Pre-recorded guest lecture
A recorded presentation by a guest speaker. Examples might include an academic colleague talking about a concept or topic from their special area of expertise, or a practitioner talking about an aspect of their work, or similar. Like with other educational videos, it's best to keep recorded guest lectures short, succinct, and focused on one topic, though there is some flexibility. 10-15 minutes are a good length, and even if you have found the most exciting guest for the course, it's best to not go beyond 20-30 minutes.
|
-
When to use
-
What you need
-
Tips and preparation
-
Examples
<
>
Having a guest lecture prerecorded has the advantages that the guest speaker does not have to be there on the day, and that it can be reused in subsequent iterations of the course. This means that you could have guest speakers who are based too far away to travel, and/or who live in different time zones. It also means that you’re more flexible if things don't go to plan (e.g. guest speaker suddenly becomes ill or has a scheduling conflict), and students who are unable to attend a live session don't miss out.
If interaction with the guest speaker is important, the students could watch their video presentation in advance and even prepare questions, and the precious time with the speaker could be used for discussion and questions – face to face or on Zoom.
If interaction with the guest speaker is important, the students could watch their video presentation in advance and even prepare questions, and the precious time with the speaker could be used for discussion and questions – face to face or on Zoom.
- A guest speaker
- Instructions for the guest speaker (what to talk about, how long, by when you need it, etc)
- A way to transfer the video - VUW staff can share a video via OneDrive of Vstream. External guest speakers could use a service like WeTransfer, Google Drive or Dropbox.
- Time to review the video
- Upload the video to the course Vstream folder and make it available on Blackboard
- Give your guest speaker a date by which you need to have the video.
- Give your guest speaker some information about the course:
What level are the students at?
What do the students need to learn about?
Are there specific topics or issues you want them to address?
How long should the presentation be?
Would you like them to use slides?
- To reuse the video in future versions of the course, clarify in advance if your guest speaker is happy with that and get their permission in writing (e.g. an email, or ask them to sign a media release form).
- If the guest speaker is external, check with them if:
they have access to at least a microphone and a recording software.
If they have Zoom and/or PowerPoint, they could record a video with either of those tools.
A decent internet connection to upload / transfer the video.
Interview or panel discussion
Interviews or panel discussions with experts and practitioners can bring in diverse perspectives and additional insights, especially if the interviewee(s) would be unavailable for a live classroom discussion. They are usually a structured conversation focused on a particular topic, with the live interaction between one or more people moving the conversation forward, and don't require slides. Video interviews can be recorded as online video call, in your office or elsewhere on campus, or on location.
|
-
When to use
-
What you need
-
Tips and preparation
-
Examples
<
>
Pre-recorded interviews or panel discussions allow for more flexibility, as they allow you to talk to people who live too far away to travel, or have too busy schedules that prevent them from attending a scheduled lecture. This is especially true if you want to have panel discussion with several people, where coordinating a time and location can become increasingly difficult.
Because interviews or discussions require less preparation for the interviewee(s) - no need to prepare slides, unlike for a guest presentation - it might be easier to get a very busy person on board.
Interviewing someone on location also saves time for them (though it does add more preparation requirements for you), and if the location is immediately connected to their work it has the bonus that it allows them to show or demonstrate aspects of their work (for example, a curator at a museum, scientist working at NIWA, etc.)
Because interviews or discussions require less preparation for the interviewee(s) - no need to prepare slides, unlike for a guest presentation - it might be easier to get a very busy person on board.
Interviewing someone on location also saves time for them (though it does add more preparation requirements for you), and if the location is immediately connected to their work it has the bonus that it allows them to show or demonstrate aspects of their work (for example, a curator at a museum, scientist working at NIWA, etc.)
- Interviewee(s) / panelists
- List of questions
- Confirmed time and suitable location
- Time to review the interview and make some minor edits before uploading it to Vstream
- Permission (in writing) if filming on location
- Maybe: someone to help with the filming
- Maybe: borrow some additional equipment (microphones, camera, tripod) and training how to use it
- Maybe: travel time, set-up time, pack-down time
- Send the questions to your interviewee(s) /panelists in advance
- Tell them what you want get out of them, give them necessary information about the audience (e.g. students in your course), and how long you're expecting the interview to take
- Remind the interviewees(s) / panelists to stay on topic if they digress during the interview, and make sure that everyone gets a fair amount of speaking time during a panel discussion
- Get them to sign a model release form, or at a minimum, get a written agreement in the form of an email statement that specifies where the video can be used, if it can be reused, and if there are any constraints
- For an online interview, try to arrange a brief chat a few days prior to the interview to check if the interviewee has a good microphone and stable internet connection. A good webcam is a bonus, but at a minimum their answers should be clearly audible.
