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The following are some suggestions for conceptualizing the production of educational videos for your course. Creating a video for your class is as simple as thinking about it as a blank canvas for an artist. The Lens of the video cameras can capture anything that you can imagine and create. Whether it be a straight lecture, interview, simulation, demonstration, or any other kind of familiar educational video the message is up to you as the content expert.

What is important from an instructional standpoint is that students should be accountable to viewing any video produced.

Here are a number of examples from which you can choose or draw upon. Combining elements from more than one of the examples listed is an acceptable approach:

  • Introductory Video - talking head video introducing the main concepts for the week in an organized fashion. A standard format would include 1)introductory paragraph stating the main idea 2) the body of the message would provide more detail and/or examples of the main idea and 3)a summary statement that would reinforce the concept with a concluding remark.  Video Script Outline.docx.
  • Big Concept Video - create a video which introduces in detail a very important or complicated concept that you know is part of the week.
  • Challenge Question - create a video on which you introduce a fundamental question for the students to consider and investigate for the week you may or may not consider giving them some kind of clues or answers to this question but rather pose it to them as a challenge and be sure to return to it throughout the week.
  • Graphic Organizer Video - this video will use a graphic to introduce the concepts and the relationships among those concepts that you will be discussing in this week. A graphic organizer or advance organizer is a great way to visually represent the ideas for the week with little detail. What's important for the organizer is that it covers, at a very high-level view, the major concepts for the week and focuses on the how it should be thought of, organized and relates to the course.
  • Interview - two or more people being interviewed with one person being the questioner and the other one giving answers. This video does not require a word-for-word script but it is equally important to discuss the format, to submit questions beforehand, to discuss with the instructor the goal of the interview and to share these ideas with your instructional designer and videographer
  • Roleplay - this video can be very enlightening for students when you script the outline for the interactions of two or more people. This type of demonstration can be very useful for topics involving the interactions of 2 or more people to demonstrate a skill.
  • Terms and Definitions Video - Do you have a number of concepts or definitions or terms that you think are important for a week of content? Consider  stating these in a video but adding graphics or visuals to help explain it for students prior to their reading or their lecture material. 
  • MicroVideos -  Microvideos are short instructional videos that focus on teaching a single, narrow topic. For more complex concepts, create a series of microvideos that splits a topic into logical chunks, with a microvideo for each. As instructors shy away from long-form video, this offers them the same outcomes with better engagement from their audience. This strategy also allows for more control over the pace of learning and makes the learning content easier to consume. (
  • Simulation - this video would imitate a process or a situation where you could recreate your content with the assistance of video. Additionally, a simulation could be computer generated with a voice over and new having to record with a video camera.
  • Demonstration - Can you visualize your content for the week? Is there something that can be shown rather than simply talked about?
  • Sequence - Are their sequential elements in the content for the week? Consider highlighting them in your weekly video.
  • Argument - Make a case! Argue a point in your video on a controversial topic to generate interest from your audience.
  • Curated - Consider combining recording yourself along with an internet-based clip that you have the copyright clearance to use. Combining already produced video content with your own commentary can be effective.
  • OTHER - Instructors, as experts in their content area, should feel free to consider any idea they have with our Production Team. Schedule a meeting with your ID to discuss how you envision the end product.

The Power of the Short: Making the Most of Brief Instructional Videos.pdf

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