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Dr. Bethanie Hansen 

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#139: A Guide to Using Video in Your Online Teaching

#139: A Guide to Using Video in Your Online Teaching

by | Higher Education, Podcast, Teaching Online, Technology Tools, Video

This content first appeared at APUEdge.com.

Podcast with Dr. Bethanie L. Hansen, Associate Dean (interim), School of Arts, Humanities and Education

Video has become a staple of our everyday lives. In this episode, APU’s Dr. Bethanie Hansen provides an inside look at the best ways to use video in your online classroom.

Listen to the Episode:

Subscribe to Online Teaching Lounge
Apple Podcasts | Spotify | Google Podcasts | Stitcher | Pandora

Read the Transcript:

Dr. Bethanie Hansen: This podcast is for educators, academics and parents who know that online teaching can be challenging, but it can also be rewarding, engaging, and fun. Welcome to the Online Teaching Lounge. I’m your host, Dr. Bethanie Hansen, and I’ll be your guide for online teaching tips, topics and strategies. Walk with me into the Online Teaching Lounge.

Welcome to the Online Teaching Lounge. I’m Bethanie Hansen. And I’m wondering, have you thought about what might happen if you were able to answer your students’ questions in the online class, the very moment they needed your answer?

If you’re teaching an asynchronous class, this can be a big challenge. It’s been said though, that it’s better to be a “guide on the side than a sage on the stage,” to lead your students most effectively in their learning. In the blended asynchronous online course, when you guide students through that LMS content with a personal connection. This can be both challenging for you to take the time and make the quality that you might want, but also, it’s going to be a benefit for your students.

You might approach your teaching, creating lecture style videos that talk about the subject and teach in a more traditional style. But today, we’re going to talk all about the way you can use video to be a guide on the side all the time for your students. Because they’re going to access those videos, anytime of day, and in all kinds of places throughout your online course.

This is such a benefit to you because it builds trust with your students. It allows you to take moments when you’re not under pressure to record a brief narrative explanation or interaction and post it wherever you would like in that online classroom. Today, we’re going to talk about online video for your online course, and a few tips for you to help make quality videos and just get started. We’re going to also tailor this to something specifically you’re thinking about right now. And that class you teach the most.

Consider Videos as a Recorded Conversation

So, I’d like to propose, first of all, not creating lecture-style videos alone. Now if you want to do that, that’s a great thing to do. We all love to hear someone teaching versus just reading it. But these videos I’m talking about today are much more personable. It’s like you’re there in person having a conversation with your students. And this is going to have a lot of power, and a lot of purpose.

There’s some research out there that suggests that using your videos for welcome videos, lecture content, discussion questions, instructions for assignments, and extra help in the areas of the content where students might have questions or tough topics are covered, all of these things are good.

Creating Videos Can Help Students Learn More and Enjoy the Class

In some research that I reviewed, students gave some feedback on instructor videos and 78% of them said that it helped them better understand the material when their instructor was there on video explaining it. 86% of the students said it contributed to their satisfaction in the course, that’s a pretty high number. 92.7% even said it helped them understand more about their instructor and feel more connected. And 91.5% of the students said they wanted more instructor generated videos.

Now you might not fancy yourself a videographer or a person who wants to be on a lot of video. But trust me, your students don’t need you to be perfect or a polished professional media person or personality. They really just want you just like you would show up in the classroom, with your stories, your comments, your explanations. It can increase your students’ grades to have videos where you’re there, in your presence and also talking about the course;  3.2% increase in grades were measured in the study I looked at. And there was also a 5.8% increase in the comments that the instructor was an effective teacher. And who wouldn’t want to be a more effective teacher? So, this is a really helpful thing, video.

Consider Where Students Can Benefit Most from Your Videos

It’s going to bring a lot of positive things; it’s going to bring a lot of positive results for you and for your students. So again, I’m going to list all those places you might consider adding video. Welcome video, which could go in your announcements or on the course homepage. Your weekly lecture, which is the lesson area of the course.

