The traditional, in-person lecture is characterized by an instructor standing and delivering the same content to all students in the same place, at the same pace, and via the same path. Students in attendance benefit from the ability to ask real-time questions for clarification. By the same token, students can also hear questions and commentary from their peers which can deepen understanding. In-person lectures allow the instructor to “read the room” and recognize the body language of the students. A good lecturer will adjust and respond accordingly as students show signs of interest, disinterest, or confusion. There are some downsides to traditional in-person lectures, however. Even an instructor who is adept at lecturing may still find that certain students are not ready for the content and may need additional help, including students who are English speakers of other languages or students with learning disabilities. Also, lectures are subject to disruptions that can range from student behavior to fire drills to unannounced classroom visitors.
On the other hand, video lectures provide an entirely different way to provide direct instruction. Video lectures, when used appropriately, can be powerful digital instructional tools. A short video lecture can be assigned for asynchronous review before, during, or after class to introduce or review a concept. It also allows students to control the pace of the lecture, and it lets them easily review parts of a lecture over and over again. This is especially helpful for students who need things repeated or who may need extra time for note-taking during a lecture. Video lectures also provide excellent tools for accessibility for all students (closed captioning, audio descriptions, etc.). A good video lecture often has a conversational and engaging tone and is succinct in its instructional delivery. Additionally, a video lecture that is successful usually has an integrated assessment to help guide student learning.
I created this instructional video using Screencastify to teach teachers how to transfer a rubric from a Schoology Course to a Schoology Group.
A bevy of tools for creating video lectures are available, from slideshow creation tools to screencasting tools and more. I reviewed the affordances of Screencastify and VoiceThread, two digital tools with possible video lecture outcomes that also can be used for other types of digital media products. While Screencastify does have a 5 minute "freemium" recording tier, VoiceThread access is tied to LMS integration; I had to sign in to VoiceThread using my GMU log-in to view an instructor's lecture and leave a comment. Many creation tools are tied to "pay to play" accounts--an issue which is prohibitive for educator exploration and use of such tools. Without access to such digital tools, or without proper training, the tools cannot be used to improve efficiency, engagement, or effectiveness within the classrooms.
One thing that I appreciated about Screencastify over VoiceThread was that it did have a "Submit" feature, which supports student submission of voice, webcam, or screencast recording via Google Drive. Some video creation tools are limited to instructor use, but Screencastify can be used by both parties. Screencastify also has basic in-app video editing tools, which support quick turnaround for video lecture production. The video file would not need to be downloaded to Google Drive or a hard drive and re-uploaded to a video editing tool. While the editing tools do not include all the bells and whistles of a video editor like iMovie or WeVideo, they include basic functions like clip cutting and cropping and title and text overlay. If I needed to make a quick video lecture or tutorial to send to a student, I would use Screencastify to create personalized content for just-in-time engagement.