Creating & Managing Videos for Online Teaching & Learning

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Last revised 7/16/2024 by KK

Overview

Videos are gaining ground in online education as a result of their versatility in promoting learning, satisfaction, engagement, and interest (LSEI; Costley & Lange, 2017). With this fast-growing dependence on videos, online educators need to become mindful of what constitutes quality videos and how they are best integrated into online content delivery and interaction.

Step 1. Plan & Prepare

Planning lays the foundation for effective and engaging videos. Instructors may not need as much preparation if they are familiar with various types of videos, experienced in making videos, and/or at ease in front of the camera. But the following steps will be helpful for those still new to this practice or wanting to prime their video-making skills.

Planning Steps

  1. Use the learning objectives to identify topics. Identify concepts associated with each topic and consider how to connect the concepts to students’ prior knowledge. Organize the concepts in a logical sequence.
  2. Chunk topics/concepts into SHORT videos. Determine how many videos are needed and what will be covered in each. Videos should be a maximum of 15 minutes, though shorter is preferred (Burch, n.d.). Break larger topics into a series of shorter videos. (e.g., Instead of one 30-min video, break it into four 8-minute videos.)
  3. Determine the type(s) of videos needed, based on purpose (e.g., lecture) and set-up (e.g, slides with voiceover, screencast).
  4. Prepare content and activities. Select materials that are authentic, current, and relatable to students. Even for courses heavy in technical knowledge, it is helpful to anchor the lecture in realistic scenarios to engage students.
    • Design intentional cognitive checks by embedding questions, reflection points, discussions, or authentic case studies to give students the opportunity to reflect on the preceding content.
    • Consider using videos as part of an assignment to increase engagement.
    • Select purposeful and accessible visual aids. Avoid using too many decorative visuals that may distract students. Visuals should meet relevant accessibility standards, such as using appropriate color contrast.
  5. Draft an outline or script to stay focused on the selected content. It also allows more time to think of a cogent structure, refine word choice and tone, and build in cognitive checks. Another valued advantage of scripting is that it helps reduce the stress of recording.
    1. Begin with a brief overview of the topic that piques interest. It is helpful to explicitly state the learning objective associated with the video at the beginning to help students better understand the scope of the video.
    2. Be mindful of accessibility, such describing non-decorative visual content included in the video.
    3. Avoid referencing current events/dates and module/topic sequence (e.g., “this is the first video of module 3”). This gives the videos greater longevity and allows more flexibility in case changes to content sequencing are needed later.
    4. Close with a summary at the end of the video, highlighting a few takeaway points.
  6. Practice, especially if the video is longer or involves complex reasoning. This could be a quick mental rehearsal or a more involved practice session with the camera rolling. Review the practice video from a student’s perspective and evaluate if it flows smoothly, the transitions from one idea to the next make sense, the visual aids are explained, and the content stays on track and aligns with the objectives.
  7. Review and edit. For high-stake videos (e.g. videos about crucial concepts or topics, or those planned to be used for a long period of time), consider having a family member or colleague review them for a different perspective.

      Step 2. Record

      A video can be recorded wherever and whenever as long as a camera is accessible, such as on a webcam, digital camera, even a phone or tablet. The majority of educational videos are recorded in indoor environments, and there are many ways to set up the recording space based on the type of videos and available tools.

      Recording Tools and Technologies

      Note that while there are many options for recording, Kaltura is the University-recommended platform for hosting and sharing, which will be discussed later.

