1. www.utm.my innovative ● entrepreneurial ● global Introduction Video is a medium that engages viewers from multiple senses – sight and sound – and can generate excitement about a subject or concept. Video for T&L – Lecture video – Talking Head Video – Screencast video

2. www.utm.my innovative ● entrepreneurial ● global Lecture Video It is a recording of a live lesson or lecture at a school or university. Live video capture preserves the interactivity of your lesson – students’ questions to the teacher and their reactions to the new information. quality of the video (and especially audio) can be quite poor Live video doesn’t allow you to re-record unsuccessful parts of a lecture or stop the lecture in case of technical difficulties. http://utmotion.utm.my/utmotion/videos/1761/public-lecture:-effective-teaching-by-prof.-dr.-robert-reiser

3. www.utm.my innovative ● entrepreneurial ● global Talking Head Video Typically a webcam recording of a teacher, during which s/he expounds on the subject matter. You just need to make a script of a lecture and set up a webcam. A talking head video implies a flexible recording process, as it allows you to take a break, re-record some fragments and cut out unnecessary bits. Also, in case of interruptions, you can get back to the recording whenever you have free time.

4. www.utm.my innovative ● entrepreneurial ● global Screencast A screencast is a digital video and audio recording of what occurs on a presenter's computer screen, and it can be used to create sophisticated, information-rich multimedia presentations. In a screencast, the presenter records all the screen activity and images continuously to complete a designated task. Audio can be recorded simultaneously or afterwards in postproduction along with sound effects and music tracks.

5. www.utm.my innovative ● entrepreneurial ● global There are many benefits to using video in education

6. www.utm.my innovative ● entrepreneurial ● global Facilitating thinking and problem solving Shepard and Cooper (1982) and Mayer and Gallini (1990) made the connection between visual clues, the memory process, and the recall of new knowledge. Allam (2006) observes that the creative challenge of using moving images and sound to communicate a topic indeed engaging and insightful, but adds that it also enables students to acquire a range of transferable skills in addition to filmmaking itself. These include research skills, collaborative working, problem solving, technology, and organisational skills.

7. www.utm.my innovative ● entrepreneurial ● global Assisting with mastery learning video can be as good as an instructor in communicating facts or demonstrating procedures to assist in mastery learning where a student can view complex clinical or mechanical procedures as many times as they need to. Furthermore, the interactive features of modern web-based media players can be used to promote ‘active viewing’ approaches with students (Galbraith, 2004).

8. www.utm.my innovative ● entrepreneurial ● global Inspiring and engaging students increased student motivation enhanced learning experience higher marks development potential for deeper learning of the subject development of learner autonomy enhanced team working and communication skills a source of evidence relating to skills for interviews learning resources for future cohorts to use

9. www.utm.my innovative ● entrepreneurial ● global Authentic learning opportunities The work of Kearney and colleagues show the benefits of using video to produce authentic learning opportunities for students (Kearney and Campbell 2010; Kearney and Schuck, 2006), and how ‘ivideos’ encourage academic rigour from an advocacy, research based perspective.

10. www.utm.my innovative ● entrepreneurial ● global Few ideas of what you can do with video: Course welcome Icebreakers Launching point for group discussion Mini-lectures Simulations / demonstrations Student projects / student-created media Feedback for students How-to videos (great for teaching software or a procedure)

11. www.utm.my innovative ● entrepreneurial ● global When can we use video in T&L? Before class? During class? After class?

12. www.utm.my innovative ● entrepreneurial ● global Flipped Classroom

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16. www.utm.my innovative ● entrepreneurial ● global Best Practice Length – Shorter is better. – 3-5 minutes is optimum, no longer than 10 minutes when possible. – If you must use a longer video, break it up into smaller, standalone chunks. Writing – Write a script or at least an outline. – Write in as conversational and as friendly a tone as you can. – Use short sentences. – Write for the ear – not for the eye (most people will only hear the video narration so you can be informal, use contractions, etc.). – Read your script out loud (then you'll hear where you need to make changes).

17. www.utm.my innovative ● entrepreneurial ● global Best Practice Recording – Rehearse and practice before you press the "Record" button. – When using a camera, do a test recording to make sure you are comfortable with all the controls. – If you make a mistake or stumble over words, let the recording continue, pause for five seconds, then pick up again where you left off. You can edit out the bad portions later. Formats – MP4 video can be played by most media players and mobile media devices. – Flash video (.swf) – free Flash player and browser plug-in.

18. www.utm.my innovative ● entrepreneurial ● global Best Practice Captioning – You should either caption your video or offer a text transcript of the audio to accommodations for students with special needs Using in your course – Hosting options include: E-learning (upload your own video files of any length directly to http://elearning.utm.my using the Video Resource) YouTube (public / private) YouTube http://utmotion.utm.my – You can embed the hosted videos so students will view them in your course. – You can link to the videos from a course.

19. www.utm.my innovative ● entrepreneurial ● global Tips for good screen capture video Keep your lesson short. Focus on a single skill that takes about five minutes to teach. Talk in a conversational, yet professional manner. Pretend you are talking to a friend or visualize a class in front of you as you talk. Do not worry about making mistakes. You can keep rerecording over and over again until you get it right.

20. www.utm.my innovative ● entrepreneurial ● global Tips for good screen capture video Use diverse materials for your recordings — PowerPoint presentation, pictures, flowcharts, or anything you would have written on a blackboard. Keep it simple. Sometimes less really is more (Cognitive Load). Create a departmental video library. Reach out to your colleagues to see what video lectures they’ve made. Perhaps you could borrow one and present it as a “guest lecture” for your class. Consider maintaining a video archive of all the different videos that students and faculty could access.

21. www.utm.my innovative ● entrepreneurial ● global Popular Free Screencast Programs Free Screencast Software PlatformsCompanyRecord Time Limit Online Tutorial JingPC & MacTechSmith5 minutesOnline Tuorial ScreenrPC & MacScreenr5 minutesOnline Tutorial Screencast-o- Matic PCScreencast-o- Matic 5 minutes Pro Version – Unlimted ($12/yr) Online Tutorial CamStudioPC & MacCamStudioApproximately 10 minutes Forum and FAQ

22. www.utm.my innovative ● entrepreneurial ● global References http://teaching.uncc.edu/learning- resources/articles-books/best-practice/web- accessibility/video-best-practices http://teaching.uncc.edu/learning- resources/articles-books/best-practice/web- accessibility/video-best-practices http://www.educause.edu/ero/article/screencasting- engage-learning http://www.educause.edu/ero/article/screencasting- engage-learning