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5 reasons to integrate digital storytelling into your teaching

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Our students are mostly digital learners. We, as teachers, are not. How do we best bridge this divide and bring education into the digital learning space where students reside? How do we take what ...

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7 Ways You Can Use Videos in the Classroom to Teach Effectively

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7 Ways You Can Use Videos in the Classroom to Teach Effectively

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7 Ways You Can Use Videos in the Classroom to Teach Effectively 

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Using videos inside classroom has a fair bit of science involved. If you are unaware of what video could do in your classroom, how it could elevate your student's academic success and what types of video you could use in the classroom, then this blog could enlighten you.

Research estimates that 90% of information transmitted to the brain is visual, and they're processed 60,000 times faster in the brain than text

Proves video can improve learning and increase the rate at which we retain information.

Long lectures, heavy textbooks, boring activities seem outdated, especially when compared to the powerful engagement that video can offer.

Over 7 million (1 in 7) U.S. students miss nearly a month of school each year

In light of this fact, schools have started to introduce videos inside classroom to boost engagement rate between student and teacher.

Instead of only teaching, create an experience that students remember forever.

Using videos inside classroom does not mean you are putting your classroom on auto-pilot. Some teachers shy away from using video because:

They don't know how to incorporate it effectively into a lesson.

Fear they have to learn another Edtech tool while not focussing on teaching.

These fears can be overcome when you have a better understanding of how to use videos inside classroom to improve student success.

Advantages of using videos for teaching and learning:

Reach children with a variety of learning styles, especially visual learners

Save hours of repetitive teaching, invest your time in other productive activities

Boost in-class engagement by allowing students to learn at their own pace

Engage students in problem-solving and fun activities

Mitigate cheating and bring out creativity from each student

Give personal feedback of students work through videos

This blog lists 7 type of videos you can use in the classroom to improve teaching experience and overall student success.

Recording classroom lectures provide opportunities for your students to go back and listen to what you said if they have missed something or didn't understand it the first time.

Recorded lectures provide flexibility for students to pause and re-watch the lectures according to their learning pace and needs.

Don't restrict yourself to the classroom

Recording lectures don't have to be restricted to the classroom alone. You can share lessons and insights anytime and from anywhere. However, you aim to do - be it in the classroom or elsewhere, all you need would be a video tool.

A number of video recording tools have evolved over time that can let you record classroom lectures as video. You could start by exploring the trial version of and give it a try. With the help of Hippo Video Hippo Video - you can just walk in, press record, and start teaching.

LMS Integrations

Addressing Absence

Pre-recorded lectures help close gap in lessons that might result from your absence to the classroom. If you need to miss a class or to present material that cannot be covered in class due to time constraints or if you experience prolonged illnesses or other situations requiring you to be homebound - pre-recorded lectures will keep you going.

Screen recording or capturing is the most popular means of creating videos for many teachers around the world.

Screen recording or screencasting can save you valuable class time, engage your students in the classroom, and provide an archive of important lessons that students can view multiple times, especially for hard-to-grasp concepts.

As schools seek new and better ways to boost engagement rate between students and teachers, recording video presentations can be a good option.

Rather than forcing students to participate in quizzes, exams, and worksheets, you could challenge them to share what they've learned creatively through video presentations they've shot and done video editing themselves. And with educational technology, creating something awesome proves easier and faster than ever.

When it comes to presentation, Google Slides and PowerPoint-based presentations are predominant. So how do you go about recording a Google Slide presentation as video? Here is how you can.

Recording presentations using Hippo Video has several benefits:

Helps student think deeply and make a speaking opinion without a script

Helps prepare bullet-point notes instead of keeping it writing focussed

Students can use Google Slides to present and record it as a video presentation

Helps students overcome the anxiety of public speaking in the long run

The presentation can be re-recorded if necessary

Video humanizes the teaching experience and can be a thoroughly useful tool in the educational sphere with its abilities to connect with students and teach hard-to-grasp concepts easily.

By recording explainer videos you could explain tricky concepts, save hours of repetitive teaching, give your students an option to watch later and make a dull topic really interesting. Students can also record explainer videos by explaining tricky concepts back to you and to their peers.

Whiteboard explainers can be extremely effective with students as it grabs their attention, makes them learn better and retain key concepts longer.

Staring into a webcam and pressing the record button can be tough for some of us - after all, we're teachers, not TV personalities - but it's actually easier than you might think with online video tools like Hippo Video.

Research shows that feedback is the most effective way for students to learn. It allows students to clarify areas where students can improve; and provide students the opportunity to self-assess their skills and capabilities.

It is much easier to sound enthusiastic and encouraging when giving video feedback and it provides students the opportunity to listen repeatedly to the feedback.

Combining Technology With Personal Touch

But providing meaningful feedback in the classroom isn't always possible. Video can be an engaging tool for providing personalized feedback on students' work. By recording student feedback as videos, you can make it personalized, deliver them fast without taking up classroom time, and share them privately to the intended student.

Using video tool can empower you to move from writing comments to giving audio and video feedback which most likely offers some degree of time-saving and the chance to offer full explanations.

You could capture students' work and provide video feedback to the students in a way that they can see their work visually, and connect that with the audio comments. This could improve students' work by helping them to understand the types of errors that they are making and why these errors are incorrect, and shape a friendly connection with you, supporting them to be effective in their learning experiences.