In discussion questions, you could have your video in the prompt, or you could have it in your posts, there are a lot of options there. Instructions for assignments, that could be in whatever section you introduce the assignment, and it could also be in the announcements where you refer to the assignment. And, as needed for complex topics, which could be in all areas of your course.

Now I’m not suggesting you saturate the course. At first just try a few places and see what happens. We’re going to cover how to create explainer videos or interesting videos of various kinds.

There are some examples I can talk about, and then also how to consider where you might put those videos in your course. And what you’re going to look at to decide, are they working for you, are they getting you the results with your students that you’re hoping to see.

Try A Few Tips for Strong Video Creation

The first thing I’d like to suggest is what a video must be. And all of us come to this idea with different assumptions and different understandings. But a video can be short and concise, it does not have to be five or 10 minutes. In fact, we lose our students’ attention spans when we have our videos too long.

A good video is short and concise, and it describes something or tells what it is, what it isn’t and how to do it, or why it’s important. It can be simple or complex.

It can be on a variety of platforms. In fact, I saw a session at a recent conference, that was about making TikTok videos, that’s not something I’ve ever considered. I haven’t even been on the platform TikTok. But if you have, you can see why it might be interesting to students to have a short Tiktok video. You can use TechSmith, Snagit, or Camtasia, or Canva, or Kaltura. There are a lot of things you can use to make your video.

All you need is some kind of program on your computer with a camera, and a video capacity or a cell phone that records video and audio. And it can be with or without animation or captions or headings or graphics or whatever you’d like to include. Now, when you’re including a video in an online course, of course, we need to think about compliance for all kinds of learners. And captions are important to include. But the initial video recording software may or may not have captioning capacity; there are a lot of ways to get captions added after the fact. So don’t let that hold you back.

Try It Out for Your Own Course

Now I want you to think about one specific situation. Think about one assignment on which your students struggle the most in that class you teach the most often. When you think about this assignment, what’s the main objective? What are the typical challenges and problems?

What is needed most for students to do well on that assignment? Now, we’re not just talking about formatting or APA or MLA or Chicago citation style. What I’m talking about is, what do they need to be able to talk about, write about, demonstrate, show knowledge around? What is really needed from your students in that space? And what actions do students need to take to do a great job?

As you’re thinking about this, I’ll suggest three things you can do to get their attention, keep their attention and call them to act in some way. That first area, getting their attention. In the video, you’re going to think about what is most difficult for them?

In media, we call that pain points. What do they really struggle with? If they were to write a question in the question section of your class to you, what would they be telling you or asking you?

What do you notice when you’re grading their papers or their assignments? What typical problems do they face? And what might they miss, that maybe it’s even a pet peeve you have of that assignment or that topic? What is it that students routinely struggle with?

At the very beginning of your video, get their attention by talking about it. Let them know directly, just talk to them in a conversational manner. And let them know. An example might be something like this, “Hey, I’ve noticed a lot of my students writing great things about the music they’re listening to. And they’re not using the music terms we teach in our class. So, it’s a big problem on the essay due Friday, when you’re writing it, to not use the music terminology. That’s one of the areas we’re trying to master in this class. So, I’m going to coach you today on this short video to help you use music terms more appropriately in your writing.”

Now, that’s my way of getting their attention. What’s your way?

Think about that assignment you’re worried about, and discover what you can say to them to get their attention. And you want to do this in your own personality style. My personality, I like to be a little up and down with my dynamics, my volume and my energy. And I really like to get excited about things. You can be different than this. You could be more focused; you can be more serious. You can be more consistent across your tone and your dynamics. Whatever is normal for you in daily conversation, that’s what you should do to get their attention in the video. Don’t try to be someone else, or pretend to be someone you’re not. Be natural.

