Creating Digital Presentations

Research and Pedagogy

Three Quick Tips for Creating Digital Presentations

(e.g., videos, lecture recordings)

• Create recordings/videos that are 20 minutes or shorter; if a lecture on a chapter takes 50 minutes, try chunking it into 15-20 minute sections.
• If possible, include a webcam of yourself as the instructor during the narrated presentation; it generally helps to humanize the course material and make it feel more like an in-person session.
• Try to build-in authentic assessments throughout videos/recordings, having periodic “knowledge checks” to keep students evaluating their learning and keep them engaged.

Advantages of Using Digital Presentations & Multimedia in Courses

• Videos, recordings, and multimedia encourage more accountability among students.
• Students have ongoing access to course materials, enabling them to review core concepts (e.g., lecture recordings, multimedia).
• Non-traditional students can access lectures on their own schedule, making education more available and accessible.
• Traditional students can take advantage of lecture recordings for review and test preparation.
• Lecture recordings, complete with multimedia integration, can meet the needs of different types of learners, both visual and auditory. For students with special learning needs, lecture recordings can take the place of notes, and improve their ability to learn. Furthermore, results suggested that many students found access to lecture capture to be empowering, enabling them to take control of the learning process.

A Taxonomy of Asynchronous Instructional Video Styles - Chorianopoulos (2018)

• This study includes a survey of the research literature related to contemporary video-based courses, which have been produced by diverse educational organizations and teachers across several academic disciplines. Results were used to propose a taxonomy to effectively organize types of instructional media and design learning spaces.

Considering Two Audiences When Recording Lectures as Lecturecasts - Collier-Reed (2013)

• Findings from this study demonstrate how the design and implementation of lecture-casting can be improved to ensure that students have the best possible experience of the material being presented.

Flipping the Foreign Language Classroom and Critical Pedagogies: A (New) Old Trend - Correa (2015)

• This article includes definitions of flipped learning, and the author addresses some of the most common concerns among flipped learning instructors regarding the flip and proposes possible solutions.

Does Digital Scholarship through Online Lectures Affect Student Learning? - Kinash, et al. (2015)

• Overall conclusions from the combined research questions in this study indicate that online digital content is a worthwhile teaching and learning pursuit; discipline and context must be considered in designing specific learning materials.

The strategic use of lecture recordings to facilitate an active and self-directed learning approach - Topale (2016)

• This study had the primary goal of gaining a better understanding of how students were using recorded lectures in their learning and how their study habits have been influenced by the technology.