You could also provide the opportunity for students to give feedback on what they have learned so you know your teaching is helping them to achieve the intended learning outcomes and can adapt your teaching where necessary (for example spending more time on a particular theory if students are struggling to understand it).

Presentation and effective communication skills that students develop in school will be among the most valuable assets they take into the workplace.

With video assignments, you could help your students immerse themselves in a topic more naturally and aid with interactive learning.

Video assignments go beyond traditional essays, assessments, reading assignments, and other types of homework.

They are research intensive, collaborative and acts as a highly engaging student activity. Students submitting video assignment will demonstrate skills, knowledge and their effective communication strategies.

Practice is an essential part of the learning process. With video, you can help your students get more practice time by allowing them to record or re-record assignments that can be easily reviewed and critiqued by you.

Make Video Assignments Research Intensive

Ask students to search for and find web videos that exemplify the concepts discussed in class or topics covered in the syllabus. Then asking students to their own video version of what they learned can prove to be quite impactful.

In doing so, students will come across a variety of interesting sources and will get a diverse knowledge on how to search for meaningful content online. Ideally, they will draw parallels between the content they find on the web and what's being covered in class.

Tap Into The Creative Potential Of Students

Instead of asking students to write a five-page thesis, ask them to create a video instead. A five-page paper can certainly become a 2-minute video creation project.

Students will tap into their creative potentials to produce interesting and engaging video content. They will learn how to use digital media apps or digital technologies put at their disposal, and use that medium to present their own, original thoughts.

Asking students to record a spoken essay that is discussing a topic and sharing their opinion via a video can be effective as well.

Hippo Video has a Guest Recording feature, with which you could share a guest recording link with your students to create videos and send it back to you without signing up.

It is widely agreed that learning takes place when activities are engaging and memorable.

Role play is a learning activity that allows students to think beyond the confines of the classroom. Incorporating role-play in the classroom provides students with an active learning experience, adds variety, a change of pace, and engages students with each other. Even quieter students get the chance to express themselves.

Many classrooms have begun to record role-play sessions, giving both students and teachers the opportunity to review role-play sessions in detail, augmenting the learning process.

With a video tool in place, you could record the role plays happening in the classroom and view them later for reference, analysis, and reflection. This can allow an exercise to be revisited at a later date and re-evaluated based on subsequent learning and experience, which isn't generally possible when the exercise has not been recorded.

The World is transforming for a change. So does . Don't you think it's the right time to go about it? Try creating all 7 types of video with us by signing up for a .

More than half the population of teachers, students and schools have started to adapt videos in their classroom. When are you joining them?

If you liked this blog, please hit share. By sharing you might help at least one who might be searching for help to incorporate videos into the classroom.

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Videos Inside Classroom: 7 Ways To Use Videos To Teach Effectively

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Using videos inside classroom has a fair bit of science involved. If you are unaware of what video could do in your classroom, how it could elevate your student's academic success and what types of video you could use in the classroom, then this blog could enlighten you.

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Cite this guide: Brame, C.J. (2015). Effective educational videos. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/.

Video has become an important part of higher education. It is integrated as part of traditional courses, serves as a cornerstone of many blended courses, and is often the main information delivery mechanism in MOOCs. Several meta-analyses have shown that technology can enhance learning (e.g., Schmid et al., 2014), and multiple studies have shown that video, specifically, can be a highly effective educational tool (e.g., Kay, 2012; Allen and Smith, 2012; Lloyd and Robertson, 2012; Rackaway, 2012; Hsin and Cigas, 2013). In order for video to serve as a productive part of a learning experience, however, it is important for the instructor to consider three elements for video design and implementation:

Together, these considerations provide a solid base for the development and use of video as an effective educational tool.

Cognitive load

One of the primary considerations when constructing educational materials, including video, is cognitive load. Cognitive Load Theory, initially articulated by Sweller and colleagues (1988, 1989, 1994), suggests that memory has several components (see the figure). Sensory memory is transient, collecting information from the environment. Information from sensory memory may be selected for temporary storage and processing in working memory, which has very limited capacity. This processing is a prerequisite for encoding into long-term memory, which has virtually unlimited capacity. Because working memory is very limited, the learner must be selective about what information from sensory memory to pay attention to during the learning process, an observation that has important implications for creating educational materials.

Based on this model of memory, Cognitive Load Theory suggests that any learning experience has three components (see the figure). The first of these is intrinsic load, which is inherent to the subject under study and is determined in part by the degrees of connectivity within the subject. The common example given to illustrate a subject with low intrinsic load is a word pair (e.g., blue = azul), whereas grammar is a subject with a high intrinsic load due to its many levels of connectivity and conditional relationships. The second component of any learning experience is germane load, which is the level of cognitive activity necessary to reach the desired learning outcome- e.g., to make the comparisons, do the analysis, elucidate the steps necessary to master the lesson. The ultimate goal of these activities is for the learner to incorporate the subject under study into a schema of richly connected ideas. The third component of a learning experience is extraneous load, which is cognitive effort that does not help the learner toward the desired learning outcome. It is often characterized as load that arises from a poorly designed lesson (e.g., confusing instructions, extra information), but may also be load that arises due to stereotype threat or imposter syndrome. These concepts are more fully articulated and to some extent critiqued in an excellent review by de Jong (2010).

