I believe this would be a good form of asynchronous learning as students could do this in their own time.

I believe some of the pros could be student engagement, finding out if students are struggling with content ahead of time, freeing up space on the timetable (rather than face-to-face lectures), having content that could be used if still relevant for years (future time-saving) and giving real-time feedback.

However, some of the cons may be technology issues for students, having access to technology, content may not being inclusive yet (I believe I was told today that subtitle function is coming soon), and potential extra-workload for students.

I found that recording small video segments works better than a lengthy one, that allows for updates on specific segments without complete rework on the whole video. It's easy to use with lots of YouTube tutorials. All the features with no strings attached makes it accessible albeit a bit slow at merging segments and sometimes glitches do happen, but that's the little 'price' you pay.

OpenShot facilitates asynchronous learning, that can be integrated into a person's busy schedule to improve productivity, accessibility and scalability.

I also trialled Powtoons recently which was great, i loved it, but, I'm particularly interested in using Canvas quiz function and the discussion board. These are tools i hope to incorporate in my teaching next semester with my masters students to ensure interaction with the module and with each other.

Wikis primarily support asynchronous communication, which has become increasingly relevant in today’s flexible and hybrid learning environments. Unlike with synchronous communication, wikis offer students the freedom to contribute at their own pace. This flexibility can be particularly valuable in diverse classrooms, where students may juggle part-time work, family responsibilities, or other circumstances and commitments that prevent them from participating in live sessions. By integrating wikis into my practice, I can create opportunities for students to engage with course material and collaborate meaningfully, regardless of their external commitments.

I imagine using a wiki to support group projects or scaffold complex topics over time, particularly in a course like mine which is organisational behaviour. In this module, collaboration and reflection are central to understanding concepts like leadership, team dynamics, and ethical decision-making. The wiki could be a platform for exploring contemporary challenges in organisational behaviour, such as managing diversity, remote work, or sustainability. Students might work asynchronously to document emerging trends, evaluate strategies organisations have employed, and propose actionable solutions. By encouraging students to build on one another’s contributions, the wiki becomes a living document that reflects their collective learning journey.