- If you want to film on location and / or have the interviewee demonstrate aspects of their work, clarify early on if you can obtain a permission to film in the space or to show artefacts and get consent in writing. You might have to liaise with a PR or marketing department about this, rather than the interviewee themselves.
- Schedule well in advance if you need to book a studio space on campus and/or require tech support
Interview at external location - SCIS301 - James Beattie / Katie Cooper
|
Panel Interview at Tawa College - RJ101X (Mooc on EdX)
Context of the video (content to come)
|
|
Studio Interview Rhian Salmon / Stephen Hartley
|
Context of the video (content to come)
|
Interactive video
A video that contains interaction points, such as quizzes, questions, or other types of clickable activities, as well as immediate automated responses and feedback. While you can turn any video into an interactive video by adding a short knowledge check quiz at the end, the content, placement, and types of activities in a more sophisticated interactive video are carefully planned and integrated from the outset.
The interaction types you can add with Panopto are true/false, multiple choice, single choice, and fill in the blanks questions. Panopto quizzes can be graded or non-graded. Panopto also gives you valuable data about the results, from a summary to a detailed breakdown by user and by question. It is also possible to create interactive videos with a tool called H5P, which has a greater variety of interaction types and even allows the creation of branching scenarios. However, support and author licenses for H5P are currently limited at VUW. If you think you require access to H5P for interactive videos, please get in touch with your Faculty Learning Designer to discuss. |
-
When to use
-
What you need
-
Tips and preparation
-
Examples
<
>
Interaction points in a video turns viewers into more actively engaged learners because they force them to pay more attention. But interactive is not automatically better – there should be a pedagogical purpose to the activities. How does an interactive video relate to the Course Learning Objectives? How does it allow students to revise or practice for a piece of assessment? How does it enable you to get a sense of how well students are grasping the material, or where there might gaps or areas of misunderstanding?
Brief recall quizzes are great for concept videos in which retention of facts and knowledge are important. This could be either one quiz at the end, or a couple of quiz questions that each mark the end of a section – a bit like key point summaries at the end of a book chapter. Interactive videos can also be used to create do-along exercises for problem sets, where learners have to find a solution or complete a task in one or more steps, or for case studies, where they have to make decisions. If they get stuck along the way, both they and you should have a better idea which part of the process it is they are still struggling with.
It's equally important to think about feedback for right and wrong answers as it is to come up with appropriate questions in the first place. The questions should be sufficiently challenging so that students cannot guess the correct answer. Good feedback should reward any honest attempt with a clear sense of how well a concept has been understood.
Brief recall quizzes are great for concept videos in which retention of facts and knowledge are important. This could be either one quiz at the end, or a couple of quiz questions that each mark the end of a section – a bit like key point summaries at the end of a book chapter. Interactive videos can also be used to create do-along exercises for problem sets, where learners have to find a solution or complete a task in one or more steps, or for case studies, where they have to make decisions. If they get stuck along the way, both they and you should have a better idea which part of the process it is they are still struggling with.
It's equally important to think about feedback for right and wrong answers as it is to come up with appropriate questions in the first place. The questions should be sufficiently challenging so that students cannot guess the correct answer. Good feedback should reward any honest attempt with a clear sense of how well a concept has been understood.
- A video or an idea for a video
- A storyboard
- Time to create the video, plus additional time (approx 15-30 minutes) to build activities and feedback
- Access to Panopto (or H5P)
- A storyboard or a script will help plan interaction points and feedback. It will also help align the activities with the CLOs.
- Think about the number of interaction points and where you want to place them. Don’t overdo it – you don’t want to turn your video into a stop-and-go activity.
- Think about your students' workload and take into account the time it takes to watch the video and to complete the activities
- Let your students know if the activity is graded or ungraded
- Anything that is graded tends to increase motivation to complete it. If you are grading your interactive Panopto videos, think about the number of attempts students should have, manageable workload and deadlines, and suitable weighting. (E.g., you might have 10 end-of-module video quizzes, which can be done only once, and the best 8 out of 10 count towards 10% of the course grade). Keep in mind that Panopto quizzes cannot be randomized.
Panopto Quiz - Demo Video
|
This video is a brief demo of the types of quiz questions that you can add in Panopto, and the options for feedback at the end. It is not a video from an actual course.
|