This resource highlights the value of using video as part of instructional design and addresses how to make video fully accessible. Across all disciplines, many instructors have adopted the use of video including face-to-face, hybrid, and online courses. Keep in mind that HCC students have the same video-creation tools available to them as their teachers in Canvas/Eagle Online.
Kaltura Edutube allows HCC faculty to upload and distribute media (video, 360 video, audio, and images ) that can be viewed on a variety of platforms. Media may be uploaded through Edutube or Eagle Online. Media may be distributed by integrations with Eagle Online, by embedding into the Learning Web or other websites. Students can upload media ONLY to their My Media and Media Galleries in Eagle Online courses. Kaltura Edutube offers an easy way to caption media. The Kaltura MediaSpace Go™ Mobile Apps for iOS and Android-based devices extend Edutube's features to users on mobile devices. Download the app today in the iTunes Store and Google Play.
- Provide multiple means of engagement: Both instructor use of video and student-generated video can recruit and sustain interest for a particular topic and lead to more meaningful participation in the classroom.
- Provide multiple means of action and expression: Offer students the opportunity to create videos as an active way to demonstrate understanding, particularly for those who experience challenges in the area of writing or live presentation.
- Provide multiple means of representation: Both instructor use of video and student-generated video can sustain interest for a particular topic and lead to more meaningful participation in the classroom.
Creating and Selecting Videos
Instructors may want to create videos for a variety of reasons:
- record a physics or chemistry demonstration with narration
- walk through a problem set for students to watch at any time
- use screen capture to walk students through the materials on Canvas/Eagle Online
- record a lecture with slides to introduce or review a topic
- record a “think aloud” presentation where students can hear the instructor apply different processes or steps that he/she is teaching
- demonstrate certain tools or machines that students need to learn how to operate
- leverage Case-Base Learning
- walk through an important relationship between concepts or a complex diagram
Instructors may also want to select existing video for a certain purpose:
- elaborate on a subject to spark student discussion
- prompt students to draw connections or compare topics
- teach complex relationships, systems, or phenomena that are better demonstrated through animations or models
- highlight cultural or historical artifacts, people, or concepts
Evidence suggests that many students view video creation as a valuable and engaging activity. However, like all instructional assignments, students will vary in their perception and response to an assignment that involves video creation. For instance, some may find this a great way to demonstrate their knowledge while thinking creatively, while others may feel so intimidated by the idea of creating a video that they will not be able to convey their understanding effectively. Consider using Media as an option for students to demonstrate knowledge, but offer other means as a way to avoid inadvertently privileging, excluding, or disengaging learners. When possible, teach principles of good video production, including how considerations of content and target audience shape the structure and delivery of the content in the video. HCC offers WeVideo licenses for students to create and edit their stories.
As an assignment, instructors may ask students to:
- record a teach-back session where students are asked to explain concepts in their own words
- conduct a video interview with someone in the field
- record quick responses to open-ended questions
- record an experiment and summarize findings
- create a mini-documentary on a related subject
- create a multimedia presentation and present it to the class
- remix and adapt existing videos with the appropriate Creative Commons license to demonstrate understanding
Optimizing Videos for Learning
- Allow students to have direct access to the video so that they can control playback features such as replay, fast-forward, playback speed, and pausing.
- Choose or create videos that are relatively short in duration or are divided into chapters or sections.
- Choose videos that are available with captions or that can be captioned. Captions are not only useful for those with auditory challenges, but can be useful for many learners, including those learning a new language, those accessing the video in a noisy environment, or those who prefer to read along as they listen.
- The automatic captions now provided on sites such as YouTube are not sufficient to meet accessibility requirements. While the technology behind automatic captioning continues to improve, it is not yet accurate enough to stand on its own without some editing to ensure its accuracy and timing.
- To be fully accessible to the greatest range of uses, transcripts should also be provided along with captions. Transcripts provide a text-based version of the content including audio descriptions of visual information and audio content (e.g., laughter, music). Screen reader users often prefer transcripts over listening to the audio content as it is a much faster way to access all of the information presented in the video.
- Student-created video should also be accessible.Ask your students to caption their videos using Machine Captions options, and then edit them for accuracy.
Improving Access with Universal Design
How to request Captions in Eagle Online
More about Accessible Videos
The CAST AEM Center has created Teaching with Accessible Video , a resource that goes into more detail about the what, why and how of creating accessible video.
Learn More About Accessible Video
1Greene, H., & Crespi, C. (2012). The value of student created videos in the college classroom–an exploratory study in marketing and accounting. International Journal of Arts and Sciences, 5(1), 273-283.