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How Screen Recordings and Videos Add Value to Your Course

How Screen Recordings and Videos Add Value to Your Course

Ref # - 1752

Instructor

Why do videos and screen recordings add value to your online course? These give you an online presence, generate interest and motivation in students and also increase retention of information and learning.

Short videos of the instructor personally welcoming learners to the course or explaining important concepts and assignments builds connection and community for online learners and establishes that there is a real instructor who is accessible and available.
Learners also control viewing. This means that learning is self-paced – the videos can be viewed multiple times and learners can rewind or forward to specific sections.
In addition, video gives access to special locations (e.g. shops, worksites, clinical settings, equipment interiors) that may be critical to course topics.

Videos need no explanation but what is a screen recording (or screencast)? A screen recording is a recording of a computer screen and everything that happens on that screen. Both can include audio or text. Remember that learning is reduced when too much information is included at the same time.

Video and Screen Recording Options

If you want to use a video or a screencast in your course, you’ll need to find one or make one yourself.

Find: You may find suitable video or screencasts online. YouTube is a common place to find videos.

Make: It is possible to create short videos using some simple techniques. This is often easier than finding something that suits a unique context. Once made, these videos will save time later because they can be re-used.

Make sure that the video is designed for all possible learners. For example, consider a learner in your class who has a hearing impairment. A video with a transcript available would be useful. Likewise, some learners will do better with an audio description of content rather than a screen full of text or an image. It is recommended that option to download a transcript for audio.

Note, research suggests its best not to have the same audio and text on the screen at the same time. This makes it more challenging for the learner. So it’s best to keep text to a minimum, and have a transcript available if needed[1].

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[1] Clark, Ruth Colvin; Mayer E. Richard. 2011. E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. San Francisco, USA; Pfeiffer.

Key Principles to Consider When Choosing Media

It’s important to choose media that serves a purpose in your course. It is probably worth choosing a video or screencast if it:

Personalizes the course in ways that put learners at ease (e.g. welcome, assignment information, short talks on key or challenging topics). This creates community in your online course which is important for maintaining learner motivation.
Explains highly relevant or complex topics
Showcases valuable events/people/locations not available in other ways
Is short in length (5-7 minutes maximum) to maintain interest and engagement.
- Research shows us that shorter videos that are about 5-7 minutes long will retain the learners’ attention, and that they will be most likely to watch the entire thing. The longer the video, the less likely the learner will be to watch all of it[1].

[1] Chen, Yishuai; Zhang, Baoxian; Liu, Yong; Zhu Wei. 2013. Measurement and Modeling of Video Watching Time in a Large-Scale Internet Video-on-Demand System. IEEE Transactions on Multimedia, Vol. 25, No. 8. 2087-2098.

Getting the Video in Your Online Course

Once you’ve got your video, you need to consider both size and copyright before you add it to your course.

If you find your video from an online source, you will always need to give credit for the author of the video and the source. Check the copyright for each item.

You’ll also have to make a decision about how to access the video.

You can choose to link to the video in your course. In this case, the video can still play right on your course’s Learning Hub page. However, the video still “lives” in its original location on the internet. This means that if the link changes, or the video is taken down, you will no longer have access to it.
You could also choose to download the video and store it yourself on your own video hosting website. In this case, the video “lives” with you, so you will have access to it permanently and you won’t have to worry about it disappearing. However, in this case, you must retain proper copyright permissions for downloading and using the video. For more information you can visit the BCIT library for assistance with gaining copyright.

Size

If you are linking to a video on the internet, you won’t have to worry about file size. However, if the video is stored with you – whether you create it or download it from another source, you will have to consider size.

Small video files can be uploaded to a Learning Hub course. In most cases, videos have a very large file size. Therefore, it is recommended that you upload large video or screencast files to YouTube, Vimeo, or another video hosting website. You can then embed the video in the Learning Hub course using a link. The video will still play directly on your Learning Hub course’s page.

Steps for Planning, Making and Sharing Videos and Screencasts

Identify course and learner needs
Consider how the media will connect to the course contents, assignments and assessments
Decide on using existing or creating new media
If using existing – link or embed in course in the appropriate location

If creating new –

Plan what you want to include. Write a short script or outline. Don’t over-write your script – just bullet points to keep you on track.
Choose a tool and practice using it
Use a headset and microphone to ensure audio quality
Record your media
Link it to your Learning Hub course in the module or page you wish
To add value, media must be integrated into the course. Take the steps needed to connect the media to the course. Place your video on the page in your course where the content is immediately relevant. Design assignments and assessments that allow learners to use, apply, and synthesize the content from your media. “Optional viewing” videos will be largely ignored by learners.

Suggested Tools

There are many tools available. The recommendations below have been chosen for their general ease of use, availability and low cost.

Note:

The below suggestions are not all supported by BCIT. If instructors want to use unsupported educational technologies, they need to follow policy 5900 and associated procedures and policies. To view a list of supported technologies, see the job aid, Educational Technologies at BCIT.

Video Tool	Difficulty	Availability and Requirements	Cost
PowerPoint	Low	Use the features within PowerPoint	0
			BCIT resource
Mobile phone	Low	Any mobile phone with a video recording feature	0
			Personal resource
Screen Recording Tool	Difficulty	Availability	Cost
Screen-cast-omatic	Low	Online Tool	Free
		https://screencast-o-matic.com/
Loom	Low	Online tool	Free
		https://www.loom.com/
FlashBackExpress	Low	Online tool	Free
		https://www.flashbackrecorder.com/express/
		Exports files (including .mp4)
OBS Studio	High	Requires installation	Free
		https://obsproject.com/
Camtasia	High	This tool is licensed and supported by BCIT however access is limited (in Media Works at the BCIT Burnaby campus library). When you cannot access this tool, please use an alternate tools.	Licensed by BCIT