1. ELEVATE YOUR TEACHING PRESENCE
USE THE MODEL TO ENHANCE YOUR LECTURE VIDEOS
Presenter: Shilpa Patwardhan

2. Workshop Learning Outcomes
On completing this workshop, participants will be able to:
List published literature about engagement and learning in video lectures.
Use the model to plan, design, and record engaging video lectures.

3. Workshop Structure Introduction 02 minutes
Literature Review 10 minutes
Discussion minutes
Model minutes
Q&A minutes
Conclusion minutes

4. About the Presenter Shilpa Patwardhan
Shilpa Patwardhan is an educational technology consultant with over 15 years of experience in higher educational technology and online learning. Most recently, Shilpa was the connected learning director at Wharton Executive Education and was responsible for launching their first fully online, paid executive education program. She has worked extensively with faculty to help them design cutting edge online initiatives. Shilpa has an Ed.M. specializing in technology, innovation, and education from Harvard.

5. How often do you use/design video in courses?
Quick Poll
How often do you use/design video in courses?
Very Often
Often
Sometimes
Rarely
Never
<<Online poll>>

6. One More Poll
What frameworks/models/strategies do you use to help you plan videos in your courses?
<<Short answers, free text entry>>

7. The Need for the Model
Increasing use of video to teach in online, blended, and face-2-face formats
Published literature recommends recording video in 10-minute segments or less
Faculty usually teach classes in minute formats
Need for a practical framework to redesign content from a minute format into less than 10-minute video segments

8. Literature Review
Student Engagement and Video Production
Guo, P., Kim J., & R. Rubin: How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos
Finding
Recommendation
Invest heavily in pre-production lesson planning to segment videos into chunks shorter than 6 minutes. 1
Shorter videos are much more engaging.
Videos that intersperse an instructor’s talking head with slides are more engaging than slides alone.
Invest in post-production editing to display the instructor’s head at opportune times in the video. 2
Videos produced with a more personal feel could be more engaging than high-fidelity studio recordings.
Try filming in an informal setting; it might not be necessary to invest in big-budget studio productions. 3
Khan-style tablet drawing tutorials are more engaging than PowerPoint slides or code screencasts.
Introduce motion and continuous visual flow into tutorials, along with extemporaneous speaking. 4

9. Literature Review
Student Engagement and Video Production
Guo, P., Kim J., & R. Rubin: How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos
Finding
Recommendation 5
Even high quality pre-recorded classroom lectures are not as engaging when chopped up for a MOOC.
If instructors insist on recording classroom lectures, they should still plan with the MOOC format in mind.
Coach instructors to bring out their enthusiasm and reassure that they do not need to purposely slow down. 6
Videos where instructors speak fairly fast and with high enthusiasm are more engaging.
For lectures, focus more on the first-watch experience; for tutorials, add support for rewatching and skimming. 7
Students engage differently with lecture and tutorial videos

10. Literature Review
Video Lectures and Usability Design
Konstantinos Chorianopoulos and Michail N. Giannakos Usability design for video lectures. In Proceedings of the 11th european conference on Interactive TV and video (EuroITV '13). ACM, New York, NY, USA,
Finding
Recommendation
Simple to capture and share but less usable by students.
Example: iTunes U, MIT Open Courseware 1
Talking head and board
Provides usable cuts between the instructor video feed and the slides and drawing board, but it requires elaborate post-production.
Example: Coursera 2
Videos where instructors speak fairly fast and with high enthusiasm are more engaging.

11. Literature Review
Video Lectures and Usability Design
Konstantinos Chorianopoulos and Michail N. Giannakos Usability design for video lectures. In Proceedings of the 11th european conference on Interactive TV and video (EuroITV '13). ACM, New York, NY, USA,
Finding
Recommendation
Video capture of the drawing board with instructor voiceover simulates private tutoring.
Example: Udacity, Khan Academy 3
Drawing board
Includes voice-over and screen cast, so it is simple to capture but might be less friendly without the video feed of the instructor.
Example: TED Ed, Webcasts, How-to videos 4
Slides and animations

12. Literature Review
Framework for Effective Video Design
Kay, R. (2014). Developing a Framework for Creating Effective Instructional Video Podcasts. International Journal Of Emerging Technologies In Learning (IJET), 9(1), pp 1
Establishing the context
Problem Type: An appropriate problem is chosen for the concept being presented (e.g., focuses student on specific concept, numbers are select carefully) [31-34]
Clear Problem Label: The problem is clearly labeled and displayed at the beginning of the clip [29,35]
Background Information: The context and type of problem is clearly articulated at the beginning of the clip.[29, 34, p. 20 & p. 84]
Explain Key Elements: Key elements are clearly articulated before trying to solve it. Don’t not simply read the problem, Rather, high- light key features that learners should attend to [24, 34, p.75]