Secondly, keep their attention. One of the ways to keep their attention is to build trust and credibility with your students in the video. You do this by talking about specific details, mentioning specific things that you know, as an expert in that academic area. Tell them how you’re going to help them meet the goal in the video and what happens when students submit their work without watching the video, what the consequences are, if they’re not solving this problem. And that could be something like they’re gonna miss an important piece of learning that’s part of the class. They’re not going to be able to talk about the subject matter intelligently, they’re not going to be able to demonstrate the work they’ve put in, something like that.

And lastly, in your video, call them to action, tell them what they can do. Now that they’ve watched this video, tell them what to do next. Give them some specific action they can do right now on that assignment or that topic, or whatever it is you focused on. Give them some specific details of when to do it and how to do it. So, for example, if the assignment’s due on the weekend, you can tell them, “Even if you’re not doing the assignment right now, take five minutes to stop and write down your ideas in preparation for that assignment.” Give them some details to wrap up whatever it is you’re talking about, and a sense of urgency like now’s the time to put the effort in. To get that done.

I really encourage this framework of three pieces and three major details in your video. We don’t want to overwhelm students and we want to keep it short. Adapt your assignments to the needs of your unique learners. As you’re talking about it in that video, if it’s about an assignment, you can do that by chunking the content into specific topics.

And these might even be separate videos. In my case, maybe I’m going to make a short video about how to use music terminology in the video. And maybe I’m going to make another short video about how to format and turn in the assignment, and those can be separate.

You might also focus on the course objectives and learning objectives, and tie everything you’re talking about to why they need to do it; especially adult learners need to know why so they can engage properly and really value what you’re asking them to do.

In any video, use everyday language, I would suggest eighth grade language, avoiding jargon as much as possible, unless you have academic terms you’re focusing on. In that case, define your academic terms, and then use them regularly and refer back to them.

And one way to make a great video without having to read a script and sound really planned and not conversational, one way is to build a bubble map. Just write it out with a focus, some key points and a few details. This will help you avoid word for word reading on your videos and help you be a little more natural and sound like yourself. Your students will like that, and they’ll engage more, too.

Keep your videos short. I recommend either a one-minute video, a two-minute video, or on the longer side the five-to-seven-minute video. And you need some captions before you post it in your course. You can investigate your captioning possibilities in the program you decide to use. You can also look in the LMS; a lot of learning management systems now have caption possibilities when you upload a video. And you could also talk to your classroom support at your institution to ask for help.

And think about your background. Always have a clean background. If you can’t have a clean background, consider putting up a sheet or a green screen behind you. Or at the very least, you could just go into Zoom and use the blur setting and record your video right there with a blurry background.

Have some good lighting, where you have your face lit pretty well and excellent sound quality. Now you don’t have to go out and buy a new microphone, most cell phones have great sound quality. You want clean audio that doesn’t have noises going on in the background. If you have a family member that’s making dinner, that might not be the best time to make your video. If you have a barking dog, take the dog outside, whatever it takes to get those noises reduced. They’ll be able to hear your voice better on the video and the quality will improve a lot.

Now think about where you’re going to place the video, you could put them in the spot where your students most likely have challenges with their assignment. Think about those places they’re going to be when they’re studying, and when they’re in the middle of that work. As you’re thinking about where you want to put your videos, remember that students really do have places they most often visit in your course. And they need some help at certain places as well. What are the typical student gaps and learning patterns in your online class? And where do these emerge in the course content? This might be the best place to put your videos, whatever you’re going to focus on.

Now lastly, there’s some data you might want to use to determine whether your videos are useful. You could put the videos in any place you want to, and if there’s a way to measure click rates or the amount of content students have viewed, you’ll be able to know if students are actually consuming your video content or viewing your videos at all.

One thing you could look at for a general understanding of how students are consuming your videos would be end of course surveys. An end of course survey is not a direct measure, but students might write some comments about your videos to let you know whether they enjoyed them, whether they found them useful, and whether they liked them.

You can take a look at your average assignment grades from before you started using videos to after, you can also look at the average course grades your students are achieving to see if the content you’re posting is helping them to perform better in the course and on the assignments.

