Project Description

📺 An Instructor’s Guide to Making Instructional Videos 👩‍🏫

The importance of instructional videos

Creating instructional videos for students to view before class can benefit instructors and students. Students tend to learn from media and texts, and videos introducing course contents before a face-to-face class can better prepare students for in-class activities and improve their engagement with course contents and their instructors. Pre-recorded instructional videos with accessible captions can help shed light on difficult topics and help students succeed.

Benefits of instructional videos for undergraduate students

  • Pre-recorded videos help students prepare for class discussions and activities
  • Videos help EFL students prepare to engage with course content
  • Supports independent study and review

Best practices for creating instructional videos

  • Optimal video length (aim for videos under 10-20 minutes)
  • Use scripts or outlines
  • Important to develop engaging content with images and dynamic speech

Steps to create instructional videos

Step 1: Planning

  1. Identify learning outcomes which to relate to each video
  2. Gather instructional materials and images that illustrate key ideas
  3. Outline points and a develop a rough script
  4. Prepare slides with an attractive PowerPoint theme

Step 2: Recording

Tools and equipment recommended:

  1. CTLE Studios 1 & 2 are ready to be used by UM colleagues
  2. Good lighting, a high-quality USB microphone and webcam are necessary to look and sound your best
  3. Use recording software that results in high quality media, e.g., OBS Studio (free) or Camtasia
    • How to download and setup OBS Studio for high quality home recording (guide)

Step 3: Editing

  1. Remove pauses with software
  2. Add animations to highlight points
  3. Adjust audio levels for a standardized output

Step 4: Sharing

Additional resources

Related references

Belt, E. S., & Lowenthal, P. R. (2021). Video use in online and blended courses: a qualitative synthesis. Distance Education, 42(3), 410–440.

Kim, H. (2018). Impact of slide-based lectures on undergraduate students’ learning: Mixed effects of accessibility to slides, differences in note-taking, and memory term. Computers and Education, 123, 13–25.

Kurzweil, D., Marcellas, K., Henry, B., & Meyer, E. (2020). Evidence-Based Guidelines for Recording Slide-Based Lectures. Medical Science Educator, 30(4), 1611–1616.

Lange, C., & Costley, J. (2020). Improving online video lectures: learning challenges created by media. International Journal of Educational Technology in Higher Education, 17(1), 1–18.

Shek, D. T., Wong, T., Li, X., & Yu, L. (2023). Use of instructional videos in leadership education in higher education under COVID-19: A qualitative study. PloS One, 18(9).