Learners are more likely to make cognitive connections when content is presented in multiple modes. This principle of integrating multimedia (i.e. images, audio, video, etc.) in your content encourages learners to make connections between what they receive visually and what they receive verbally through written text.

For specific information and step-by-step guidance with creating video, images, and multimedia content, please review the sections that follow.

Video

CTI is available to consult with instructors who wish to use video to enhance teaching and learning by:

• bringing multimedia into the classroom
• recording lectures for student viewing
• using video conferencing technology to host remote guests or students, hold online office hours, or allow remote student groups to meet virtually
• integrating video posts in a student discussion board

Contact CTI for more information on video tools for teaching, as well as ways to integrate our production services into your teaching strategy.

Creating course videos

Creating course videos involves preparing for your video, uploading your video, recording audio with PowerPoint, and building accessibility into your video.

Best practices for creating video

Review best practices for creating video-like guidelines, preparing a script, preparing for your shoot, prepping for the studio, location, and self-recording.

Guidelines

• A maximum length per video: three to five minutes (optimal)
• If you want a longer video, break it up into small, stand-alone chunks

Preparing your script

• Prepare a script or an outline
• Write it as conversational and friendly
• Think of your video as a story, with a beginning, middle, and end

Preparing for your shoot

• Wear solid, bold colors. Stripes, checks, or small patterns can interfere with the camera
• Discuss your background beforehand to help determine your clothing options, there may be potential background interference when wearing black, green, or white
• Rehearse and practice before your shoot

Prep for the studio

• Visit the studio in advance to get a feel for the room and equipment (schedule a tour)
• Schedule a practice session in advance of your shoot to make you feel at ease with the experience
• Prepare a script:
  • Provide a file in advance if you are using a teleprompter
  • If narration only, bring your notes with you
• Determine what makes you most comfortable:
  • Being alone (the studio staff will be present)
  • Having a small audience

Location

• Our primary studio is located in room B01 Computing & Communications Center (CCC).
• The Center has one studio for filming. When possible, we will want to schedule in advance to avoid conflicts with other course video schedules. Video can also be shot in several locations on campus, which may also require advance scheduling.

Self recording

• Be aware of what is behind you or the subject, as it might be distracting or inappropriate
• Record in small takes and splice them together:
  • iMovie, Camtasia, or other video editing software are very easy to use
  • Choreograph the narration with the slides
• Ensure the lighting is good:
  • Avoid shadows
  • Ensure your workspace lighting (if on camera) is bright and consistent
  • Do not sit with a window or other light source behind you
• Audio quality:
  • Do not shoot in a loud area
  • Use an external microphone
  • Be consistent with your microphone so that audio quality does not vary and that transitions are not as noticeable

Best practices for images & multimedia

When you are selecting images or graphics to integrate in your onscreen content, you will want to make sure that you are selecting images that encourage and enable the learner to make sense of the material you are covering. You will want to be careful about what images and multimedia you select, as well as how you integrate them in your content.

Best practices you should keep in mind when selecting and integrating images with your text include:

• Make sure that the images you use are relevant to the onscreen content
• Apply the contiguous principle by placing images close to the relevant text on the screen. This applies to explanations of graphics or images, directions or feedback for exercises, or directions or feedback for interactive activities
• Select images that help learners understand the text, not just decorate the page. For example, avoid adding background images to make the screen "look pretty"
• Use illustrative graphics for facts and concepts
• Use graphics and animation to teach processes, procedures, and principles that demonstrate the relationship between information
• Use graphs or interpretative illustrations to show relationships between variables
• Replace onscreen text and accompanying images or graphics with audio narration when possible. This will help reduce the cognitive load for processing the visual images and text, and it divides it among visual and aural channels
• Avoid using onscreen text that is identical to audio narration. You will want to edit your onscreen text so that it is a summary of the audio narration, so as not to be redundant
• Avoid using extraneous sounds, like background music or environmental sounds
• Remove non-essential text when using multimedia, presenting only the main point and concise texts