![]() ![]() You may even start with a simple statement like, “In this video, I will show you how to…” Beyond concision, it is great if you can make the video engaging to watch. It is often harder to focus on a video than on a person! Therefore, the single most important thing to do in a video is to hone in on a clear learning goal for your students. As a rule of thumb, go for the easiest media that will get the job done. In many cases, other options (audio, text, images) will be the right fit for what you are teaching. On the downside, video is harder to produce than most media, and uses a lot of data. Video is good for representing visually complex information and enhancing the human presence of the instructor for students. The key choice you will make in recording lectures is whether to use video or other media. When it comes to pre-recorded media, the first rule is the hardest: don't make the media too long. Try breaking long lectures into short chunks of around 15 minutes, mixed in with activities that help students process each chunk of content. Balancing Synchronous and Asynchronous Activities.Ten Promising Practices for Effective Online Teaching.Leverage Canvas for Blended and Hybrid Teaching.Tools and Techniques for Blended and Hybrid Teaching.Frameworks for Blended and Hybrid Teaching.Top Teaching Practices to Continue on Campus.Getting Started with Blended and Hybrid Teaching.Addressing Disruptive Social and Political Events.Guidance for Instructor and TA Absences.General Guidance for Disruption Preparation.Equity and Inclusion in STEM Lab Courses.Ten Strategies to Promote Student Flourishing.Overview of Inclusive Teaching Practices.Getting Started with Inclusive Teaching.Course Evaluations and End-term Student Feedback. ![]()
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