Using Video in Courses

Video can be used in a variety of ways in courses (all content below is from UDL on Campus):

1. Instructors may want to create videos for a variety of reasons:

  • Record a physics or chemistry demonstration with narration
  • Walk through a problem set for students to watch at any time
  • Use screen capture to walk students through the materials on the course website
  • Record a lecture with slides to introduce or review a topic
  • Record a “think aloud” presentation where students can hear the instructor apply different processes or steps that he/she is teaching
  • Demonstrate certain tools or machines that students need to learn how to operate
  • Leverage case-based learning
  • Walk through an important relationship between concepts or a complex diagram

2. Instructors may also want to select existing video for a certain purpose:

  • Elaborate on a subject to spark student discussion
  • Prompt students to draw connections or compare topics
  • Teach complex relationships, systems, or phenomena that are better demonstrated through animations or models
  • Highlight cultural or historical artifacts, people, or concepts

3. As an assignment, instructors may ask students to:

  • Record a teach-back session where students are asked to explain concepts in their own words
  • Conduct a video interview with someone in the field
  • Record quick responses to open-ended questions with a tool like Vine
  • Create a video blog entry
  • Record an experiment and summarize findings
  • Create a mini-documentary on a related subject
  • Create a multimedia presentation and present it to the class
  • Remix and adapt existing videos with the appropriate Creative Commons license to demonstrate understanding

4. Optimizing Video for Learning

  • Allow students to have direct access to the video so that they can control playback features such as replay, fast-forward, playback speed, and pausing.
  • Choose or create videos that are relatively short in duration or are divided into chapters or sections.
  • Choose videos that are available with captions or that can be captioned by a provider. Captions are not only useful for those with auditory challenges, but can be useful for many learners, including those learning a new language, those accessing the video in a noisy environment, or those who prefer to read along as they listen.
  • To be fully accessible to the greatest range of uses, transcripts should also be provided along with captions. Transcripts provide a text-based version of the content including audio descriptions of visual information and audio content (e.g., laughter, music). Screen reader users often prefer transcripts over listening to the audio content as it is a much faster way to access all of the information presented in the video.
  • Student-created video should also be accessible.
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