These definitions have implications for design of educational materials and experiences. Specifically, instructors should seek to minimize extraneous cognitive load and should consider the intrinsic cognitive load of the subject when constructing learning experiences, carefully structuring them when the material has high intrinsic load. Because working memory has a limited capacity, and information must be processed by working memory to be encoded in long term memory, it's important to prompt working memory to accept, process, and send to long-term memory only the most crucial information (Ibrahim et al., 2012).

Cognitive Theory of Multimedia Learning

The Cognitive Theory of Multimedia Learning builds on the Cognitive Load Theory, noting that working memory has two channels for information acquisition and processing: a visual/pictorial channel and an auditory/verbal processing channel (Mayer and Moreno, 2003). Although each channel has limited capacity, the use of the two channels can facilitate the integration of new information into existing cognitive structures. By using both channels, working memory's capacity is maximized-but either channel can be overwhelmed by high cognitive load. Thus design strategies that manage the cognitive load for both channels in multimedia learning materials promise to enhance learning. In addition to the two key assumptions of dual-channel processing and limited working memory capacity, the Cognitive Theory of Multimedia Learning also articulates the goal of any learning as "meaningful learning," which requires cognitive processing that includes paying attention to the presented material, mentally organizing the presented material into a coherent structure, and integrating the presented material with existing knowledge (Mayer and Moreno 2003) ¹.

Recommendations

These theories give rise to several recommendations about educational videos. Based on the premise that effective learning experiences minimize extraneous cognitive load, optimize germane cognitive load, and manage intrinsic cognitive lead, four effective practices emerge:

Signaling, which is also known as cueing (deKoning et al., 2009), is the use of on-screen text or symbols to highlight important information. For example, signaling may be provided by the appearance of two or three key words (e.g., Mayer and Johnson, 2008; Ibrahim et al., 2012), a change in color or contrast (e.g., deKoning et al., 2009), or a symbol that draws attention to a region of a screen (e.g., an arrow; deKoning et al., 2009). By highlighting the key information, it helps direct learner attention, thus targeting particular elements of the video for processing in the working memory. This can reduce extraneous load by helping novice learners with the task of determining which elements within a complex tool are important, and it can also increase germane load by emphasizing the organization of and connections within the information. Mayer and Moreno (2003) and deKoning et al. (2009) have shown that this approach improves students ability to retain and transfer new knowledge from animations, and Ibrahim et al. (2012) have shown that these effects extend to video.

Segmenting is the chunking of information to allow learners to engage with small pieces of new information as well as to give them control over the flow of new information. As such, it manages intrinsic load and can also increase germane load by emphasizing the structure of the information. Segmenting can be accomplished both by making shorter videos and by including "click forward" pauses within a video, such as using YouTube Annotate or HapYak to provide students with a question and prompting them to click forward after completion. Both types of segmenting have been shown to be important for student engagement with videos (Guo et al., 2014; Zhang et al., 2005), and learning from video (Ibrahim 2012; Zhang et al., 2006).

Weeding is the elimination of interesting but extraneous information from the video, that is, information that does not contribute to the learning goal. For example, music, complex backgrounds, or extra features within an animation require the learner to judge whether he should be paying attention to them, which increases extraneous load and can reduce learning. Importantly, information that increases extraneous load changes as the learner moves from novice toward expert status. That is, information that may be extraneous for a novice learner may actually be helpful for a more expert-like learner, while information that is essential for a novice may serve as an already-known distraction for an expert. Thus, it's important that the instructor consider her learners when weeding educational videos, including information that is necessary for their processing but eliminating information that they don't need to reach the learning goal and that may overload their working memory. Ibrahim (2012) has shown that this treatment can improve retention and transfer of new information from video.

Matching modality is the process of using both the audio/verbal channel and the visual/pictorial channel to convey new information, fitting the particular type of information to the most appropriate channel. For example, showing an animation of a process on screen while narrating it uses both channels to elucidate the process, thus giving the learner dual and complementary streams of information to highlight features that should be processed in working memory. In contrast, showing the animation while also showing printed text uses only the visual channel and thus overloads this channel and impedes learning (Mayer and Moreno, 2003). In another example, using a "talking head" video to explain a complex process makes productive use only of the verbal channel (because watching the speaker does not convey additional information), whereas a Khan-style tutorial that provides symbolic sketches to illustrate the verbal explanation uses both channels to give complementary information. Using both channels to convey appropriate and complementary information has been shown to increase students' retention and ability to transfer information (Mayer and Moreno, 2003) and to increase student engagement with videos (Thomson et al., 2014; Guo et al., 2014).

The table below gives a brief summary of how and why to use these practices.

Student engagement

One of the most important aspects of creating educational videos is to include elements that help promote student engagement. If students don't watch the videos, they can't learn from them. Lessons on promoting student engagement derive from earlier research on multimedia instruction as well as more recent work on videos used within MOOCs.

Keep it short. Guo and colleagues examined the length of time students watched streaming videos within four edX MOOCs, analyzing results from 6.9 million video watching sessions (2014). They observed that the median engagement time for videos less than six minutes long was close to 100%-that is, students tended to watch the whole video (although there are significant outliers; see the paper for more complete information). As videos lengthened, however, student engagement dropped off, such that the median engagement time with 9-12 minute videos was ~50% and the median engagement time with 12-40 minute videos was ~20%. In fact, the maximum median engagement time for a video of any length was six minutes. Making videos longer than 6-9 minutes is therefore likely to be wasted effort.

