9/11/2023 0 Comments Lecture recording cameraThese guidelines provide faculty and staff with guidelines drawn from best practices in both skills that they can use to increase the power of their educational videos. The following guidelines are evidence-based and are organized into three distinct phases of video creation: planning the content, creating the slides, and recording the lecture. Even those who do have training may not have learned how to integrate the two skill sets to provide an engaging and educationally grounded experience for students via a pre-recorded slide-based video lecture. While some faculty and staff members may have knowledge of or training in one of these skill sets, many do not. Creating effective video recordings requires mastery of two skill sets: the development of effective educational slide-based lectures and the effective recording and distribution of video content. Many different tools allow faculty and staff to create a video recording of a lecture that will engage students and contribute significantly to their learning. Such care saves time in the long run because it enables the video to be reused over a number of terms. Crafting a pre-recorded lecture for repeated use requires planning and preparation. As well, given the limitations on face-to-face class gatherings due to the COVID-19 pandemic, it might not be possible for faculty members to offer live lectures to students in the near future. Such live recorded lectures can suffer from poor audio or video quality, and from the fact that these lectures are designed for ephemeral classroom delivery to an audience that is present rather than more enduring use in an online environment with a more distant audience. Although recording a lecture is not a new idea, many schools focus on recording face-to-face lectures so that students can review them later. While the use of video lectures was already increasing, the COVID-19 pandemic that shut down classrooms throughout the world has resulted in even more faculty members turning to this method. Video lectures are becoming more common in medical education and are found in many distributed learning environments, for which enrollments are growing faster than in any other educational sector. In the face of the challenges confronting faculty who want to extend their teaching into distributed environments, incorporating digital technologies by methods such as pre-recording lectures provides alternative instructional methods that can enable the thoughtful creation of more engaging content.
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