There is another metric that we use in our university called UFWI rates, and this will be drops, unsatisfactory grades earned, like D’s and F’s, withdrawals and incompletes. If you have that kind of data, you can take a look at before you started using the videos and then after, and do some comparisons.

You can of course also look at the percentage of the content viewed or completed. And you can send informal surveys to ask students, what are they getting out of these videos? Are they helpful? And do they have any suggestions for additional videos?

If you’re going to use an external video platform like Vimeo, there’s additional statistics outside your LMS that could be used. And then if there’s another way to measure the watch time, like if they actually watched the entire video, then you’ll know not only did you get their attention, but did you keep their attention long enough for them to watch the entire thing?

As I wrap up this podcast with you today, I just want to encourage you to view video as a personalized approach to talk like you’re having a conversation with individual students. Just use your natural speaking pattern and be yourself. If you make an error, finish the video and share it anyway. Students love to see you as a human being, not something perfect off a shelf. Try some public speaking tips for clear messages like getting their attention, speaking to pain points, keeping their attention by sharing trust and credibility in there. And also giving them some direct actions, they can take at the end of the video. Remember to avoid perfection, aim for basic bare minimum videos.

They don’t have to be stellar or incredibly perfect. B-minus level work on your part is enough. Students will love it and they’ll love seeing you in these videos.

And lastly, take a look at your own content and decide does it actually look and sound like you? Does it seem authentic and real? If the answer is yes, chances are your videos are going to be wonderful to use with your students. I hope you’ll try some of these strategies and give it a real good effort to add some video content throughout your courses. And also, just try short, relaxed, simple videos. They don’t have to be very sophisticated at all just you talking to your students with your real personality and your real presence showing up. I hope that you’ll enjoy doing that and look forward to hearing back from some of our listeners using the form at BethanieHansen.com/request to share how this is working for you. Best wishes in your online teaching this coming week.

This is Dr. Bethanie Hansen, your host for the Online Teaching Lounge Podcast. To share comments and requests for future episodes, please visit BethanieHansen.com/request. Best wishes this coming week in your online teaching journey.

#138: How to Approach Online Discussions from a Macro and Micro View

#138: How to Approach Online Discussions from a Macro and Micro View

by | Podcast

This content was first posted on APUEdge.Com. Podcast with Dr. Bethanie L. Hansen, Associate Dean (interim), School of Arts, Humanities and Education Discussion spaces are one of the most beneficial components in the online classroom. In this episode, Dr. Bethanie Hansen highlights some of the primary and secondary benefits of online discussions, including teaching students how to interact by following a netiquette guide as well as teaching skills like conflict resolution in the discussion forums.

Listen to the Episode:

Subscribe to Online Teaching Lounge Apple Podcasts | Spotify | Google Podcasts | Stitcher | Pandora

Read the Transcript:

Dr. Bethanie Hansen: This podcast is for educators, academics and parents who know that online teaching can be challenging, but it can also be rewarding, engaging, and fun. Welcome to the Online Teaching Lounge. I’m your host, Dr. Bethanie Hansen, and I’ll be your guide for online teaching tips, topics and strategies. Walk with me into the Online Teaching Lounge. Welcome to the Online Teaching Lounge podcast. This is Bethanie Hansen, and I’m happy to be with you here today talking about discussions in online education. Discussion spaces could be anything. We might have a discussion forum inside the classroom. We might have a discussion wiki. Or, we might have a blog that students are posting. We might even have real time video meetings, where students are typing in the comment section as we go. Whatever your method of hosting a discussion online, some kind of interaction is always needed to help our learners think through the content, try it out and test out their knowledge on each other. They’re going to expand that knowledge as they go, when they’re asking questions, you’re asking questions, and everybody’s checking in with each other. And they’ll come out of this discussion with some additional understanding as a result of all of that talking that has taken place. Today, we’re going to talk about a few tips to help you get the most bang for your buck, as they say, in the discussion, or rather the most benefit from the time you spend there. We’ll also talk about some of the side benefits students are gaining through that discussion, and how we as educators can more intentionally cultivate those benefits.

