Joined: 24 Oct 2013
Using YouTube as a Training Tool Part Two – Technological Literacy & Instructional Design
I hope everyone had a great Thanksgiving and a blessed time with friends and family!
A few weeks ago I talked about instructional neglect when attempting to use YouTube or video as a learning tool. A lot of times we tend to throw out basic instructional design and teaching principles when attempting to use technology, in this discussion YouTube videos. This week I want to share some ideas or tips to help you as a teacher or trainer to create effective video so that it will have the learning impact your learner needs to understand and achieve the learning goal you set for your students.
Here are a few tips that can help make your video more successful. Let me say up front that this is in no way an exhaustive list but merely some ideas for you to incorporate as you create your instructional videos. Always remember to know your technology before you implement the technology.
Instructional Video Tips (Creating a YouTube Video for the Classroom)
1) Learning Objectives - First and foremost, you must know what you’re learning objectives are and how you can create a video to support those objectives. Neglecting this step would be devastating to the validity of your instructional video. Just because you are using video doesn’t mean your content can take a backseat to the medium. The medium is secondary. It is the delivery system of your content. Your video is only as successful as your content.
2) Create a “Do-Type” and “Absorb-Type Activities – Using video in a creative way to introduce concepts and subject matter information is a great alternative to traditional lectures. This is where knowing the technology comes in. Knowing what you can do with this technology e.g. video, will be imperative on how you will present your Do and Absorb activities.
The videos that tend to be less attractive tend to be created by those that are using the technology for the sake of using the technology. They are not familiar with how the technology works (e.g. special effects, camera angles, editing techniques, etc) and how it can be properly utilized to teach a concept.
3) Create Short “Bursts” of Info-Videos – The best instructional YouTube videos are ones that contain attention grabbing easy to follow logical progression of a concept. They are usually 3 to 7 minutes long. And do not overwhelm the viewer with too much information at once. What you don’t want is what I call a “data-dump” video. These are long, usually a lecture with a PowerPoint presentation where the instructor attempts to cram an entire semester of course work into a 10 to 15 min video. If you find that you have 10 minutes or more of information, try breaking up your instructional video into 2 or 3 parts. This will make it easier for your student to absorb and digest and not overwhelm them.
4) Be Creative Think Out of the Box! – Using video to recycle an old lecture or PowerPoint presentation is not utilizing the technology to its fullest advantage. Be creative! Make your Do and Absorb activities come alive. When you speak in the video smile and be excited about what you are doing. If you do use PowerPoint, make sure you use eye catching and appealing colors, animations and graphics. When editing try to add some effects if appropriate. Just be sure that it doesn’t take away from the content. Remember, understanding and using this technology properly offers a great teaching opportunity.
In summary, remember without proper design of your learning content, no video or technology in the world is going to properly support the learner to achieve the learning goals set before them. Those that do understand the technology and understand its potential, create and develop lessons accordingly matching the technology to fit their design. I am reminded of what Horton said in our textbook “e-Learning by design”, where he talks about making sure that we use the correct technology with our design. “Good instructional design is independent of the technology or personnel used to create those learning experiences.” (Horton. 2012. P.3)
Horton, William, (2012). E-Learning by Design (2th ed). San Francisco, CA: Pfeiffer