Using Video for Learning and TeachingVideos are a great way to enhance your course, and you don't have to be a technical expert to create them. From quick and easy to advanced, there are plenty of different options. And while you might have to spend some time in advance planning and creating a video, you will save time later on: a good video can be reused multiple times, might free some valuable class time for discussion, and will help students go over important content at their own pace. |
|
Before you hit record
Think about why you want to use videos in your course and what you want to achieve with them. The right type of video depends on the learning objectives and the design of the course as well as on the time and resources that are available. Have a look around these pages to get some inspiration for using video in your teaching, and to get some general tips for making good quality videos.
The reasons to use video
What value does video add to student learning?
- Repeatable – can be re-watched throughout course
- Engaging visually interesting
- Available anywhere – watch on the bus
- Flexible – can be slowed and stopped
- Visible – clearer than large lecture theatre
- Filtered content – focused by the lecturer to key information
- Contextualised – provided in ways to support concepts
- Accessible – learning difficulties accommodated, subtitles
- Consistent – all students get same message
- Personal – more direct access to lecturer
Three Top Tips for educational videos
- Keep it short: 7-12 minutes are a good duration, with longer videos in the 12-20 minute range. One topic per video is recommended, so if you think you video needs to be longer than 12-20 minutes, consider if you can split one video into two.
- To make your videos reusable for future iterations of the course, think carefully about the content and avoid vague temporal statements ("last week", "earlier this year", "the Rugby World Cup").
- Be human, be yourself, and don't worry too much about being a perfect presenter - showing a little bit of personality helps fostering a sense of connectedness between the students and the instructors of a course, especially if students take part in it via distance learning.
|
Example short video: here is a 10-minute video created by Alexander Walker, a tutor in Health, for students off-campus/unable to attend class.
|
Technical Tips
Do you want to look (and sound!) good in front of the camera? Check out our technical tips section to get advice on making good quality videos.
This includes advice on getting started, preparing slides, copyright, choosing a background, recording sound, what to watch out for when setting up lighting and camera angle, and tips for delivery and conducting interviews. |
|
|
|
Ideas and Examples
Get inspired by our ideas and examples section and read up on some tips for different styles and types of video suitable for learning and teaching.
This includes welcome videos, module summaries, concept videos, screencasts, interviews and panel discussions, and how-to demonstrations on a tablet, in the lab, or in the field. |
Related research and evidence base
Using Video for Teaching and Lecture recording is done around the world. Here is some research that looks at the effectiveness and evidence of it's value for student learning.
How to get the most out of your lecture recordings - Dr Emily Nordmann (Uni
of Glasgow) and Dr Jill Mackay (Uni of Edinburgh) video
Turn up, tune in, don’t drop out: The relationship between lecture attendance, use of lecture recordings, and achievement at different levels of study.
Nordmann, E., Calder, C., Bishop, P., Irwin, A., & Comber, D. (2017, November 10). Turn up, tune in, don’t drop out: The relationship between lecture attendance, use of lecture recordings, and achievement at different levels of study. https://doi.org/10.1007/s10734-018-0320-8
Lecture Recording: What does research say about its effect on attendance? - Teaching Matters (Uni of Edinburgh) blog post with references
The value of capture: Taking an alternative approach to using lecture capture technologies for increased impact on student learning and engagement - Gemma Witton (Uni Wolverhampton)
The value of capture: Taking an alternative approach to using lecture capture technologies for increased impact on student learning and engagement. Witton, G. (2017). British Journal of Educational Technology., 48(4), 1010-1019.
Issues arising from the use of University iLectures: A case study of one Australian Campus
Dobinson, T. J., & Bogachenko, T. (2018). Issues Arising from the Use of University iLectures: A Case Study of One AustralianCampus.Australian Journal of Teacher Education, 43(2).http://dx.doi.org/10.14221/ajte.2018v43n2.6
Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning
Groen, J. F., Quigley, B., & Herry, Y. (2016). Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning.The Canadian Journal for the Scholarship of Teaching and Learning, 7(1).http://dx.doi.org/10.5206/cjsotl-rcacea.2016.1.8
The use of lecture recordings in higher education:A review of institutional, student, and lecturer issues.
O’Callaghan, F.V., Neumann, D.L., Jones, L. et al. Educ Inf Technol (2017) 22: 399. https://doi.org/10.1007/s10639-015-9451-z
List of related research and institutional sites for reference on this topic.
of Glasgow) and Dr Jill Mackay (Uni of Edinburgh) video
Turn up, tune in, don’t drop out: The relationship between lecture attendance, use of lecture recordings, and achievement at different levels of study.
Nordmann, E., Calder, C., Bishop, P., Irwin, A., & Comber, D. (2017, November 10). Turn up, tune in, don’t drop out: The relationship between lecture attendance, use of lecture recordings, and achievement at different levels of study. https://doi.org/10.1007/s10734-018-0320-8
Lecture Recording: What does research say about its effect on attendance? - Teaching Matters (Uni of Edinburgh) blog post with references
The value of capture: Taking an alternative approach to using lecture capture technologies for increased impact on student learning and engagement - Gemma Witton (Uni Wolverhampton)
The value of capture: Taking an alternative approach to using lecture capture technologies for increased impact on student learning and engagement. Witton, G. (2017). British Journal of Educational Technology., 48(4), 1010-1019.
Issues arising from the use of University iLectures: A case study of one Australian Campus
Dobinson, T. J., & Bogachenko, T. (2018). Issues Arising from the Use of University iLectures: A Case Study of One AustralianCampus.Australian Journal of Teacher Education, 43(2).http://dx.doi.org/10.14221/ajte.2018v43n2.6
Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning
Groen, J. F., Quigley, B., & Herry, Y. (2016). Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning.The Canadian Journal for the Scholarship of Teaching and Learning, 7(1).http://dx.doi.org/10.5206/cjsotl-rcacea.2016.1.8
The use of lecture recordings in higher education:A review of institutional, student, and lecturer issues.
O’Callaghan, F.V., Neumann, D.L., Jones, L. et al. Educ Inf Technol (2017) 22: 399. https://doi.org/10.1007/s10639-015-9451-z
List of related research and institutional sites for reference on this topic.
Getting Help and Support
If you're not entirely sure yet what type of video would be best suited to your course, have a look at the Ideas and Examples pages. You can also contact a Learning Designer or Media Designer if you want some advice or feedback on your ideas – the earlier the better.
This page was last updated March 2022