Organizing your material

Asynchronous video, in contrast, represents a single, much more linear modality. And so, rather than thinking of a video as something that will replace a lecture, think of it as an ingredient--something that can be interleaved with formative assessments, readings, exercises and discussion forums to reinforce learning.

Think about how you might break a lecture up so that instead of recording, for example, one 30-minute video, you can record three 10-minute videos. This gives your student a break from passive viewing, makes the content easier to navigate, and provides you more flexibility to mix your videos with other media and exercises.

Scripting vs. outlining

You'll need to decide whether you want to fully script a video or speak in a more improvisational manner. There are advantages and disadvantages to both. While scripting is an absolute necessity when you are coordinating with other people to produce a video (such as editing, producing graphics, etc.), when working on your own the decision will follow from factors like your familiarity with the material, the size of your anticipated audience, the importance of absolute accuracy, how you plan to engage with visual materials, and your own personal preferences.

Many people will prefer working with an outline, but here are some things to consider:

• Scripting can be better when you're working with unpracticed material. Structuring content and speaking to it in realtime can be an immense challenge.

• Scripting can be a better idea when accuracy is a high priority. You can check references, facts, and figures in advance to ensure you don't make small mistakes when recording.

• By writing and editing a script in advance, you can often convey ideas more succintly than when speaking off the cuff.

• Sounding natural when reading from a script can be very challenging. It requires practice. It also requires that you write with speaking in mind. Read your scripts aloud before recording with them, and make adjustments to your language when things sound unnatural.

Consider, also, how your video will be used. Is it going to a class of 100 students that you intend to use across multiple class sections? Will it be a core part of your instruction? Is it evergreen content that you will not need to update soon? It may make sense to script it to ensure no mistakes slip in.

In contrast, are you sending the material out to a small class you will have the chance to follow up with? Will you need to update it again next year? Is it for material you already know like the back of your hand? In that case, a faster, more informal recording may be fine.

Preparing your visuals

For most self-recordings, the visual portion will consist of slides. As such, it's important to think about how you're communicating visually. Well designed slides can help make the concepts you're discussing clearer. But poorly designed slides can actually distract students from the point you're trying to make.

Don't make your visuals an afterthought. Plan for them right alongside your spoken content, and consider which visualizations and graphics you can incorporate to facilitate student understanding.

We discuss additional tips in the Onscreen content section to make sure your slides are clear and effective.

Rehearsal

Finally, whether you are fully scripting your presentation or working from an outline, rehearse! Managing the technical details of recording while simultaneously presenting is going to take practice. With more experience, this will become more comfortable, but don't be discouraged if you initially make more mistakes because you are busy worrying about the recording.

For that matter, anticipate that you may need to redo some recordings along the way, especially at first. You will probably run into some technical difficulties like forgetting to select the right microphone, or even forgetting to hit record in the first place! Allow yourself the room to make mistakes as you get started and become more comfortable with the process.