Session 1 - Presenting to Camera
From lecture capture to desktop recordings, presentations are by far the most common format of video used in education. This short session will show you how to redesign your presentations from the ground up to make better videos. We will discuss the differences between presenting to camera and narrating a slideshow, show you how to rethink your lecture slides, discuss strategies for scripting, and explain the strengths and weaknesses of different recording approaches and university supported tools.
In this workshop we’re going to talk about how to plan and record a successful short presentation video. Hopefully by the end of the session, you will be able to:
- engage in some learning design to translate a single lecture block into an online module that includes pre-recorded video
- make informed decisions about the style and content of your video
- design a video based around presentation to camera and narration styles
- script the parts of your video that need to be scripted
- make a soft-script for your narration
- book a session in the studio to record your content
Understanding the capabilities of the ABP microstudio can also inform the type of content you can create. Types of recordings possible in the ABP microstudio In the second half of the session, we’ll demonstrate some practical performance tips and tricks to help you make the most out of your micro studio session. Because we can’t all fit into the studio For homework, we’re asking you to plan and record a short presentation / narration video and bring the files to our third session where we will demonstrate how to ingest, edit, export and upload your video for your students We put togetether a collection of videos to walk you through the recording proces. |
Lectures are a complicated performance that combines presentation, narration, anecdote, guided viewing, discussion, jokes etc
- It’s not possible to recreate this format using a single video setup so we need to break our lecture into shorter chapters then map those to different video types
- Once we’ve chaptered our lecture we can add meaningful activities in between the chapters to create a module with a strong learner pathway.
- What we end up with is a reduction in talk time. - our 90min lecture might translate into a module that takes 90min to complete online, but we’re not just putting up 90min of video to passively watch, we’re going to intersperse short sections of prerecorded video with other activities like active reading and discussions. In contrast to a giant playlist like the one created by the lecture capture system.
How do I transform my lecture material for online teaching?
Designing for online learning: Creating videos from existing lectures
Automatic transcription services
Tips for scripting:
1. personal ‘voice’ - we’re not writing an essay, so use contractions, use active voice, put yourself into the script - try and find that mix of argument, anecdote and enthusiasm that marks out a great lecture
2. think in terms of chapters. If you are scripting a 10min video, it should be broken into 3-4 sections to make performing and editing easier
3. exclude ‘housekeeping’ information and use the subject site to carry information that may go out of date like links, resources, dates of assessments etc.