(continued)
Give specific feedback to students on what they did well and offer suggestions on how to improve. It is important that you always begin with a positive comment, and then introduce 2-3 specific ways to improve, and then end with a positive comment. Do not overwhelm learners with too many corrections. Instead focus on 2-3 areas that are attainable by the next assignment.
Post weekly announcements, r eminder s, and tips for assignments or discussion postings. It is a good practice in these announcements to introduce the new week, call attention to anything that is due during the current week, and then provide a section on what learners can expect in future weeks. This is also a good time to remind students of timelines for major assignments, exams/quizzes, or special projects that are due in the course.
Provide lear ner s with additional r esour ces and links to assist them with their work. Research has documented that students report a strong positive connectedness and improved academic success with instructors that provide external resources/links to help them in the classroom (Brown & Starrett, 2017).
Finally, design a Fr equently Asked Questions (FAQ) page that answers many of the common questions students have about a course. The FAQ page serves as a valuable tool that helps students quickly find the information they need, when they need it; resulting in more independent learners and fewer repetitive questions for you. It also reduces their stress levels because it outlines where to find key resources, such as writing tutors, technology support, and assistance with accommodations.
By being proactive as instructors we can take some of the stress out of the online learning environment while making the experience both rewarding and successful.
CETL Centers for Excellence in Teaching and Learning Learning Resources Center (LRC) 3rd Floor Room 309 4900 Meridian Street Normal, Alabama 35762 Phone 256.372.8780 Facebook Page: http://www.facebook.com/CETLAAMU
August 2018
Faculty and Staff Conference
ONLINE INSTRUCTIONS
10 Tips for Creating Effective Instructional Videos
6.
By: Michael Smedshammer. Phd.: Faculty Focus; March 31, 2017 https://www.facultyfocus.com/articles/teaching-with-technologyarticles/10-tips-creating-effective-instructional-videos/
1.
2.
3.
4.
5.
Forget the headset. If your computer doesn’t have a built-in camera and microphone, buy a webcam that does both. Webcam sound quality is almost as good as a headset’s, and it lets you be “you” without the Mickey Mouse ears. Keep it short. Students have been raised on YouTube. Try to keep your videos brief. Few students will sit through videos where the instructor drones on and on. If you have a lot to say (and sometimes we do!), chunk up the message. Make a video mini-series with 5-10 minute chapters. Prepare well and then wing it. Some people like to start out with a script, but this can feel artificial. Sometimes a brief outline taped next to your webcam is all you need to stay on track without sounding like you’re reading from your notes. However, if the video is only five minutes or so, you might just re-record until you get it right—not necessarily “perfect.” Position the camera above your eyes, so you look slightly up at it. Avoid looking down at the camera. Your audience does not want to look up your nose. If you’re using a laptop, put a stack of books under it so you raise the camera. Position your head to appear at the top third of the screen so the recording includes your face and most of your torso. Location, location, location. Your work or home office are usually safe choices as a background for the recording. Outdoors can be a nice change. Try putting your back to a neutral wall with the light source in front. Avoid sitting in front of a window, as the glare will make you appear as if you’re in a witness protection program. And this should be obvious but it needs to be said: don’t record with your bed, pajamas, laundry, or bathroom in the background.
Move it out. Don’t always shoot your videos from the same spot. Your audience will tire of seeing the same background. Start with your office, but also consider a quiet place on the campus quad or maybe your kitchen or backyard. Keep the backgrounds neutral but varied. Your audience will appreciate it.
7.
Look right at the camera lens. Looking anywhere else looks weird. Your audience will think you have an avoidance problem.
8.
Cover your screen. Once you get everything ready, consider taping a piece of paper over your computer screen so you’re not distracted by seeing yourself while you record. Remember, you do not need to be perfect! Try not to be overly critical of yourself.
9.
Say “cheese.” Smiling helps everything. Whether you’re recording a webcast of your face or just your voice, smiling makes you look and sound better.
Strategies for Creating a Successful Online Classroom Jill Aldred PhD, & Candance Adams, EdD: Faculty Focus; April 6, 2018 https://www.facultyfocus.com/articles/online-education/ strategies-for-creating-a-successful-online-classroom/
Ideas for best practices :
Start early by r eaching out to your lear ner s. One way to do this is to send an email that provides a PowerPoint, Jing, or YouTube video that highlights some of your experiences and accomplishments. Do not forget to include personal interests. Students like to know their instructors are real people who have shared many of the same sorts of experiences that they have.
Provide your students with infor mation on how to get started in the classroom (Briggs, 2015). Try creating a PowerPoint or other media presentation highlighting the class requirements (i.e. assignments and discussions). Keep the presentation short and succinct. Point out any nuances to the requirements, such as specifics in a discussion or assignment that many students neglect or the use of outside references in their writing. Then, schedule a telephone conference to discuss the major assignments or requirements of the course. This provides learners with the opportunity to ask questions on all aspects of the course.
Create templates or outlines to help guide lear ners and clarify the expectations. Learners may have been out of the learning environment for a time or be unfamiliar with style guides or with how to write an effective paper. Many students struggle with APA or MLA. By providing templates that adhere to the requirements of the course you also provide learners with examples of the university required writing style (ie. APA) thus lowering the stress of learning both the writing style as well as the assignment requirements.
10. Avoid over doing it. The wacky music, goofy fade-ins, and spinning transitions that come with some video editing software can make homevideos look corny. Leave most of those tools for the professionals (who don’t really use them either).