      Recommended Tools
      Recording tools/technologies: pros, cons, and recommended uses for each.
      Recording Tool Pros Cons Recommended Use
      Kaltura
      • Must record a full video at once — Updates or major mistakes typically require re-recording the whole video
      • Requires software on your computer
      • No backgrounds or blur
      • Screen casting
      • Slides or screencast with picture-in-picture
      Web Conferencing: Microsoft Teams
      • Can record picture-in-picture (promotes instructor presence)
      • Can record a video with multiple speakers
      • Likely already have and familiar with software
      • Background and blur options
      • Picture-in-picture display is static; students cannot customize (not as accessible)
      • Must record a full video at once — Updates or major mistakes typically require re-recording the whole video
      • Must have a reliable internet connection to record
      • Not designed for solo recording — Web conference artifacts are present such as your name on the speaker window
      • Must download recording file and then re-upload to Kaltura for hosting and sharing
      • Videos with multiple speakers, such as an interview or panel
      PowerPoint
      • Can record picture-in-picture (newer versions only; promotes instructor presence)
      • Likely already have and familiar with software
      • Presenter notes visible while recording
      • Built-in teleprompter (newer versions only)
      • Built-in annotation tools
      • Option to record slide-by-slide — easy to rerecord small sections to fix mistakes or make needed updates later
      • Option to blur background (newer versions only)
      • Slides with Voiceover
      VoiceThread
      • Can record video comments on slides or other media (promotes instructor presence)
      • Seamlessly allows students to comment on and engage with the material
      • Built-in annotation tools
      • Can record slide-by-slide — easy to rerecord small sections to fix mistakes or make needed updates later
      • Videos are created, hosted and shared in VoiceThread—seamless integration with no extra software
      • Videos are created, hosted and shared in VoiceThread—less flexibility
        • Difficult (if not impossible) to move the videos to another format
        • Limited editing tools
        • Limited closed captioning options
      • Videos are linked (not embedded) in HuskyCT — requires opening a new window to manage and view
      • Must have a reliable internet connection to record
      • Requires more planning, training, and set-up time
      • No backgrounds or blur
      • Videos with PowerPoint and multimedia
      • Videos being used as the basis for class discussion
      Lightboard Studio
      • Can flexibly integrate the instructor, screen casting, and writing on the lightboard (promotes instructor presence)
      • Studio records using Kaltura
      • Green screen allows for background of choice
      • Requires a large amount of planning, training, and set-up time
      • Requires reserving time and traveling to the studio
      • Must record a full video at once — Updates or major mistakes typically require re-recording the whole video
      • Lecture videos with annotations, illustrations, or formulas
      • Especially valuable for STEM courses
      University-supported camera or webcam
      • Simple to record a talking-head video
      • Portable set-up for “on-site” experiential videos
      • No extra software required
      • Must upload video file to Kaltura for hosting and sharing
      • May not have backgrounds or blur
      • Talking head
      • Experiential learning videos
      Tools Not Supported or Recommended by the University

      Other tools are an option, if comfortable with other technologies or looking to achieve specific goals. However, they have limited campus support.

      • Although Webex is supported by the University, Webex recordings require conversion on a Windows device so that they can be uploaded to Kaltura and play properly. Therefore, we recommend using Microsoft Teams instead. Webex has similar pros/cons and recommended uses as other web conferencing platforms.
      • Zoom is not supported by the University. It has similar pros/cons and recommended uses as other web conferencing platforms.
      • Personal devices are not supported by the University. ITS can only help troubleshoot webcams on University-owned devices.
      Equipment

      For most videos, the basic equipment that comes with your laptop (e.g., a webcam together with a built-in mic) should be enough. External webcams, microphones, and lighting equipment are an option if needed.

      Recording Tips

      Select a space that is free of noise and interruptions. It is a good idea to review a short sample recording before recording an entire video in check for distracting background noises picked up by the mic like an air conditioner or ceiling fan. In most cases, a room with a closed door removed from any distractions will suffice.

      Refer to Video Recording Tips for more recommendations on backgrounds, lighting, framing, appearance, and more.

      Step 3. Produce and Share

      After recording, instructors need to store the videos on a hosting platform, perform some basic edits, and share them on HuskyCT.

      Hosting

      Once the videos are recorded, they need to be hosted somewhere to store them long-term.

      Recommended: Kaltura

      Kaltura is UConn’s video platform, supported by ITS and CETL's Educational Technologies. While videos can be recorded using a variety tools, UConn strongly recommends uploading video files to Kaltura for hosting and sharing:

      • Kaltura has been vetted by the University to comply with accessibility best practice, policy, and the law. (Related: If a student has an accommodation through CSD for captioning, instructors must put all videos needing captions into Kaltura so they can be professionally captioned. Hosting videos in Kaltura to begin with saves time later.)
      • Kaltura has unlimited cloud storage, whereas OneDrive and HuskyCT have storage limits easily reached when used for storing video files.
      • Kaltura is fully integrated with HuskyCT and provides a one-stop-shop solution to upload, view, and obtain analytics to all course videos via the Kaltura Media Gallery.
      • Kaltura has a simple video editor that allows for minor edits, such as cutting sections, prior to sharing.
      • Kaltura allows for embedded interactive video quizzes to engage students.
      • If the video owner were to leave the University, ITS can easily transfer ownership of the videos.
      Not Recommended

      Several other platforms are capable of storing videos, though they are not recommended.

