Short, narrated lectures and videos can be used to introduce students to important theories and concepts in a discipline. They often feature examples or stories to help illustrate what a concept means, or to demonstrate how a theory might apply to different situations.  They can be used to add meaning to another piece of content. For example, you might get your students to read a short chapter or article about a particular concept. You might then provide them with a video telling a short story to illustrate how that concept was applied in a real-life setting. We strongly recommend keeping these videos to 15 minutes or less in length. Removing references to particular semesters, course codes, weeks, modules and assessment tasks helps make these videos reusable in the long term. Furthermore, addressing a single idea, theory or case in a video will avoid the need to edit videos in future. When a range of concepts, cases or ideas are combined in a video, editing is often required in the future to remove outdated sections, or items that are no longer relevant.

Videos are sometimes used to welcome students to a unit or topic, to provide feedback or encouragement to a class, or to demonstrate the use of software or MyLO. These videos often feature a talking head or activity on a computer screen. They are generally produced for single use, however, well-planned and executed videos may be reusable in future.

When considering the use of narrated lectures and videos, ask yourself these questions:

• Can I share this message, idea or story in a different way (e.g. through a reading)?
• Is video the best way to share this message, idea or story?
  While video can be engaging, over-reliance on video can have the opposite impact!
• Are there existing resources (e.g. on YouTube) that I can use to share this message, idea or story in a similarly engaging way?
• Is video worth the opportunity cost?
  Consider production time, resources and effort versus re-usability and engagement.
• Is video accessible to all my students?
  Students in China cannot access YouTube due to enforced internet restrictions. Students in remote areas may not be able to view streamed videos, or will have to wait a significant time to download video files. Some video formats do not work on mobile devices. Students with visual or hearing impediments may not be able to interpret your video if a transcript or closed captioning is not provided.

So you want to create a video?

You will need to consider:

• Optimising learning potential
  Mayer’s Multimedia Learning Principles help us design videos and narrated PowerPoints that enhance learning and reduce cognitive load.
  • This well structured video from Michael Kennedy explains each of Mayer’s 12 principles, and provides examples of the principles in action.
  • This PDF from Harvard University summarises Mayer’s Multimedia Learning Principles.
  • If you’re keen to know more, you may wish to view this collection of snippets from a guest lecture delivered by Richard Mayer at Harvard University.
• Copyright and Consent
  Do you intend to use images, video or text that may be subject to copyright? If your video features people other than you, you will need to gain their consent to be filmed. You can use the form provided on this page to obtain consent.
• Production method
  This is the method used to create the video. This can range from simply filming yourself using a webcam, to engaging a full production crew and actors.
• Hosting method
  This is the method used to make a video available to viewers online. The most common hosting method at UTAS is MyMedia, which is also used to host recordings of face to face lectures. The videos hosted in this system can be view online (streamed) or download for offline viewing.

This table compares production and hosting combinations, to help you identify a method that will suit you, your time frame, your purpose and your learners. For further information, please contact the TSBE Flexible Education Team. If you prefer, you can download a printable version here.