A "Create Your First Lecture" challenge has been added where I'll personally give you feedback to improve your video recording chops for free! This may require adding clear, learner-focused learning objectives to the beginning of each video segment you will be recording. Six academics show that you’re far from alone, The university lecture should be seen as a special form of human encounter, argue Amanda Fulford and Áine Mahon, Australian incident could reflect exasperation at ‘spike’ in misconduct detections, The past 12 months will live long in the memory, for all the wrong reasons. Hans and Kramling note that live classroom lectures recorded using Panopto can be chunked into short online videos with some extra work. It was never going to be the most thrilling lecture. !” This occurred, I’d estimate, between five and 10 times each class. This is one of those stories in which failure becomes a salutary lesson. Several students were snoring. One not-so-great lecture that stands out in my mind was delivered by a young psychologist I was asked to peer-observe. 1. I still use these techniques, especially if I am feeling nervous. Yes, if you want to share something on your screen you could simply do some screenshots or still photos of it, but if you want to go beyond that and make learning more fun and efficient, then try screencasting. If the content is produced well, students … My salvation came when my university hired an actor to give training sessions on stage presence. It might help to write out your speech first and then create your slides. With handouts, I was always able to establish eye contact with my audience, aiming to achieve it with everyone in the room at least once during each lecture. You also need to be culturally aware. I caught myself nearly falling asleep a few times. None of this is entirely new to most teachers, but using integrated solutions, such as active learning in Echo360 , videos, presentations and quizzes released before or after a lecture are available in the same location for students to use. I have been privileged to teach so many engaged students, but I still remember the one who read a whole newspaper through my lecture. I started lecturing before most of the current students were born, so my references to pop culture often draw blank looks. You know that 20-minute academic paper you gave at the conference we both attended? Ever since then, the traditional lecture has steadily been downgraded. Rather, lectures could work like really big seminars or workshops. But this doesn’t necessarily mean you always need to start writing from scratch. I have tried to emulate his example over the years, and have sometimes even succeeded. It is hard to teach when you have impostor syndrome. If you like what you're reading online, why not take advantage of our subscription and get unlimited access to all of Times Higher Education's content? Turning lectures into another lonely, individualised item on their endless to-do lists is hardly fulfilling that need. Create Magnetic and Compelling Learning Outcomes. I love cartoons and have tried to use them from a range of sources (Piled Higher and Deeper, Sketching Science and @redpenblackpen all being favourites). That could involve beginning with an explanation of why the lecture’s contents are important to the students. First, don’t take yourself out of your lectures by over-relying on technology. Above all, a good lecture must involve audience engagement. But I do check that my cardigan is on the right way round before starting. By the mid-1990s, when I studied at large universities in both the US and the UK, the lecture’s many detractors had succeeded in casting it as an exemplar of the tone-deaf presumption and cringeworthy power asymmetries then being scapegoated in popular culture (as in “How dare you lecture me?!”). Age in particular is a big barrier. I turned to her in relief, thinking she might know how the technology worked, only for her to tell me – kindly – about my cardigan. Sadly, it turned out that if you didn’t understand the lecturer’s words at the time, you had virtually no chance of understanding them later from your garbled record made in a state of non-understanding. Online video production typically involves writing scripts and learning how to speak comfortably in front of a camera, tasks that differ considerably from delivering lectures to a live classroom. I see the power of great teaching. This month’s Educator Community Webinar explored different video production techniques beyond the traditional model of writing a video script from scratch. To be honest, most of the jokes I use work as well with primary school audiences as they do with postgraduates (particularly my carefully curated library of pictures of snot). But some instructors prefer to work from an outline rather than a full script. Simply recording a lecture in front of a live classroom and using that video in an online course has many drawbacks. Each lecture I would give, even on the most pedestrian content, suddenly became the best lecture I’d ever given! Modern students have a shorter attention span than their predecessors, and expect to be entertained. I recently attended a meeting made up of several 45-minute lectures. While it did so, I searched frantically for the key to open the AV cabinet, which I had somehow mislaid in my race around the building looking for working copiers. These videos will help show the lighter side of physics with amazing experiments, funny raps and explanations of concepts in terms students can understand. So when I was required to give my own lectures, I surprised the students by telling them at the start to put away their pens. The books are both free downloads, no catch, just there to help. PowerPoint is overrated and over-utilised. He was a pretty big guy, with a very loud voice. Next write a word-for-word script that will be used to deliver the video presentation. My most successful joke uses the power of slide animation to transform “B for boring cells” into “B for brilliant cells”. Indeed, a lecture can make "an argument, complete with evidence and conclusion. When you have everything together, conduct dress rehearsals to go through the script. Either way, if it is time to rethink the lecture – and maybe it is – it is not because lectures are inherently boring. One of the easiest ways to retain and archive your lessons is through lecture capture. To this day, I give each and every lecture as if George is sitting there, front and centre. Memes work better. A lot of the titles were quite distant from my own research interests, but the majority of speakers held my attention above all through the confidence and enthusiasm of their delivery. The student shop was full at the start of each term with thick A4 lined pads and we sat in lectures filling them, writing down as quickly as possible as much as we could of the wisdom imparted. It is because inducing students to work actively in lectures – the approach the educationalists tell us will encourage them to turn up – does not translate well to a crackly recording from a lapel microphone. So it was a bit of a shock to the system when, as a junior lecturer, I was first confronted with UK undergraduates. Instead, I gave them a detailed handout that contained everything I was planning to say during the lecture. Using that slide deck as a starting point, review the slides for consistency and flow–chunking them up into the short video segments you will be recording. Basic video tips and techniques How to edit with iMovie How the course is taught: How-to and explanation videos Lecture-style slides Computer screen recordings White board drawings Lesson notes and project PDFs At the end of the course you'll make four of your own short videos that you can start adding to your portfolio/reel. We’re glad you asked. With videos, you can play around with the effects, so you get to incorporate into more features on the lecture. This allowed them to catch up with the material as we covered it, and asking them to have short discussions with their neighbours meant that they didn’t remain passive recipients of the information, but had the chance to process the ideas as they emerged. Humour can be memorable, but it can divert memory away from what you are trying to teach. With online learning, the option to turn off the presentation is readily available. It’s also a good idea for instructors to do a practice run as they finalize the outline before filming. It was fairly rare for my teachers to do anything other than offer a monologue from the lectern. I received a shockingly low score one year only to find that most of the comments related to the late Friday afternoon timeslot and the location (a huge old church, with many students sitting in the upper balcony). I encourage questions, use quizzes and set group tasks, but I am in awe of colleagues who teach in more participatory ways. Record video narration. Effective video lectures need to engage directly with the online learner. I use fifteen minutes as the target for learning modules. Later, I like to use a quiz tool like Kahoot, which students can access from their devices, to test what we have covered – or to get a picture of students’ assumptions. So I no longer judge how my lecture is going by students’ apparent reactions to it. But they don’t always work, of course. Even without adopting the full “late night talk show” model, there are other ways to turn a lecture delivered in a live classroom into short online videos. Large Hadron Collider Rap: Have some fun with this great rap video about CERN's hadron collider. 2014; Brame & Perez 2017), there are many ways to achieve this without letting, as Hart says, “the perfect become the enemy of the good.” Don’t be afraid to explore different approaches as you experiment with finding the techniques that work best for your instructors and course teams. Create GIFs. When I used PowerPoint, however, the class were all looking at the screen. 3. I now use lectures to tell a story rather than share facts and figures. 7. Since a green screen is used during filming, slides can be edited or updated during post-production editing. My second major piece of advice is not to leave any student behind. I have taught at business schools for 18 years. A new teaching year has just begun in the northern hemisphere. If, as a student, I fall behind, the truly effective lecturer perceives that. Simply go to www.marketechoes.co.uk The day-long course taught me how to stand (shoulders back, tall), claim the room (literally spread your arms out), throw my voice, slow down (stop to take a drink) and project confidence (smile). Socratic dialogue is a very important device too. I realised that how I lecture matters as much as what I say. Too often, academics would stand at the front and speak at us. Feel free to exaggerate. You can do this using a lecture video recorder or a webcam for the classroom. Switch gears after each 20-minute mini-lecture and do something different. Young instructors are often encouraged to intersperse their discourse with a combination of slides, videos and discussions, mirroring the multimodal calls on their attention to which digital natives are accustomed. That day, all three photocopiers broke down, which meant using the “spare” one that chugged 170 handouts out at a Sisyphean pace. The slides that a teacher would use in a lecture may not work in a video—it’s critical to build a slide deck that is clear, simple, and visually compelling. These often need to be inventive: “If you were colonising the other side of the world, what would you need?” From food, equipment and labourers, we move to ideas – property, the rule of law. That semester, the quality of my statistics teaching skyrocketed. Students’ need for relentless – and diversified – investment in their human capital is only getting bigger. As time-consuming as it may be, developing your own materials will bring you into the learning equation much more effectively. 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