Recorded lecture12/3/2023 ![]() A video lecture may not be the best way to teach skills or attitudes. Ensure that a video lecture is the best instructional strategy for your objectives. If the lecture you are pre-recording does not have objectives, or the teaching modality is not matched appropriately to the goals (e.g., a lecture, live or recorded, is unlikely to successfully teach application of concepts), any recorded lecture will have pedagogical difficulties. Start with a good foundation-ensure you are using sound instructional practices In developing the guidelines, the authors drew upon these sources as well as extensive experience in instructional design, instructional technology, and video production in order to identify practices that are both technologically and instructionally sound. While the authors have reviewed the literature and found no guidance specific to pre-recording slide-based lectures, they have found literature on effective face-to-face lecturing, lecture slide development, and efficient production techniques and video integration as well as research on teaching, learning, and multimedia design. The guidance offered here is intended to help institutions as they navigate this process. For that reason, it is important that academic institutions are prepared for the upfront investment of time and energy necessary to create effective slide-based video lectures with presentation software. Making engaging videos will, however, take more time than simply recording a classroom lecture when it is delivered. Such videos are most effective when they are interesting and engaging to students, so preparing faculty to create such videos should include letting them know how to make videos more engaging, not just how to create them. However, quantity should not be the primary goal quality should be. Thus, finding ways to help support the development of videos using presentation slides is a step towards making more online products available. Research shows that some of the primary barriers to developing online courses are constraints on faculty time and limits to technical knowledge. ![]() These guidelines provide faculty and staff with guidelines drawn from best practices in both skills that they can use to increase the power of their educational videos. The following guidelines are evidence-based and are organized into three distinct phases of video creation: planning the content, creating the slides, and recording the lecture. Even those who do have training may not have learned how to integrate the two skill sets to provide an engaging and educationally grounded experience for students via a pre-recorded slide-based video lecture. While some faculty and staff members may have knowledge of or training in one of these skill sets, many do not. Creating effective video recordings requires mastery of two skill sets: the development of effective educational slide-based lectures and the effective recording and distribution of video content. ![]() Many different tools allow faculty and staff to create a video recording of a lecture that will engage students and contribute significantly to their learning. Such care saves time in the long run because it enables the video to be reused over a number of terms. Crafting a pre-recorded lecture for repeated use requires planning and preparation. ![]() As well, given the limitations on face-to-face class gatherings due to the COVID-19 pandemic, it might not be possible for faculty members to offer live lectures to students in the near future. Such live recorded lectures can suffer from poor audio or video quality, and from the fact that these lectures are designed for ephemeral classroom delivery to an audience that is present rather than more enduring use in an online environment with a more distant audience. Although recording a lecture is not a new idea, many schools focus on recording face-to-face lectures so that students can review them later. While the use of video lectures was already increasing, the COVID-19 pandemic that shut down classrooms throughout the world has resulted in even more faculty members turning to this method. Video lectures are becoming more common in medical education and are found in many distributed learning environments, for which enrollments are growing faster than in any other educational sector. In the face of the challenges confronting faculty who want to extend their teaching into distributed environments, incorporating digital technologies by methods such as pre-recording lectures provides alternative instructional methods that can enable the thoughtful creation of more engaging content. ![]()
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