Use a conversational style. Called the personalization principle by Richard Meyer, the use of conversational rather than formal language during multimedia instruction has been shown to have a large effect on students' learning, perhaps because a conversational style encourages students to develop sense of social partnership with the narrator that leads to greater engagement and effort (Meyer, 2008).

Speak relatively quickly and with enthusiasm.In their study examining student engagement with MOOC videos, Guo and colleagues observed that student engagement was dependent on the narrator's speaking rate, with student engagement increasing as speaking rate increased (2014). It can be tempting for video narrators to speak slowly to help ensure that students grasp important ideas, but including in-video questions , "chapters", and speed control can give students control over this feature-and increasing narrator speed appears to promote student interest.

Make sure the material feels like it is for these students in this class. One of the benefits for instructors in creating educational videos is the ability to reuse them for other classes and other semesters. When reusing videos, it's important to package them with text outside the video to contextualize them for the particular class for which they are being used. Further, it's important to create them for the type of environment in which they will be used. Guo and colleagues examined student engagement with MOOC videos that were created by chopping up videotaped lectures that had been presented in a face-to-face class (Guo et al., 2014). Student engagement was significantly less than when lectures were created with the MOOC environment in mind.

Match modality. While this consideration is important for managing cognitive load, it is also relevant to promoting student engagement. When telling a story, it can be very effective to show the storyteller's face or to show an animation of the story (see Jay Clayton example).When solving a problem, Khan academy-style videos are particularly helpful, showing students step-by-step with narration how to work through the problem (Guo et al., 2014). When teaching about an invisible phenomenon, it can be helpful to provide an illustration. In each case, providing visual elements that add to the lesson can not only promote student understanding but also engagement with the lesson.

Active learning

To help students get the most out of an educational video, it's important to provide tools to help them process the information and to monitor their own understanding. There are multiple ways to do this effectively.

Use guiding questions. Lawson and colleagues examined the impact of guiding questions on students' learning from a video about social psychology in an introductory psychology class (2006). Building on work from Kreiner (1997), they had students in some sections of the course watch the video with no special instructions, while students in other sections of the course were provided with eight guiding questions to consider while watching. The students who answered the guiding questions while watching the video scored significantly higher on a later test.

Use interactive features that give students control. Zhang and colleagues compared the impact of interactive and non-interactive video on students learning in a computer science course (2006). Students who were able to control movement through the video, selecting important sections to review and moving backwards when desired, demonstrated better achievement of learning outcomes and greater satisfaction. One simple way to achieve this level of interactivity is by using YouTube Annotate, HapYak, or another tool to introduce labeled "chapters" into a video. This not only has the benefit of giving students control, but also can demonstrate the organization, increasing the germane load of the lesson.

Integrate questions into the video. Tools like HapYak can allow instructors to incorporate questions directly into video and to give feedback based on student response. Vural compared the effect of video with embedded questions to interactive video without embedded questions in pre-service teachers, finding that the embedded questions improved the students' performance on subsequent quizzes (2013).

Make video part of a larger homework assignment. Faizan Zubair and Mary Keithly are each part of theBOLD Fellows program at Vanderbilt University, in which graduate students develop online learning materials for incorporation into a faculty mentor's course. Faizan developed videos on that were embedded in a larger homework assignment in Paul Laibinis' Chemical Engineering class, and found that students valued the videos and that the videos improved students' understanding of difficult concepts when compared to a semester when the videos were not used in conjunction with the homework. Mary worked with Kathy Friedman to develop videos and follow-up questions to serve as pre-class preparation in a genetics class. Although there was no apparent change to learning outcomes in the class, students valued the videos and post-video questions as learning tools and thought that they were effective for promoting student understanding.

The important thing to keep in mind is that watching a video can be a passive experience, much as reading can be. To make the most of our educational videos, we need to help students do the processing and self-evaluation that will lead to the learning we want to see. The particular way you do this should be guided by goals of the course and the norms of your discipline.

Summary

Videos can be an effective tool in your teaching tool kit. When incorporating videos into a lesson, it's important to keep in mind the three key components of cognitive load, elements that impact engagement, and elements that promote active learning. Luckily, consideration of these elements converges on a few recommendations:

Keep videos brief and targeted on learning goals.

Use audio and visual elements to convey appropriate parts of an explanation; make them complementary rather than redundant.

Use signaling to highlight important ideas or concepts.

Use a conversational, enthusiastic style to enhance engagement.

Embed videos in a context of active learning by using guiding questions, interactive elements, or associated homework assignments.

References

Allen WA and Smith AR (2012). Effects of video podcasting on psychomotor and cognitive performance, attitudes and study behavior of student physical therapists. Innovations in Education and Teaching International 49, 401-414.

deKoning B, Tabbers H, Rikers R, and Paas F (2009). Towards a framework for attention cueing in instructional animations: Guidelines for research and design. Educational Psychology Review 21, 113-140.

deJong T (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science 38, 105-134.

Guo PJ, Kim J, and Robin R (2014). How video production affects student engagement: An empirical study of MOOC videos. ACM Conference on Learning at Scale (L@S 2014); found at http://groups.csail.mit.edu/uid/other-pubs/las2014-pguo-engagement.pdf.

Hsin WJ and Cigas J (2013). Short videos improve student learning in online education. Journal of Computing Sciences in Colleges 28, 253-259.

Ibrahim M, Antonenko PD, Greenwood CM, and Wheeler D (2012). Effects of segmenting, signaling, and weeding on learning from educational video. Learning, Media and Technology 37, 220-235.