Discussion Spaces: Understanding the Macro View

The first thing I’d like to touch on is the macro view of your discussion space. When you’re approaching your online class, it can be really helpful to think about what you assume students should know in order to be able to engage in that discussion most effectively.

Develop a Netiquette Guide for Online Discussions

One workshop I engaged in about 10 years ago, it was about managing difficult online students. In this workshop, I learned how to make a netiquette guide. Up until that point, I had never heard of a netiquette guide before; this was something totally new to me. You probably have heard of this, but if you haven’t, a netiquette guide is a little document or a set of rules that you put in either your syllabus, your week one announcement, the week one discussion, or maybe even all of those places. And in this little document or set of rules, you give students guidelines by which you expect them to participate in the discussion. These guidelines could include things like asking them to use one consistent font throughout their posts. Or maybe you want them to use academic language and always support their key points with sources from the classroom, or the textbook, or the internet or whatever you want to choose. Perhaps you want to ask them to avoid profanity or political references, if it’s a class totally unrelated to politics. There are a lot of things you might consider appropriate for your subject matter and for an academic conversation in the first place. Those things can be very professionally said in this netiquette document. And then you can present it to your students before they ever participate, and it will help a lot. That netiquette guide is going to help your students anticipate what kind of work they need to do to participate in the discussion. Then they can better plan how they’re going to read or think about the subject before they start posting there. You will solve a lot of problems up front by giving your students this netiquette guide. I used to spend a lot of time correcting students, teaching them what was appropriate in an academic conversation or grading them where they were missing things and then they would figure it out over a few weeks. But a netiquette guide can help prevent all of those things. Students will know in advance what you’re looking for. And they can do a much better job of giving it to you and to each other, and they will be more satisfied because they know what to expect. So, stating these expectations up front is a little bit like when you hire someone for a job, and you give them clear job expectations then they can perform the work. So, I highly recommend a netiquette guide from this macro view of training people how to participate in the dialogue.

What Are Your Goals for the Discussion Space?

Another macro view tip would be to think about your own goals for that conversational space. Do you really want to engage with students just by posting occasional high fives and saying nice job, good work? Or do you want to ask them questions? Do you want to give them additional examples throughout the week that come from your own life experience or your own professional knowledge? Do you want to engage in all kinds of ways? What kind of goal do you have for your discussion space? As you think about the length of time you’ll be engaging in that discussion, and the goals that you have personally for your students over that time, you can more intentionally plan the discussions that unfold. And you can plan your behavioral goal for how much you’ll post in those discussions and how that will look. Once the semester starts, or once the session starts, you’ll be very busy. And it will be difficult to think on the fly about how to participate in the discussion. Sometimes your life will be so busy that you’ll have to pause, post in your discussion a few times and get back to something else and it will be easier if you have planned ahead what that’s going to look like for you. I highly recommend planning out an approach to how you want to mentor, guide, or coach your students in that discussion, and then put it on your calendar. That way, you have an automated habit. And it’s not a choice you have to face every day. It’ll be a lot easier to fill that promise to yourself and be consistent in the approach you give your students. Students are looking for us to have consistency, by the way. Every time we approach them in a deliberate, consistent way, they gain trust for us. They feel like they get to know us, and they love it. And when they have a concern, they’ll come directly to us so we can resolve the concern with them. If we don’t pave the way through those consistent, deliberate behaviors, then when our students have a concern, they’re going to go to someone else. Maybe it’s the principal, the dean, the president of the university. It could be anyone, but it won’t be us and we won’t be as effective in resolving it if they feel like they can’t trust us enough to talk to us. So, thinking about your discussion space from this macro view of setting up a netiquette guide, and planning ahead for your own engagement and your approach to that engagement can go a long way to help you set up a very professional and academic space that is rewarding for everybody. There are some things that come along with discussions that are not really overt, obvious benefits. But some of those things are that students can learn conflict-resolution strategies in those conversations. There are also a lot of excellent life skills most people would expect from a college graduate, or a high school graduate, whatever space you’re in, where you’re teaching. Decision making is another one of those beautiful outcomes that comes from the discussion space, and prioritizing. And judgment, learning how to state your opinion and support it with facts and evidence and create a constructive argument. All of these things can be beautiful goals for the discussion space no matter what subject matter you’re teaching. Many of you know I teach music appreciation online. I talk about that a lot in this podcast. And even when we’re talking about music, I expect my students to come with sources, evidence and facts to back up their claim. They might have an opinion about a song or a composer, and they need to listen to that music and come back into the space and talk about it and explain: Why do they think this composer was the best one in that period of time? Why do they think a certain song is not enjoyable to listen to? Any kind of supporting through facts, evidence and details gives them the life skills to support their claim in other areas of their lives, and in their professional pursuits as well. This is a win for everybody. These kinds of goals might be called institutional-learning outcomes, if you’re in a university setting. They might be called core-life skills, if you’re teaching in a public-school setting. Wherever you are, thinking about the big picture goals of what that education is all about will really help you draw those things out and intentionally promote them in the discussion.

