Recording Video and Audio Capture

Consider breaking your longer presentations into shorter topic-specific units. Shorter segments have several benefits:

Easier for the instructor to record
Results in smaller digital files to upload and store in your course
More efficient for students to review and retain
Easier for students to access on a mobile device

How should I use videos?

It depends! It depends on your learning objectives, your content, your activities, and your students. If you want your students to be able to do something that someone can demonstrate, then video would be the best option. If your content involves specific places or cultures, video can help to make them real to your students in ways that pictures and words on a page cannot. If parts of your content are especially challenging to your students, walking through these rough points with diagrams or a virtual whiteboard can provide clarification. If your students have difficulty engaging with the content, videos can offer a more approachable way in.

You have options to use video developed by others and repurposed in your course or to make your own videos. The following are considerations for using "found" video.

Adding Streamed Media to your Canvas Courses

This video will show you a few features of how to use YouTube as well as embed a YouTube link into your Canvas page. It was created for an early childhood course, so there are a few references about lesson plans. You do not need to pay mind to the references.

Considering "Found" Videos

How well does the video align with your class? Is it something that will directly help students reach a learning outcome or is it interesting but not directly applicable? If it's not supporting a learning outcome but you still want to include it, placing it in an "Additional Resources" or "If You'd Like to Know More" section. Traditional-aged students are more likely to explore additional video resources than additional readings. If only part of the video is applicable, it is good to let the students know that they should only focus on a particular section.

Just like any other content, you need to consider if the video is at the right level for your students. Do they have the prerequisite background knowledge to get out what you want them to get out of it? Students will tune out it they don't understand what the speaker is talking about, especially if they use jargon, acronyms, and other technical terms the student doesn't know. You can also explain unfamiliar terms using comments on the media page or prefacing the video with an explanation if you're embedding the video in a Canvas page. To look for videos, go to the Rich Content editor and click on the three dots on the left to insert the embed code. OR you can click on the Hyerlink and embed the URL.

What makes videos engaging?

Once you've found videos that could be useful for your class, how do you evaluate which ones are good and which ones are a lower quality? They don't need to be TED Talks or Kahn Academy videos to be effective and engaging, but if your students can't understand the speakers, see what's going on clearly, or are constantly distracted by poor production quality, they might not get the information they need out of the video.

What elements of the video engaged you with the video content?

Audio elements
Visual elements
Speaker presentation elements
Video production elements

What elements of the video distracted you from the video content?

Audio elements
Visual elements
Speaker presentation elements
Video production elements

Reviewing other's videos is a good way to understand what works and doesn't work to keep a viewer's attention and aid in understanding in ways a textbook cannot.

Below are some tips on choosing the correct video for your course content.

Speaker enthusiasm helps maintain interest. Vary voice volume so it's not monotone. Be confident!
A quick pace is good but not so quick that the student can't follow (especially important when the presenter has a strong accent).
Showing is better than telling when possible. Use visual aids and make sure your lighting is good.
Minimize distractions such as other people, unrelated or confusing visuals, and noises such as mouse clicks, fans, etc.
Avoid zooming, switching between cameras, and other camera movements as they can make some people "seasick."
Talk to the camera rather than watch yourself on your screen.
Avoid video that doesn't go beyond the textbook. Reading slides (especially with lists of bullet points) is not helpful or engaging.

The bottom line is, does the video keep your attention? If you were dozing or multitasking while the video was playing, odds are your students will too.