Kay RH (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behavior 28, 820-831.

Kreiner DS (1997). Guided notes and interactive methods for teaching with videotapes. Teaching of Psychology 24, 183-185.

Lawson TJ, Bodle JH, Houlette MA, and Haubner RR (2006). Guiding questions enhance student learning from educational videos. Teaching of Psychology 33, 31-33.

Lloyd SA and Robertson CL (2012). Screencast tutorials enhance student learning of statistics. Teaching of Psychology 39, 67-71.

Mayer RE (2001). Multimedia learning. New York: Cambridge University Press.

Mayer RE (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. Cognition and Instruction 19, 177-213.

Mayer RE and Johnson CI (2008). Revising the redundancy principle in multimedia learning. Journal of Educational Psychology 100, 380-386.

Mayer RE and Moreno R (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist 38, 43-52.

Rackaway C (2012). Video killed the textbook star? Use of multimedia supplements to enhance student learning. Journal of Political Science Education 8, 189-200.

Schmid RF, Bernard RM, Borokhovski E, Tamim RM, Abrami PC, Surkes MA, Wade CA, and Woods J. (2014). The effects of technology use in postsecondary education: A meta-analysis of classroom applications. Computers & Education, 72, 271-291.

Sweller J (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science 12, 257-285.

Sweller J (1989). Cognitive technology: Some procedures for facilitating learning and problem-solving in mathematics and science. Journal of Educational Psychology 81, 457-466.

Sweller J (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction 4, 295-312.

Thomsen A, Bridgstock R, and Willems C (2014). 'Teachers flipping out' beyond the online lecture: Maximising the educational potential of video. Journal of Learning Design 7, 67-78.

Vural OF (2013). The impact of a question-embedded video-based learning tool on e-learning. Educational Sciences: Theory and Practice 13, 1315-1323.

Zhang D, Zhou L, Briggs RO, and Nunamaker JF Jr. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management 43, 15-27.

¹ Mayer and Moreno talk about essential processing, incidental processing, and representational holding as rough equivalents of germane load, extraneous load, and intrinsic load.
Cite this guide:
Brame, C.J. (2015). Effective educational videos. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Cynthia J. Brame Print Version Cite this guide: Brame, C.J. (2015). Effective educational videos. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/. Video has become an important part of higher education. It is integrated as part of traditional courses, serves as a cornerstone of many blended courses, and is often the main information delivery mechanism in MOOCs.

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Tips For Using Video to Improve Practice

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Tips For Using Video to Improve Practice

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Thought starters

1. Which device might you use to record your teaching practice?

2. Think about the lighting in your classroom. Where would be the best place recording location?

3. How could you do a test run before recording a lesson?

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Using Video to Improve Practice: Video 101

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Teacher and TV Host Richard Hart shares tips for videotaping in the classroom. Richard begins by explaining the many options for recording equipment. He then explains how to assess lighting to choose the best recording location. Richard demonstrates how to get clear sound, hold the camera horizontally for the best picture, and how to use a tripod to ensure a steady video.

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Students use as tools to learn everything from fixing a flat tire to the latest dance craze.

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Many of us looked forward to the days when a substitute teacher filled in.

Substitute teachers usually meant class was put on hold in favor of watching videos! From Bill Nye the Science Guy to The Magic School Bus and The Voyage of the Mimi, we always looked forward to binge-watching videos on substitute teacher days.

Video lessons aren't just for substitute teachers anymore. Video is becoming an integral part of classroom learning for students around the world.

One study found that 46% of teachers have made at least one video lesson. In Australia, the curriculum now includes greater emphasis on creating multimedia projects. Given that more than 500 million hours of video are watched on YouTube each day, it's no wonder video is becoming central to learning and creative development.

You may have seen our guide for teachers on How to Make Educational Videos. Why stop there? Let your students do the creating! Video consumption is on the rise, and students can benefit from mastering basic video creation skills.

YouTube has over a billion users, almost one-third of total internet users. For high schoolers, video development and creation will be an essential skill for college and the workforce. For younger students, making videos can help with creative development and offers a platform for self-expression.

Here are some ideas for video projects for students of all ages.

Video project ideas for elementary students

Elementary school students generally have short attention spans. Video projects are a great way to engage younger students for longer stints. If a video is produced by their peers, interest will skyrocket.

Video projects also offer a new way for students to explore their creative side. Here are some of our favorite creative video project ideas.
1. Create a book trailer
Ask students to design a movie-style trailer that excites their classmates about a novel or a non-fiction book. Instead of a traditional book report, students will have the opportunity to think creatively, share a story with their classmates, and expand their reading skills.
2. Give a tour
Students can create a video showing off a significant location or their favorite classroom. If you have a field trip planned, ask students to share their experience by recording a video of the day and add some voice over narration.

Alternately, if your budget is too tight for a field trip, a student-led tour of the school is a great way to share the campus with potential new students and visitors.
3. Celebrate the holidays
No matter the time of year, there's always something to celebrate. Have your students film a letter to Santa, make video Valentines for parents or grandparents, or just create digital thank-you notes for classroom visitors!
4. Re-create a moment in history
Learning about historical people and events? Have your students research and recreate major moments in history, like the story of Rosa Parks or the Oregon Trail. Videos will help other students visualize and remember these important moments. It also gives students the opportunity to experiment with digital storytelling. Because these events actually happened, students will be challenged to bring each scene to life accurately.
5. Try stop-motion
Video learning isn't limited to literary or historical topics. Encourage students to use stop-motion or create their own slides to explain science experiments or arts and crafts projects. Biteable also has a Claymation template which can be customized for various how-to or explainer videos perfect for younger kids.