      • HuskyCT: Although HuskyCT has the capacity to host videos, we strongly recommend that instructors do not use it for hosting. HuskyCT has a storage quota and imposes size limits on uploaded files, which can be problematic when transferring content to future iterations of the course. In addition, HuskyCT does not have captioning capabilities, which are required for accessibility.
      • Microsoft 365: Although OneDrive and SharePoint can store and share video files, video files are large and will quickly use up your storage quota.
      • YouTube:
        • Should students have to view ads before engaging with your course videos? YouTube’s Terms of Service specify that YouTube has the right to monetize uploaded videos through ads. The YouTube Partner Program is a revenue-sharing program. Even if not participating for monetization, YouTube will serve ads on your videos—and keep 100% of the profits.
        • Additionally, some course subject matter may be age-restricted on YouTube and require login to view. (We’ve seen it with videos related to the Holocaust and cannabis. Also, videos may be fine one semester and then age-restricted by YouTube the next.) Since students don’t have UConn-sponsored Google accounts, they must create and use a personal account to login. While this is probably a non-issue for most students, it’s still something to consider if your course covers sensitive subject matter that may be or become age-restricted.
        • All this isn’t to say YouTube videos shouldn’t be used in courses; there’s a lot of great content out there. However, hosting your own videos elsewhere (i.e., Kaltura), greatly reduces students’ exposure to YouTube’s aforementioned drawbacks.
      • Vimeo: While Vimeo doesn’t have ads, the free plan has a very small storage quota and doesn’t allow creators to caption videos in-app. With UConn’s Kaltura license offering comparable or better features to Vimeo’s paid plans, it’s hard to find a compelling reason to upgrade.

      Editing

      Often some basic edits are needed to polish the videos. Once uploaded into Kaltura:

      1. Use the Kaltura video editor to segment longer videos into shorter ones, trim the beginning/end of the video, or cut out segments from the middle.
      2. Add and edit captions for accessibility. Kaltura auto-captioning is only 70–80% accurate. To be ADA compliant (99% accurate), it’s necessary to edit the captions once machine generated.
      3. Create a Kaltura quiz by adding questions to the video timeline.
      4. Add chapters.
      5. Add a thumbnail.
      6. Add collaborators.

        Sharing

        After editing and captioning, your videos are ready to be shared in HuskyCT. They’re typically integrated within the course content (e.g. learning modules). Intuitively, videos are often presented together with other closely related course materials as part of the content delivery, retaining the connection between the videos and the rest of the materials.

        Step 4. Evaluate

        Evaluating your videos is an important part of effectively creating and using videos in your online class. We've provided a check-list for self-evaluation as well as information on how to use video analytics to inform your teaching strategy.

        Self-Evaluation Checklist

        The following checklist is designed to help instructors quickly gauge the effectiveness of an educational video. This checklist can also be used to evaluate external videos before integrating them into a course. All the best practices mentioned previously are taken into account when developing this tool while referencing Brame’s (2016) framework on effective educational videos.

        • The video contributes to the achievement of the stated learning objectives or competencies.
        • The relevance between the video and the course is clearly stated.
        • The video is accompanied by captions.
        • The visual aids in the video are adequately described.
        • The video is succinct (≤ 10 minutes) and focused.
        • The content in the video is organized.
        • The video uses up-to-date theory and practice in the discipline.
        • The tone of the video is conversational and delivered with enthusiasm.
        • The video includes questions or activities to promote interaction.

        Analytics

        Access the Kaltura Media Gallery analytics for videos embedded in your course to consider:

        • Are students watching your videos?
        • What are the average completion and drop-off rates? (Do students watch the whole video?)
        • Do any particular factors (e.g., length, type, topic, week of the semester) change viewing behavior?

        Use these data to inform the use of video in your classes, and make changes as needed to optimize engagement.

        Additional Resources

        Related Resources

        Related Posts

        References

        1. Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE—Life Sciences Education, 15(4), es6.
        2. Burch, B. (n.d.). Video length in online courses: What the research says. Quality Matters.
        3. Costley, J., & Lange, C. H. (2017). Video lectures in e-learning: effects of viewership and media diversity on learning, satisfaction, engagement, interest, and future behavioral intention. Interactive Technology and Smart Education, 14(1), 1–19.