Instructional video has been around for a long time, from the early days of film strips and videocassette tapes to CD ROMs and DVDs, and now digital video available on the web to watch or download. Students appreciate video in their online courses, but video is not always easy to produce, nor is it always inexpensive.
Here are some things to consider no matter what type of video you choose:
- Have a clear instructional purpose for the video.
A video with a clear purpose is more valuable to students. Consider writing a goal for the video as a learning objective or outcome and share that with students at the start. Depending on the video, the purpose can range from a simple introduction to demonstrating software or a website to explaining a difficult concept to providing a full video case study.
- Put together a plan for the video.
Good planning means less time producing and better final results. The goal of planning is to ensure that you know what you want to say and/or show students. Depending on what type of video you want to use, planning may include anything from creating a simple outline and writing a basic script to creating a scripted storyboard or creating materials for a teleprompter.Remember that not all students will be able to see your video, so plan accordingly. For example, rather than saying “click here,” you could say, “click on the start button.” If you are capturing a lab, remember to explain exactly what you are doing and what is happening as you proceed.
- Consider privacy issues before recording.
For videos / images taken at your desk, think through the following: are family photos or other private items or information visible? For screen recordings: is student information visible? Is the student information FERPA protected? Are other non-related tabs open in your browser that would provide information about you? Do you need to log in? Students won’t be able to see your password, but they may be able to see the length of your password. Remember that classroom settings fall under FERPA. For videos including students, be sure to have each student sign a release form (see your designer for this). If the student is a minor, a legal guardian must also sign the release form.
- Limit the length of the video.
If a video is too long, students will lose focus. If it is too short, you may not get your point across. When possible, keep videos between 3 and 5 minutes long. If you need more time, break the video into 3-5 minute chunks.
- Allow time for captioning and transcription.
All students benefit from videos that are captioned and transcribed. Additionally, videos must be accessible to individuals with hearing and visual disabilities. Please make sure there are at least two full weeks between when the video is produced and when it will be used in the course to allow time for transcription and other considerations. In some cases, additional time is needed to add visual information to the transcript that doesn’t translate in the captioning process (e.g. describing physical actions, adding on-screen text, or slide text). Doing this allows the transcript to become a replacement for the video if the video fails to load, if the student has a slow internet connection, or if the video is unavailable for some reason.
- Consider material selection.
When possible, use Open Educational Resources or material that is in the Public Domain. If you did not create it, either seek permission from the owner or don’t use it. If you do decide to request permission, make it known that the material will be used in an educational video, a promotional video, etc. Keep in mind that there is no guarantee that permission will be granted, that there may be costs associated with the request, and that response times can vary.
- Consider shelf life.
Always consider video availability and viability. If the content in a video will become dated very quickly, consider selecting a video type that you can reproduce on your own instead of using audio, text, or screenshots with descriptions.
- Consider the budget.
Carefully think through the constraints of your budget, as the type of video you wish to create may be affected.
- Consider standard production checklist items.
Make sure equipment is available, clean and charged. This includes cameras, microphones and lighting equipment and a backup plan if weather prevents outdoor recording.
- Consider how to license the video.
Think through your contractual relationships with Penn State, your college and the World Campus, if that applies. Check with your designer, if you’re working with one, to see what kind of license you can put on the video if you aren’t sure. It is not always clear who owns the video; refer to the Intellectual Property agreement that faculty sign.