Creating Videos
When shooting or creating video there are a few things to keep in mind:
Is this something new?
If it already exists and you have permission to use it, use it! You don’t need to make more work for yourself! There is great material out there at your disposal. Video-Sharing Services like YouTube, Vimeo, TED Talks, and TEDx may have just what you are looking for.
Is it relevant?
Is it relevant to the material you wish to cover? Don’t go through the trouble of producing a video just to do a video. Think of what you want your viewers to learn. If a video is a good way to get the message across, create a video.
Keep it short!
The optimal video length is 6 minutes or under. Higher level and higher-performing students typically can handle longer lengths (but don’t abuse that). A more in-depth subject video length is usually 10-15 minutes and 20-30 minutes for topics that need that long to explain. It is best not to go beyond 30 minutes.
Instead of making a long video, consider "chunking" the material into shorter subject or segment videos. Each subject level video should be about 2-3 minutes long. Remember if a 30-minute video can be broken down into segments i.e. three 10 minute pieces or six 5 minute pieces it is better (usually) to do so.
Create your videos in a well-lit location.
If you will be on camera, you may want to point a desk light towards yourself and avoid bright backlighting such as sitting with your back to a bright window) and avoid harsh shadows across your face.
Capture clean audio in a quiet location.
This is a MUST! Nothing worse than trying to watch a video with horrible sound. You will get better sound quality if you do not use your computer microphone, most internal microphones have poor sound quality. If you will not be seen on video and are doing voiceover work, headsets with a mic work great. If you will be on screen, you can still use a headset but most people don’t like how they look with them on. Lapel mics or desks mic are available online at reasonable prices.
Avoid the dreaded monotone
Speak with enthusiasm and excitement. You do not have to be over the top, but don’t sound so stiff or bored of your own topic either.
Use visuals
The lesson or segment can be visually presented in different formats, (Word, Google Doc, PowerPoint, etc) to create the visual elements of the video and serve as the transcript.
Software Available at Binghamton
Panopto is the video creation and content delivery solution used by Binghamton University. This solution is meant to provide Binghamton University instructors and students a system for creating, uploading, and streaming video.
Panopto is integrated within our myCourses system so you can use it for uploading/streaming your instructional videos. myCourses is not meant to be a streaming media solution, so using Panopto is the preferred method for distributing Binghamton University educational videos.
Camtasia is a software suite, created and published by TechSmith, for creating video tutorials and presentations directly via screencast, or via a direct recording plug-in to Microsoft PowerPoint.
The CLT has a limited number of licenses for Camtasia. If you would like a license, we ask that you download the free trial from the Camtasia website and make sure you would like to use the product.
Recording studios available on campus
The two Koenig Online Recording Studios (KOR Studios) exist as a location for students and faculty to create online video projects in the Panopto video system. Containing professional grade lighting, backgrounds, camera, and audio equipment, the KOR Studios allow students to quickly create online videos for their class projects.
The Lightboard Recording Studio is a new addition to the Koenig Online Recording Studios. Found in Studio B of CIW Library, the Lightboard Recording Studio offers students and faculty the chance to create their own professional videos with access to a clear whiteboard. This allows the presenter to directly engage with the audience while writing their content on the board.
Professional video services on campus
The CLT offers assistance with the development of multimedia content for online courses and other purposes. Visit the Multimedia Services page for more information and to request assistance.
Resources
Guo, P. J., Kim, J., & Rubin, R. (2014). How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos. Proceedings of the First ACM Conference on Learning @ Scale Conference, 41–50. New York, NY, USA: ACM.
Hazlett, C. (2013, November 13). Optimal Video Length for Student Engagement | edX Blog. Retrieved June 20, 2019, from edX Blog website.
Hsin, W.-J., & Cigas, J. (2013). Short Videos Improve Student Learning in Online Education. J. Comput. Sci. Coll., 28(5), 253–259.
Kim, J., Guo, P. J., Seaton, D. T., Mitros, P., Gajos, K. Z., & Miller, R. C. (2014). Understanding In-video Dropouts and Interaction Peaks Inonline Lecture Videos. Proceedings of the First ACM Conference on Learning @ Scale Conference, 31–40. New York, NY, USA: ACM.
Ozan, O., & Ozarslan, Y. (2016). Video lecture watching behaviors of learners in online courses. Educational Media International, 53(1), 27–41.