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.
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Conflict of Interest
Author Di Paolo declares that he has no conflict of interest.
Author Wakefield declares that she has no conflict of interest.
Author Mills declares that she has no conflict of interest.
Author Baker declares that she has no conflict of interest.
This study has not been funded by a grant or through any other means.
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Di Paolo, T., Wakefield, J.S., Mills, L.A. et al. Lights, Camera, Action: Facilitating the Design and Production of Effective Instructional Videos. TechTrends 61, 452–460 (2017). https://doi.org/10.1007/s11528-017-0206-0