Video project ideas for High School

Video projects for high schoolers can be a little more advanced, as students should be practicing editing and narrative skills in addition to learning about new topics.
1. Create a news channel
Ask your students to film a news broadcast - covering both local and international events - to give them a chance to learn about the rest of the world.

Ask your students to take on certain roles in the newsroom: anchor, sports reporter, weather reporter, or entertainment correspondent. Doing a news segment gives everyone a chance to get involved. Rather than asking for a traditional essay, have the students do some research about a local or international cause they would like to highlight.
2. Start a portfolio
Many high school students will be thinking about college applications. Give them the chance to jumpstart their applications with a portfolio video project and showcase what makes them unique. Art students can show off their best work and design skills while the rest could answer a traditional application question.
3. Questions for your future self
This project is great for incoming freshmen. At the beginning of the year, ask them to create videos with questions for their future self, or with their goals for their life and career. At graduation, you can send the videos back to them. It's a fun, positive way to celebrate their success throughout high school!

No matter what form your classroom video projects take, Biteable has tons of easy to use templates your students can customize - all for free! Take a peek at our library for more inspiration.

Mmmmmmm toasty!

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Creative Video Project Ideas For Students | Biteable

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Many of us looked forward to the days when a substitute teacher filled in. Substitute teachers usually meant class was put on hold in favor of watching videos! From Bill Nye the Science Guy to The Magic School Bus and The Voyage of the Mimi, we always looked forward to binge-watching videos on substitute teacher days.

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I want to encourage you to use video for Teaching and learning.
https://www.bigdealbook.com/blog/?show=digital_storytelling_as_an_educational_tool

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Educational video production is more important than ever, as content sites like YouTube and Vimeo and streaming services like Netflix boast monthly audience numbers in the billions. People seek out tutorial videos, product videos, and online courses to learn or be trained on specific topics. We'll cover what educational video production is and how it can be used effectively for three specific target audiences:

Students

Employees

Customers

What is Educational Video Production?

The most effective educational videos combine best practices in videography with learning design principles to ensure learners retain and apply information through auditory, visual, or kinesthetic means. While the chief objective is retention, a tremendous amount of time is spent making the video content highly engaging because memorability and completion rates soar when viewers find content interesting.

The learning design process focuses on the learning objective, the subject matter, and the proper sequence to deliver the content. The video production process uses advancements in technology like cinematic cameras, animation, motion graphics, sound effects, creative styling, and generative AI to bring the content to life.

Compelling video without proper learning design will at best entertain learners, and at worst, confuse them. Similarly, learning design without engaging video will lose waning attention spans, decreasing retention. Combining the two makes educational video production truly effective.
(See educational video production examples below).
While the principles remain consistent, the applications differ dramatically depending on who the content is designed for. We'll dive into these differences and outline best practices, examples, variations, and how to create a rich learning experience for your audience.

Educational Video Content for Students
Course intro video for Society For Healthcare Epidemiology of America
Let's start with students. Students today are using educational videos as a tool for learning everything: from basic skills - like changing a tire - to dances on TikTok. Remarkably, in 2022 online videos had an audience reach of almost 93% among internet users worldwide (Statista, 2022). Complex concepts that once seemed difficult to teach and learn are now more accessible and understandable thanks to the availability of effective educational video platforms for online learning.

Studies have shown that the use of short video clips (or microlearning) allows for more efficient processing and memory recall. The visual and auditory nature of videos appeals to a wide audience and allows each user to process information in a way that's natural to them. There are many types of educational videos. They could be instructional videos, explainer videos, animated videos, or live-action videos. In a nutshell, videos can be effective teachers.

The use of videos in teaching and learning serves to not only benefit students, but also teachers, their affiliated institutions, and the entire school system. A 2022 study conducted by software company Kaltura concluded that 97% of education professionals believe that video is essential to students' academic experiences. They also serve to break down barriers, such as student and campus location, which were once insurmountable.

As a result, educational institutions are faced with the task of meeting the rising demand for high-quality videos, online course offerings, and campus accessibility. Indeed, many are choosing to create their own educational video-learning materials. While this may seem daunting, it can be a positive and enjoyable experience if you contract a trusted educational video production company that can tailor your videos to your institution's individual needs.

Using Video Content In Learning: Theory, Research, and Practice
Educational video example using creative animation for Encylopedia Brittanica.
Cognitive science is an area that focuses on how humans process information. The science behind educational video content is that, since they are observed through both the visual/pictorial and auditory/verbal processing channels, learners can make more relevant associations that help with memory and recall. It also supports different learning styles.

To maximize retention and processing, the following four methods are best practices to employ when designing and creating effective e-learning videos:

1. Signaling: This is done through the use of on-screen text, graphics, or motion graphics. It directs the learner's attention and highlights the specific information that needs to be processed.

2. Segmenting: Information is divided into appropriately sized chunks, to give the learner more control when trying to process it. This is achieved through the effective management of video length and the use of breakpoints or pauses throughout.

3. Weeding: The removal of any unnecessary information in a video that may hinder the learner's ability to process and recall the information. Weeding maximizes learners' memory capacities for both the auditory and visual channels.