13. Literature Review
Framework for Effective Video Design
Kay, R. (2014). Developing a Framework for Creating Effective Instructional Video Podcasts. International Journal Of Emerging Technologies In Learning (IJET), 9(1), pp 2
Creating Effective Explanations
Meaningful Steps: Problem is broken down into meaningful chunks [24-26,28,35-37]
Explain all steps: The reason for conducting each step is explained (so students can understand why a procedure/step is being used) [25]
Use of Visuals: Diagrams /pictures/tables used in the clips helped organize /clarify / illustrate key aspects of the problem. [6,24,38,39,50,51]

14. Literature Review
Framework for Effective Video Design
Kay, R. (2014). Developing a Framework for Creating Effective Instructional Video Podcasts. International Journal Of Emerging Technologies In Learning (IJET), 9(1), pp 3
Minimizing Cognitive Load
Readability: The writing in the clips is easy to read. [40-42, 52]
Write down key information: The important elements (terms /definitions /formulas/ procedures) are written down as needed (not all at once). [24, 40-42, 52]
Layout: The layout of the clips is easy to follow (e.g., well organized, not crowded, even horizontal lines) [24, 40-42, 52]
Highlighting: Key areas of problem are visually emphasized (e.g., different colour, highlighting, circled) [34, p.53,55, 40-42, 52]

15. Literature Review
Framework for Effective Video Design
Kay, R. (2014). Developing a Framework for Creating Effective Instructional Video Podcasts. International Journal Of Emerging Technologies In Learning (IJET), 9(1), pp 4
Engagement
Engaging Voice: The tone of the voice is engaging (e.g., was not flat or monotone). [24,43- 45, 46]
Pace: The pace of the clip is good for learning. [34, 40-42, 52] Length of Clip: The clip is an appropriate length (5 minutes is about right). [25,47,48]
Distractions: There were no behaviours/habits that would distract a student. [24, 40-42, 52]
Student problem: Student worked on their own problem while listening to the explanation of a teacher [49,54,59]

16. Easy and practical model to design and plan lecture videos
The Model
Easy and practical model to design and plan lecture videos 1
One minute of introduction and stage setting 5
Five one-minute segments of topical content 1
One minute of recall/knowledge check 3
Three minutes of reflection, review, and close.

17. Easy and practical model to design and plan lecture videos
The Model
Easy and practical model to design and plan lecture videos 1
One minute of introduction and stage setting 5
Five one-minute segments of topical content 1
One minute of recall/knowledge check 3
Three minutes of reflection, review, and close.

18. 1 Introduction and Stage Setting
One minute of introduction and stage setting:
Introduce the topic.
2. Tell them how and why watching this video will help them in their learning and how it ties in with stated learning outcomes.
3. Give them an overview of everything you will cover in this video. 1

19. Easy and practical model to design and plan lecture videos
The Model
Easy and practical model to design and plan lecture videos 1
One minute of introduction and stage setting
Five one-minute segments of topical content 5 1
One minute of recall/knowledge check 3
Three minutes of reflection, review, and close.

20. 5 Topical Content Five one-minute segments of topical content:
1. Use one minute to focus on a sub-topic.
2. Cover a maximum of five sub-topics totaling a maximum of five minutes.
3. Need to record a video that is less than 10 minutes? Cover less number of sub-topics. 5

21. 5 Topical Content Five one-minute segments of topical content:
4. Use a judicious mix of talking head, slides, text, highlighting, picture-in-picture etc. to cover the content in each segment.
5. Pay attention to readability, layout, pace, and engagement. 5

22. Easy and practical model to design and plan lecture videos
The Model
Easy and practical model to design and plan lecture videos 1
One minute of introduction and stage setting
Five one-minute segments of topical content 5 1
One minute of recall/knowledge check 3
Three minutes of reflection, review, and close.

23. 1 Recall and Knowledge Check One minute of recall/knowledge check:
1. Give your learners a chance to recall the content you have just covered.
2. Include knowledge check questions if video platform allows.
3. If video platform does not support multiple choice questions, ask reflective questions. 1

24. Easy and practical model to design and plan lecture videos
The Model
Easy and practical model to design and plan lecture videos 1
One minute of introduction and stage setting
Five one-minute segments of topical content 5 1
One minute of recall/knowledge check
Three minutes of reflection, review, and close. 3

25. 3 Reflect, Review, and Close
Three minutes of reflection, review and close:
1. Reflect on how the content ties in with the big picture and the learning outcomes set out in the course.
2. Review and remind about the key points covered in the video.
3. Close the video and if relevant, identify next steps they need to take. 3

26. Q & A

27. Conclusion
Conclusion text here

28. THANK YOU!