Use Explainer Videos to Be the "Guide on the Side" at All Hours, Day and Night
Concurrent Session 10
Brief Abstract
Have you ever wondered what might happen if you were able to answer your online students' questions at the moment of need when teaching an asynchronous class? In this session, you will learn how to create instructor explainer-videos that guide students through the ins and outs of completing their assignments and place these videos in the course locations where your students are most likely to view them. Participants will learn how to build explainer videos, draft their own plans to create them, and explore typical data faculty might review to determine whether students have used the videos and which videos appear to have a helpful impact on student success. We will illustrate with examples, provide a guide sheet to help you plan, and engage in discussion throughout the session to explore additional applications.
Presenters
Extended Abstract
It's been said that it is better to be a guide on the side than a sage on the stage, to lead students most effectively in their learning. In the blended or asynchronous online course, guiding through LMS lesson content with a personal connection can be a significant challenge. For this reason, faculty might approach their teaching by creating lecture-style videos that are more likely to be viewed as being a sage on the stage. While this approach may work for some situations, using faculty-created explainer-videos, blended and online teaching faculty can more effectively guide students through a personalized approach at all stages of their learning and in the completion of their work.
In this session, participants will learn a simple process through which effective instructor explainer-videos can be created that guide students through the ins and outs of completing their assignments. Participants will learn key strategies to keep videos concise and clear, with effective guidance tailored to the tasks students will complete as they demonstrate learning through their assignments in the class. Strategies include intentionally setting the maximum length of the video, applying speaking tips for a clear message, and implementing videography guidelines for attractive and enjoyable video content. Methods for adapting the assignment to the needs of unique learners and for easy captioning of the content will also be included to meet the needs of all learners.
Participants will discuss and plan locations in typical blended and online courses where students are most likely to view the videos as just-in-time interventions at times of need, such as late at night and on the weekend and in the assignment description, when students are trying to complete and submit assignments successfully. By placing explainer videos in the course locations where students are most likely to need them and chunked into specific guidance topics, these assets become a personalized approach to helping and guiding students at their moment of need, which students can self-select, rather than simply adding to existing lesson content.
Participants will learn how to build explainer videos, draft their own plans to create them, and explore typical data faculty might review to determine whether students have used the videos and which videos appear to have a helpful impact on student success. A guide sheet for completing the process will be provided, examples will be used to illustrate the various segments of explainer videos, and group discussion will be conducted throughout this session to generate additional application ideas for participants.
References:
Draus, P.J., Curran, M.J., & Trempus, M.S. (2014). The influence of instructor-generated video content on student satisfaction with and engagement in asynchronous online classes. Journal of Online Learning and Teaching, 10(2), 240-254.
King, A. (1993). From sage on the stage to guide on the side. College Teaching, Vol. 41, No. 1 (Winter, 1993), pp. 30-35.