4. Matching Modality: This refers to presenting information in a way that targets both the auditory and visual channels simultaneously. An example of this would be providing a narration while showing an on-screen animation. This serves to increase processing in the working memory and prevents cognitive overload, especially for complex topics).

Here are best practices when creating an effective and beneficial educational video project:

Limit videos to about five minutes or less, unless you are trying to relay a great deal of information.

Maintain a conversational and enthusiastic tone to keep learners engaged.

Properly balance auditory and visual elements throughout.

Break videos into short segments by topic or theme.

Include interactive elements and responsive features, such as short quizzes, to promote reflection and ownership.

When using video clips in the classroom, shorter clips (around five to 10 minutes) help students learn the information without being overloaded or losing their focus. Longer videos are also effective, but no more than 30 minutes. Showing video clips in short segments and keeping the total length contained to a concise running time helps to keep viewers engaged.

Using captions and subtitles with videos has also proven effective in helping students access and process information. This is especially important when considering diverse student populations, including non-native English speakers and those with special needs.

Educational Video Content For Employee Training

Video has long been a component of corporate learning, but only recently has it progressed to role-specific learning journeys that incorporate interactives, scenarios, and microlearning.

Many of the asynchronous best practices in the student section apply to employees, but the applications differ.

Employee Training Areas
Product training example video for Drov.
Onboarding and orientation training, where new employees are introduced to the company's culture, policies, and procedures. Videos can effectively communicate the organization's values and goals, helping new hires feel connected and informed.

Product or service training. By showcasing product demonstrations or explaining complex processes through videos, employees can easily understand and learn how to effectively promote and sell the company's offerings.

Compliance or safety training, ensuring that employees understand and adhere to legal and regulatory requirements. By presenting information in a visually engaging manner, videos can help employees grasp complex compliance topics and remember important guidelines.

Soft skills development, such as communication, leadership, and teamwork. Through role-playing scenarios and interactive exercises, employees can enhance their interpersonal skills and improve their overall performance.

Ongoing professional development and continuous learning. By providing employees with access to a library of training videos, they can continuously expand their knowledge and skills, staying updated with industry trends and advancements.

Training Types
Interactive example for logistics and trucking company
Interactives. Incorporating interactive elements into the videos can significantly enhance engagement and retention. This can include quizzes, interactive simulations, branching scenarios, or opportunities for employees to provide feedback or ask questions. By actively involving employees in the learning process, videos can become more memorable and impactful

Microlearning. Microlearning involves delivering content in short, bite-sized modules that can be effectively implemented with videos. By breaking down training materials into smaller chunks, employees can easily consume and retain information. Videos can be used to deliver concise and focused content, ensuring that learners are not overwhelmed with excessive information.
NOTE: Videos, interactives, and more can be hosted on a company's LMS to track meaningful metrics like completion rate, time to complete, right and wrong answers, and challenging questions.
Educational Video Content For Customers
Lifestyle product marketing video for Simple Modern.
The best marketers know that customer education is power. The more the customer knows how your product solves their problems, the more likely they are to buy.

Here are the benefits of high-quality video content in your marketing strategy.

Increased Engagement: Video content is highly engaging, leading to increased user attention and interaction.

Higher Conversions: Video marketing can significantly improve conversion rates, as viewers are more likely to purchase after watching a video about a product or service.

Improved SEO: Websites with video content are more likely to land on the first page of search engine results, leading to a significant boost in traffic and visibility.

Brand Awareness: Video content is a powerful way to increase brand awareness and create an emotional connection with the audience. Viewers retain a high percentage of the message when watching a video, making the brand more memorable.

Accessibility: Video marketing allows companies to reach a wider audience more effectively, including those who may not speak the same language or have varying levels of literacy.

Social Sharing: Videos are highly shareable on social media, increasing visibility and engagement with little to no extra effort.

Building Trust: Video marketing helps build trust with consumers by showcasing the quality of products or services and providing a more personal and authentic interaction.

Popular Marketing Video Types
Animated explainer example for Dobson Technology.
Animated explainer videos , creatively explain products, benefits, or processes in 2-minutes or less. They are a marketer's best friend because some marketing ideas are cost-prohibitive to create. With animated videos, it's possible.

Testimonial videos combine positive reviews with case studies to create a persuasive and empathetic marketing asset that can be easily shared and found.

Product videos. Product tutorials can often be step-by-step instructions on product usage, assembly, or process. 70% of customers feel that product videos help inform their purchase decisions.

Brand videos. These videos focus on the feeling brands want to instill in their customers-less about features and more about the experiential benefits of a product.

Finding The Right Educational Video Production Company

Often education, training, and marketing teams seek outside help from trusted partners who can increase their team's capability and capacity efforts. Educational video production services vary greatly by project type, but a good partner will have both a broad application and a deep expertise.
RESOURCE: How to find the top training video production company for you.
A Few Highlights:

Review their portfolio and case studies. Look for the partner's competency in creating engaging content that solves specific needs, as well as if they serve your industry or adjacent industries.

Learning objectives. Communicate what you want your audience to walk away with. A good partner can help architect the learning design for any video, but especially for longer series.

Subject matter. Is someone in your organization the subject matter expert, or do you need help finding a SME to provide the core content?

Video production process. Make sure they outline the timeline and production process from storyboarding, scripting, voiceover, and production to post-production and final product delivery.

