{"id":6144,"date":"2018-10-03T00:08:23","date_gmt":"2018-10-02T14:08:23","guid":{"rendered":"http:\/\/sydney.edu.au\/education-portfolio\/ei\/teaching@sydney\/?p=6144"},"modified":"2018-10-04T22:25:09","modified_gmt":"2018-10-04T12:25:09","slug":"using-video-in-your-canvas-site-best-practice","status":"publish","type":"post","link":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/using-video-in-your-canvas-site-best-practice\/","title":{"rendered":"Using video in your Canvas site – best practice"},"content":{"rendered":"

Many teachers are starting to use video to enhance students’ learning experience. With video tipped to consume over 80% of all global internet traffic by 2021<\/a>, video is fast becoming a new standard ‘document’ for the 21st Century. Educational video has been around for some time now and there are some well-established good practice guides<\/a> for effective and enhanced learning outcomes. Here we summarise the main points from research, experience, and student surveys to help you (and your students) make the most of educational media.<\/p>\n

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Download a printable poster: Guidelines for creating educational media<\/figcaption><\/figure>\n

This post was contributed by
Tom Cavdarovski, Anna Nguyen, Tim Harland, Chris Landenberger, Jon Hunter, and Cornel Ozies<\/em><\/p>\n

Elements of effective educational video<\/h2>\n

Audio clarity and on-screen presence<\/h3>\n

In education, audio and voice clarity is key<\/strong>. Presenters should speak clearly, avoid unnecessary jargon and colloquialisms. Microphones should be placed within one metre from the speaker and avoid locations with ambient echo, air-conditioning, and background (i.e. traffic) noise. Presenters should address the camera directly, speaking enthusiastically<\/a>
in a natural conversational way, which works better than appearing to read from a script. Aim to produce videos that are an extension of you and your teaching style. Teleprompters for longer scripts can be useful and may help alleviate some uncertainty and nervousness.<\/p>\n

Structure and storytelling<\/h3>\n

Educational videos should be well structured and concise<\/strong>. Aim to have three sections: the introduction should ‘say what you going to say’, then ‘say it’, and finally end with a summary of ‘what you just said’. Students learn better from a coherent and consistent approach.<\/p>\n

Planning and scripting<\/h3>\n

A simple script or storyboard can assist in ‘thinking visually’<\/strong>. Getting it right in the planning phase first can save a lot of time during recording and subsequent editing of your project. A script also serves as a shared document that enables collaboration with colleagues (e.g. educational designer and videographer) and can also be used as a transcript for accessibility. Here is an example of a script<\/a> with well identified visuals and the completed video<\/a> (also shown below). A suggestion is to record yourself reading the script out loud, time it, and then adjust accordingly.<\/p>\n