Talk presented at Media and Learning 2022 What is more effective? Supporting teachers to improve their teaching, or students to become more productive in making the most out of the teaching they receive? This is a question many university centres for teaching are grappling with. On the one hand, their remit is to focus on building the skills of their teaching staff. But on the other hand, students often lack skills in dealing with content that are wrongly assumed to be ‘natural’. This presentation will contrast two guides created to support the use of multimedia: one for academics creating instructional videos and one for students accessing recorded lectures. This comparison will show that the guides show relatively little overlap because the needs of creators and viewers of multimedia may not be perfectly aligned. I will discuss ways in which this disparity could be addressed both individually and institutionally.

1. Supporting teachers
to support students?
A case of two guides on
educational videos
Dominik.Lukes@ctl.ox.ac.uk @techczech

2. Is it better to teach
teachers how to teach, or
students how to learn?

3. Do students worry about
the same things as
lecturers?

4. Are the student and teacher priorities aligned?
Teacher:
“Will they be excited by the
subject?”
Student:
“Will this be on the test?”

5. Are the student and teacher priorities aligned?
Teacher:
“How do I make my videos
more engaging?”
Student:
“How do I find the bit where
the lecturer talks about what's
on the test?”

6. The misalignment is the same when teachers are learning
Teacher trainer:
“How do I convince teachers to
incorporate 12 multimedia
principles?”
Teacher:
“How do I get this done
quickly?”

7. Story of two guides

8. Guide 1: For teachers

9. 6 Tasks of Instructional Video
Direct
attention to
make it clear
what to focus
on
Attention
Minimise
distraction
to reduce
cognitive
load
Distraction
Support
concept-
ualisation to
maximise
learning
Conceptualisation
Make a
personal
connection
to promote
engagement
Connection
Enable
navigation
to give
learners
control
Navigation
Balance
choices
based on
learner
situation
Situation

10. 12 Questions
1. How long should a video be?
2. How highly produced should
videos be?
3. Should a script be used?
4. What should be the design of
backgrounds / slides?
5. Should there be a face in the
video?
6. How important is it to look
directly into the camera?
7. Should the video use
animations?
8. How frequently should the video
transition between backgrounds?
9. Should the video switch between
angles and perspectives?
10.Should the video have a branding
intro?
11.How important is it to have a
story?
12.Should I use opening credits?

11. Guide 2: Students

12. 7 tips for students
1. Don't give up on the benefits of
attending the lecture live with
others
2. Schedule time to watch the
lecture recording by yourself or
with others
3. Pause and skip back frequently
to take notes and make
bookmarks
4. Learn to navigate the video
using slides and transcript
5. Many people like to listen at
higher or lower speed - try how
well this works for you
6. Don't take notes word for word,
summarise each point and the
whole lecture in your own words
7. Ask questions of the lecturer
and other student

13. A student armed with
good strategies and
tools can learn from bad
video.

14. …or more generally…

15. A good student can learn
more from a bad teacher
than a good teacher can
teach a bad student.

16. Why are there no
questions for teachers
about how students watch
videos?

17. Wall of videos is a consequence of asking the wrong questions

18. Focusing on the student perspective a recent course redesign

19. The students’ priority is
to learn, not to watch the
video! Help them make
better decisions about
which parts help them!

20. Changing perspective

21. What do these videos have that videos in your VLE don’t have?
Descriptive
Title
Thumbnail
Description
Time
codes
Bullet point
summaries
Playlists

22. What
teachers
should
know about
how
students
watch video
Strategically
Speed
Audio only
Video only
Mobile device

23. Video playlists ⭐⭐⭐⭐⭐ ⭐⭐⭐⭐⭐ 👎 ⭐⭐⭐⭐⭐ ⭐⭐⭐⭐⭐
In video navigation ⭐⭐⭐⭐⭐ ⭐⭐⭐⭐⭐ 👎 ⭐⭐⭐ ⭐⭐⭐⭐⭐
Bookmarking ⭐⭐⭐⭐⭐ ⭐⭐⭐⭐ 👎 ⭐⭐ ⭐⭐⭐
Skip by transcript ⭐⭐⭐⭐⭐ ⭐⭐⭐⭐⭐ 👎 ⭐⭐⭐⭐⭐ 👎
Speed of playback ⭐⭐⭐⭐⭐ ⭐⭐⭐⭐⭐ 👎 ⭐⭐⭐⭐⭐ ⭐⭐⭐⭐⭐
Keyboard shortcuts ⭐⭐⭐⭐⭐ ⭐⭐⭐⭐ 👎 ⭐⭐⭐⭐⭐ ⭐⭐⭐
Captions as text ⭐⭐⭐⭐⭐ ⭐⭐⭐⭐⭐ 👎 ⭐⭐⭐ ⭐⭐⭐
Mobile accessibility ⭐⭐⭐⭐⭐ ⭐⭐ ⭐⭐⭐ ⭐⭐⭐⭐ ⭐⭐⭐
Offline mode ⭐⭐⭐⭐⭐ ⭐⭐ 👎 ⭐⭐⭐ 👎
Podcast playback
mode
⭐⭐⭐⭐⭐ ⭐⭐⭐ 👎 ⭐⭐⭐ ⭐⭐
Silent playback ⭐⭐⭐ ⭐⭐⭐ 👎 ⭐⭐⭐⭐⭐ ⭐⭐
Interactivity ⭐⭐⭐ ⭐⭐⭐ 👎 ⭐⭐ ⭐⭐⭐⭐⭐
Searchability ⭐⭐⭐ ⭐⭐⭐⭐⭐ 👎 ⭐⭐⭐ ⭐⭐⭐⭐⭐
What teachers should know about when making a choice about where to put the video

24. One more misaligned
priority.

25. Can we align institutional priorities with student needs, as well?
Head of department
Does this look ‘professional’
at a glance?
Student
Can I spend 2 hours with this
video productively?

26. This is a misalignment on
what engaging means.

27. Can we
align on
what we
mean by
engaging
Draws interest,
avoids boredom,
competes with other
interesting things.
Draws attention,
encourages focus,
step on a purposeful
journey.

28. Thank you
bit.ly/ox-acprod Dominik.Lukes@ctl.ox.ac.uk