Lights, Camera, Action: Facilitating the Design and Production of Effective Instructional Videos

This paper outlines a rudimentary process intended to guide faculty in K-12 and higher education through the steps involved to produce video for their classes. The process comprises four steps: planning, development, delivery and reflection. Each step is infused with instructional design information...

Full description

Saved in:
Bibliographic Details
Published inTechTrends Vol. 61; no. 5; pp. 452 - 460
Main Authors Di Paolo, Terry, Wakefield, Jenny S., Mills, Leila A., Baker, Laura
Format Journal Article
LanguageEnglish
Published New York Springer US 01.09.2017
Springer
Springer Nature B.V
Subjects
Best Practices
Education
Educational Technology
Electronic Learning
Elementary Secondary Education
Film Production
Higher Education
Instructional Design
Learning and Instruction
Online Courses
Original Paper
Teachers
Technology Integration
Video
Video Technology
Purposeful video
Video feedback
Educational video
Deliver video
Engaging video instruction
Develop video
Plan video
Teaching practices using video
Online learning
Steps in educational video design
Online AccessGet full text

Cover

More Information
Summary:This paper outlines a rudimentary process intended to guide faculty in K-12 and higher education through the steps involved to produce video for their classes. The process comprises four steps: planning, development, delivery and reflection. Each step is infused with instructional design information intended to support the collaboration between instructional support staff and faculty to produce video that will be meaningful to students and support their success in a class. In outlining this approach, the paper also explores technological and pedagogical considerations related to each of these steps that can help faculty and staff determine how best to incorporate video into online classes. Finally, supported by research on best video practices and with examples from our own experiences as instructional designers and instructors, the paper outlines how these steps relate to four broad categories of video: introduce, model, explain/inform and feedback.
ISSN:8756-3894
1559-7075
DOI:10.1007/s11528-017-0206-0