Pricing. Educational video production costs can vary greatly depending on video length, video number, complexity, and location. A good partner will provide comprehensive but transparent pricing.

Do you have an educational video project you need help with? Get started in your search for the right partner by contacting NextThought, your custom learning company specializing in engaging educational videos, interactives, and beyond. We have the privilege of partnering with top organizations like Amazon, Cummins, Encyclopedia Britannica, Red Devil, McDonald's, and the US Postal Service.

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What is Educational Video Production? How To Leverage.

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Why is video important in education? Educational video production improves learning outcomes and training behavior. See top examples and trusted partners.

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For you to start writing

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https://drive.google.com/file/d/1gBJqcciexp00Uf2iQO0aq-_OJV-ypYlU/view?usp=sharing

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https://www.storyboardthat.com/

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Producing a Student Video Project Assignment

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The 5 I's of Creativity Fluency

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Common Sense Media - Digital Citizenship

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Common Sense Media - Digital Citizenship

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Interactive lessons and activities for all students!

Use digital citizenship lesson plans to address timely topics and prepare students to take ownership of their digital lives. Browse lessons by grade and topic below, or learn more about our approach to the curriculum.

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Digital Citizenship Curriculum | Common Sense Education

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New and improved digital citizenship lesson plans from Common Sense Education. The research-backed approach educators know and trust, with expanded teaching tools and student activities. Engage students with learning games and navigate tough topics, including cyberbullying, online safety, privacy, and media literacy.

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https://www.youtube.com/watch?v=IXdHJMDjVG0

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Subject: Language Arts and Cross-Curricular
Recommended Time to Completion: Two to three class periods

Students will work in teams of four to write a collaborative story.Each student will choose a photo or visual image for their story prompt and begin to write/compose their own story based upon this photo.Then, students will switch computers to add to a teammate's story.Students will continue to rotate computers until the story is completed, contributing to every teammate's story at once. Students will finish their own stories and add additional digital images once the story is completed. The students will use Microsoft PhotoStory 3 to create their digital story.

PREREQUISITE EXPERIENCE:
Students should have a general understanding of how to use a computer.They will also need to have good keyboarding skills and knowledge of how to use a digital storytelling program.An array of digital images will be added to the final story.

TEACHER PREP TIME: 1 hour
This activity works best when each student has his/her own computer.Using laptops offers flexibility.More information about Digital Storytelling can be found here:http://www.storycenter.org/

Using a rubric, the stories will be evaluated on their storyline development and use of software for editing and adding images.

Teams of four will work together to develop the story.You may choose to "time" each writing session and run the session like "musical chairs."Each person will add to the story in a limited time.

To complete your project you will need a computer that has an Internet connection, digital imaging software, and digital storytelling software.

Before you begin your research you might want to r eview the Center for Digital Storytelling http://www.storycenter.org/

Choose a photo for your story starter.

Photos and pictures can also be found at:

Once you've found a photo that you like, brainstorm answers to this list of questions:

What's happening right now in this image?What happened 10 minutes before the picture what taken?What might happen next?

What do you know about the people in the picture?If there aren't people there, where might they be?

Create a list of adjectives to describe what you'd see, feel, smell, touch, or taste if you were IN the picture.

These resources may help you as you write:
PROCESS:
1. Begin by forming a team of no more than four people.

2.Practice storytelling with your team.Choose one of the "story starters" below.Ask one person to begin telling a story to the group.This person will continue telling the story until the teacher calls time.Have each group use a storyboard to map out their ideas and script.

3.Then, the story passes to the next person in the group.This person continues the story until the teacher calls time.

4.The story continues to pass until everyone has had a chance to add to the story.

5.The first person finishes the story.

6.Discuss these questions as a team:

How did storyline grow as each person added to the story?

Why was it important to be good listeners during this activity?

How did the final story reflect each person's interest?Personalities?

What were the benefits of telling a story collaboratively?

7. Look for photos.You and your team will choose ONE photo as the basis of the stories that you will be writing.Each person will begin their own story using the same photo for inspiration.

8. Your teacher will determine the length of each "writing round."You will have at least five minutes to write before the round closes.You will start your own story and write at least a sentence or two. Be sure to save the story. Be careful with your file management. Save the files on a computer's desktop and in the same place at the end of each writing session.

9. Move to one of your team mate's computers.Carefully read what your team mate has already written.When the teacher officially starts this "writing round," begin adding to your team mate's story.You must pick up the story where your team mate left off.Continue writing until the round is over.Save the work again, adding your initials to the end slide.

10. Continue moving to new stories until you return to your own story.Carefully read to follow the growth of your story.Write your story's ending.

11. Pair with another classmate to "peer edit" each other's work.

12. Revise your writing based upon comments from your peer edit. Add images throughout the story to help tell your tale.

13. Add an acknowledgement page that will include your name, the names of your collaborative team, the year, your school, and city.

14. Read your story to the class.You and your classmates may also choose to record your stories as audio and video podcasts to share with other students.

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Digital Storytelling Lesson - Digitizing the Writing Workshop

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Subject: Language Arts and Cross-Curricular Recommended Time to Completion: Two to three class periods Students will work in teams of four to write a collaborative story.Each student will choose a photo or visual image for their story prompt and begin to write/compose their own story based upon this photo.Then, students will switch computers to add to a teammate's story.Students will continue to rotate computers until the story is completed, contributing to every teammate's story at once.

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https://www.wevideo.com/