Some things that stood out to me were the use of unlisted YouTube videos:
I use unlisted YouTube videos for a lot of my materials. It’s not secure — anyone with the link can watch it. But for things where I don’t care who sees it, it’s a good technique for sharing course video.
Nudging up the personal ‘you’:
whatever volume you normally do “you” — you need to nudge it up just a bit if you are recording a video of any length. There’s something that asynchronous video does where it shaves of a bit of enthusiasm, a bit of emotion. Something about it being recorded.
Or maybe it’s when we don’t have an energy on the other end of the conversation, when we don’t have that audience energy, we just don’t give it our all?
Online time is different to face-to-face time:
So maybe divide it by 1.6, or 1.5. Two hours and 40 minutes of class might be replaced by 1 hr and 36 minutes of explanatory video. If you add in questions or activities in between the videos — short quizzes, reflection, discussion prompts, it’s even less. You might end up with 50 minutes of video and 50 minutes of reflection/quizzing. And as long as the videos are introducing new material and concepts in a concise way, this holds whether the videos you’re asking students to watch were made by you or someone else.
Importance of signalling, segmenting and weeding:
We talked about signalling, where we use one channel of audiovisual communication to help students organize another. Segmenting, where we give students a chance to process information periodically. And weeding, where we remove extraneous material that might be confusing to students.
A couple additional things: speak quickly (speech on video seems slower than in person). Give a sense of immediacy, the sense you’re talking to the specific person listening at a time approaching now. And we talked about this a bit in terms of segmenting, but give the students opportunities for active learning. You don’t learn what you don’t integrate, and integration is linked to doing, not listening.