use YouTube Videos in an Online Literature Class

I have always enjoyed watching YouTube videos and when I noticed that some of the videos dealt with serious literary topics and had re-enactments of Shakespeare plays, I began to wonder if I could not incorporate them into my literature classes. Instead of students just reading a text version of Othello, why not have them also watch a live performance of Othello to get them more motivated to learn literature?

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Effective Uses of Video in the Online Classroom

How do you explain the learning objectives for your course, or each unit of your course? If you’re like most faculty, you probably put together a carefully crafted bulleted list of what you want students to learn. And, if you’re like most faculty, you probably know that most students give that list a cursory glance at best.

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Improve Feedback with Audio and Video Commentary

While online discussion is generally deeper and more active than face-to-face discussion, even online discussions can eventually become a drudgery. Nobody likes reading long blocks of text online, yet discussion in an online classroom is text based.

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Using Shared Online Video to Anchor Instruction: YouTube and Beyond

t was August 26, 2009. That evening I receive a phone call from someone in Japan looking to create free online math and science courses on mobile devices for youth in India using existing shared online video. The following day, I get an email from a colleague at a university in Canada who had just read my new book, The World Is Open: How Web Technology Is Revolutionizing Education. Many points made in the book seemed to resonate with him except for my advocacy of YouTube videos in teaching. Like most faculty members, he was very reluctant to show the YouTube homepage to his class because an offensive video might be featured.

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