Practicing Conflict Resolution

Conflict resolution is one of my favorite things to talk about in a discussion. And I think a lot about how students and faculty all have differing opinions. The facts may be the same, but the approach to interpreting them and the way we choose to argue that point might be vastly different from one person to the next. In life, many of us may be totally comfortable with conflict, and many of us may be very averse to conflict. In fact, I know a lot of adults who are super agreeable and would rather say “yes,” go along with it or say nothing at all, than engage in a conflict. A discussion space is a perfect opportunity to practice conflict resolution. If you’re really comfortable with this already, you can set that up in the very beginning in your netiquette guide and actually introduce the concept of conflict, conflicting opinions, how to voice a dissenting opinion in a professional and academic way that is supported by argument, ideas and facts, and you can guide people through the process of disagreeing throughout the course. Perhaps you even have a debate that you’re going to include in your online teaching space. Conflict resolution is particularly useful whenever we’re working on things that do have obvious sides to choose, or opinions that can come out. It’s helpful as an educator, ahead of time before that discussion takes place, it’s helpful to be thinking about where students might have differing opinions. Perhaps, in the prompt to that discussion, or in our initial posts as the educator, we can even draw out the conflicts that we anticipate seeing. And we can guide students in their approach to those discussions so the conflict and the resolution of these things in students’ posts is clear. And they can gain some comfort recognizing that conflicting opinions does not mean we cannot work together, we can totally get along. In fact, we can win when we bring together a lot of diversity and opposite thinking, to shed light on our own thoughts, and help us find blind spots in our thinking, and fully develop our thought, cognition, argument and all of those other things that we might have going on in our in our direction. So, conflict resolution skills are a great goal in discussion spaces. And as you develop all of these things with your students and think ahead about what they’re going to bring to that discussion, what perspectives they might have that could differ, and where they could develop more decision-making skills, more conflict-resolution skills, and overall life skills, the more you can plan for that, and then bring in examples and guide them even further.

Teaching Students How to Think and Formulate Opinions in Online Discussions

One of the best goals of education is to teach people how to think and support what they think, not necessarily what to think. We’re all going to have our own viewpoints. But discussion spaces are a great spot to work through those viewpoints and learn how to get along with all kinds of different people that think all kinds of different things. Closing out this episode today, I want to encourage you to think about the macro view of why you use discussions in your online class, what you’d like to tell students up front, and how you’d like to plan your own involvement, as well as the micro view where you’re thinking about specific topics, skills and approaches students will bring and might need to bring. And how you’d like to moderate that and include a lot of diversity of opinion to really develop a robust discussion and help students develop their life skills along the way as well. Thank you for being here with me in this discussion about discussions, and I wish you all the best this coming week in your online teaching. This is Dr. Bethanie Hansen, your host for the Online Teaching Lounge Podcast. To share comments and requests for future episodes, please visit BethanieHansen.com/request. Best wishes this coming week in your online teaching journey.

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