Abstract
Videos offer flexible learning opportunities and promote learning anytime, anywhere, and at any pace. However, simply presenting information in video format does not foster active learning. It is crucial to consider the pedagogical aspects related to the design and production of the video as well as active learning strategies that can be integrated in the videos. Through a primarily pragmatic lens, this chapter suggests using customised, personalised videos created by manipulating their content to include interactive elements, teacher narration and other multimedia. The chapter outlines key principles, tools, considerations and recommendations to create pedagogically sound videos.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bureau of Internet Accessibility, Inc. (2020). Checklist for Creating Accessible Videos. https://www.boia.org/blog/checklist-for-creating-accessible-videos.
Gedera, D. S. P., & Larke, R. (2019). Enhancing learner engagement through video. In Proceedings of Higher Education Research and Development Society of Australia (HERDSA). https://www.herdsa2019.auckland.ac.nz/.
Gedera, D. S. P., & Zalipour, A. (2018). Use of interactive video for teaching and learning. Proceedings of ASCILITE 2018 Conference, 362–367. https://2018conference.ascilite.org/wp-content/uploads/2018/12/ASCILITE-2018-Proceedings-Final.pdf.
Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of MOOC videos. Proceedings of the first ACM conference on Learning@ scale conference, 41–50. https://dl.acm.org/doi/10.1145/2556325.2566239.
Hsin, W. J., & Cigas, J. (2013). Short videos improve student learning in online education. Journal of Computing Sciences in Colleges, 28(5), 253–259.
Kim, J., Guo, P. J., Seaton, D. T., Mitros, P., Gajos, K. Z., & Miller, R. C. (2014). Understanding in-video dropouts and interaction peaks in online lecture videos. Proceedings of the first ACM conference on Learning@ scale, 31–40. https://doi.org/10.1145/2556325.2566237.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). New York: Cambridge University Press.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.
Szpunar, K. K., Jing, H. G., & Schacter, D. L. (2014). Overcoming overconfidence in learning from video-recorded lectures: Implications of interpolated testing for online education. Journal of Applied Research in Memory and Cognition, 3(3), 161–164. https://doi.org/10.1016/j.jarmac.2014.02.001.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Gedera, D.S.P. (2021). A Practical Guide to Video-Making for Teachers: Key Principles and Tools. In: Gedera, D.S.P., Zalipour, A. (eds) Video Pedagogy. Springer, Singapore. https://doi.org/10.1007/978-981-33-4009-1_12
Download citation
DOI: https://doi.org/10.1007/978-981-33-4009-1_12
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-33-4008-4
Online ISBN: 978-981-33-4009-1
eBook Packages: EducationEducation (R0)