Along with incorporating a recording into your learning environment (see tip 56) comes the question of how to deliver the content of the recording. When doing so, you should pay attention to optimising the viewing experience. Here we offer some suggestions:
Visual
A lot of focus is put on the visual aspect of a recording. Capitalise on this. Make the most out of the visuals: use ample images, graphs, tables, photos, etc. Use minimal text.
Production value
However, don’t overdo the 'production value'. By this, we mean too much focus on 'bells and whistles’ and on pretty images. The visual matters, but ultimately it’s about getting the message across in the most interesting and effective way possible. Too high a 'production value' can sometimes even distract attention from the information presented in the recording. In short, we don’t need to aim for the quality of the best National Geographic shots! The better home videos are perfectly adequate.
Increase interest
Think about how you can make your target audience more interested. Bear in mind the visuals, as mentioned above, and also the use of anecdotes. Also, try to vary the format of the screencast. Alternate between the 'pure screencast' (see example) and the 'talking head' (see example), but also consider other types of presentations, such as interviews, demonstrations, discussions, etc. Even consider using a more animated screencast such as videoscribe. Some screencast systems (such as Camtasia) even allow you to experiment with a 'green screen' where you can project your own chosen backgrounds. However, always remember to keep the balance between the message and the 'production value'.
KISS principle
Apply the KISS principle: Keep It Short and Simple. Try to make short screencasts of no more than five minutes. Having said that, when there’s so much interesting and relevant content, you may need longer.
Effective, clear and structured
Use techniques to convey the message effectively, clearly and in a structured way. In the beginning, give the purpose/function and structure of the recording. Then build the recording around the basics and some core ideas. Keep it short and simple! Regularly remind students of content and structure: what did you just say, what will you say next? Finally, summarise briefly, include the take-home message or end with a conclusion or final reflection. If necessary, provide some more in-depth material.
Instructor presence
How will you ensure optimal 'instructor presence'
- How do you make sure you present spontaneously and not monotonously? After all, you most likely record a screencast without an audience, in front of your laptop and in a closed room. Follow these tips to help yourself be a ‘sparkling’ presenter: use good intonation, possibly even exaggerate with this and use a lot of hand gestures and body language (even if you don't use the 'talking head' format).
- Use humour if it suits your style.
- Give anecdotes and experiences.
- Try to develop your own style or incorporate 'something' of your own into the recording. This makes it more relatable for the viewer and more fun for yourself to screencast as well.
- Include a pat on the back or encouraging word in the screencast, for example if the viewer has just made it through a difficult or more tedious section.
Want to know more?
About weblectures
- Bos, N., Groeneveld, C., & Brand-Gruwel, S. (2016). (In Dutch) Webcolleges: zegen of vloek? (In Dutch) Een literatuurstudie en empirisch onderzoek. Onderzoek van Onderwijs, 45, 6-11.
- Marinissen, J., & van Andel, S. G. (2012). (In Dutch) Weblectures, een verrijking van het onderwijs. (In Dutch) Ervaringen met verschillende varianten van weblectures in het hoger onderwijs. Onderzoek van Onderwijs, 41, 29-33.
About screencasts
- Hansch, A., Hillers, L., McConachie, K., Newman, C., Schmidt, P., & Schildhauer, T. (2015). The role of video in online learning: Findings from the field and critical reflections. TopMOOC research project. (available online)
- Thomson, A., Bridgstock, R., & Willems, C. (2014). "Teachers flipping out" beyond the online lecture: maximising the educational potential of video. Journal of Learning Design, 7 (3), 67-78. (available online)
ECHO website: education tips archive:
- Tip 33: Flipped classroom
- Tip 55: Videocation: weblectures en screencasts in uw onderwijs
- Tip 56: Screening the screencast: Didactic considerations for screencasts
Examples of web lectures and screencasts
Screencast systems
For UAntwerp staff
At the University of Antwerp
- a university-wide licence of the Mediasite desktop recorder is available. This recorder is used for recording screencasts. For more information, contact Roel De Ryck or look here.
- each faculty has some individual licences of Camtasia. Contact the CIKO of your faculty for more information or check here.
- web lectures can be recorded. For more information, contact Roel De Ryck or look here.
At the info centre education you can find some more good practices of the use of (online) video at the University of Antwerp.