Three Plans for Designing Instructional Videos – Part I
The following three-part series presents techniques for designing instructional videos that maximize learning value. Each contribution to this series will highlight one model for how you might go about designing and planning a video. Each of these models can (and should) be modified to meet your learners’ needs and teaching situations.
About Instructional Videos
Video is becoming a ubiquitous part of many elearning experiences. Technologies have advanced to a point where the “barrier-of-entry” for creating and hosting instructional videos is minimal. With little investment of time and resources, educators can create high-quality videos that can support a variety of learning experiences.
In this article, I will present the first of three models for planning and organizing instructional videos. Instructional videos can provide flexibility for students and allow you to extend the teaching experience beyond the simple presentation of information.
These models give you a framework for planning and designing videos that can maximize learning value.
Context First, Concept Second
This model begins with setting the context for why the concept being presented in the video matters. This helps the learner understand the connection to their learning experience and how they will be able to use the information.
You may also enhance the video by incorporating examples throughout the video that further illustrates the concept you are teaching.
The following model and video describes how you can use this approach for designing instructional videos for the courses you teach.
In my next post, I will discuss using challenge questions to guide the design of instructional videos.