Video

When choosing to create a video for learning purposes, keep in mind the following three factors: 

• Time: How much time do you have to make your video and how long do you want your video to be? Do you have time to gather the necessary resources, coordinate participation, and arrange/take part in filming? If editing will be required, have you factored this into the time needed?  
  
• Resources: What is the purpose of your video and what are you trying to communicate (this will help determine the type of video equipment you need and the software to be used)? Do you have access to the necessary equipment, such as a computer (and/or smartphone for additional photos/video) and a good microphone? If you plan to do any editing, do you have acces to/know how to use programs like Camtasia or Adobe Premiere? Do you have access to a quiet, uncluttered room with good light (either from lights or a window)? 
  
• Skills: Do you know how to record a video using Zoom or a smartphone? Do you need to create additional photos or video or find royalty-free or creative commons licenced versions that you can use? Do you know how to hook up and test your microphone? Are you able to create, edit and share a basic project in Camtasia?

See the "Where Can I Learn More?" section at the bottom of this page for ways to access assistance or build your skills.

• If you are doing a narrated presentation, use graphics or text, but not both. (Mayer, R. E. (2009). 

Pedagogical Considerations

• Cognitive Load Theory: holds that working memory is limited in the amount of information it can take in, particularly when two different sensory channels, like visual and auditory, are involved. When information in the two channels is not the same (for example, if onscreen text differs from what is being said in a VoiceOver) it can overload working memory and hinder learning. Similarly, excessive extraneous information, such as edits that are too quick or jarring or graphics that are purely decorative, can also impair learning. However, in cases where the same information is delivered in both the auditory and visual channels, it can actually benefit the learner (for example, an animation demonstrating gravity can be supported by a VoiceOver explaining the physics of it).
• Signaling/Cueing - makes use of text, arrows, boxes or other means to highlight important information on screen. This can help direct the learner's attention, especially if there are other factors onscreen.
• Segmenting/Chunking - involves segmenting content into smaller chunks so it can be absorbed more easily. This also makes it less daunting for the learner as they can more easily go back to review information, if needed.
• Weeding - involves eliminating information that does not contribute to learning. Typically, if it distracts from the video, it is likely to hinder learning. However, this may not apply in all cases. For instance, background music at an appropriate level can help to hold attention and engagement, but the key is that it should not impair learning. Delivering information using animation may be more engaging to a learner, so long as there isn't any extraneous information.
• Matching Modality - involves using the verbal/auditory and the visual/pictorial channel to convey complimentary information (eg. using a VoiceOver used to explain an onscreen animation).

For a more in-depth exploration of these concepts, please see this Vanderbilt University piece: https://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/

• Adobe Premiere – FREE at SFU for faculty and staff – professional level editing program with the highest functionality but steep learning curve when getting started (https://www.sfu.ca/information-systems/services/software/adobe.html) 
• Adobe Rush – FREE at SFU for faculty and staff – introductory level editing program with simple functionality, similar to iMovie. (https://www.sfu.ca/information-systems/services/software/adobe.html) 
• iMovie – usually free (available for Macs and iPhone/iPad)  - desktop/Macbook version – the desktop version is fairly simple with a few quirks, but some simple functions actually require workarounds.  
   - iPhone/iPad version – the iPhone version is simple to use with limited functionality, but the instant availability and portability are big plusses. 
• Snagit– a simple program for recording short, quick screencasts or videos with no editing.  https://www.techsmith.com/screen-capture.htmlLinks to an external site. 
• Camtasia – possibly the best all-around program as it is easy to use and it covers both screencasting and editing.  It’s easy to use and intuitive with a lot of functionality:  http://shop.techsmith.com/store/techsm/en_AU/pd/productID.289432000Links to an external site. 

When you use video created by others, please note that it is likely protected by copyright. You may be able to use it if it falls under fair dealing or an educational exception (see the Copyright for instructors at SFU). In cases where copying is not covered by fair dealing or an educational exception, or where the terms of use explicitly prohibit the copying, you will have to obtain permission to copy material. You can contact the SFU Copyright Office for assistance.

It’s important to attribute the creators correctly. It models a fundamental part of digital literacy for students when work is cited and information such the creator’s name, links to sources material and copyright licence are included. BCcampus’s Self-publishing Guide provides examples and recommendations on Embedding and Linking different types of media.

Accessibility and inclusion initiatives are sometimes misunderstood as special accommodations only benefitting historically marginalized students, such as; persons with hearing, visual, physical or cognitive challenges or disabilities, gender non-conforming or persons from racial, ethnic or cultural minority groups. Just as the use of closed captions benefits all students, not just those who are deaf or hard of hearing, addressing accessibility and inclusion from the onset of course design is the best way to be responsive to the needs of all learners. These initiatives can ensure equal opportunities for successful learning.  

In greenscreen videos, the background, which is typically either a solid colour, or a picture/slide relating to the material, can either occupy the entire space behind the presenter or be displayed newscaster-style, with the slide appearing to the side at shoulder level. 

This format works well for recording lectures as the instructor’s notes or script can be placed on a teleprompter in front of the camera, allowing them more efficiency and confidence when delivering their content.

Best Uses: Course introductions, PowerPoint slide lectures

A lightboard functions in much the same way as a whiteboard, but because it is positioned between the camera and the presenter, it enables the presenter to maintain more direct eye contact with the viewer. This helps the audience maintain engagement with both the instructor and the content.

Lightboards work well for content that is best expressed visually, such as math equations, charts or diagrams.

Best Uses: Short, visual lecture material; Math, physics, business and other numbers-based courses; Biology or chemistry diagrams

Using the interview format allows for a more conversational style of interaction which can help viewers to engage. This format also enables the interviewer to ask follow-up questions to help further clarify the subject.

Best Uses: To record guest speakers or experts for posterity; Testimonials; To record opinions or experience on a subject