2024-02-12 Educators WG: Balancing Video Production and Available Resources


Video: https://drive.google.com/open?id=1WaCWoxYhK4F_42ddP906-MgUWGrcnGQS&usp=drive_fs

Transcript: https://drive.google.com/file/d/1WZWczkyh6r8V6r9zT86T-2oFCte8t1Mc/view?usp=drive_link


00:06 - 01:31: Welcome and Introduction

Rebecca Rumbel from the Penn State College of Agricultural Sciences will present on how the UPenn Extension Program has build up a large library of video content, and the best practices they've learned building educational video under resource constraints like many of us face.

01:32 - 35:22 Presentation: Balancing Video Production and Available Resources

  1. Why not lecture-style videos?

    1. Videos are too long

    2. Too much text on the screen that does not match the narration

    3. Poor image size, quality, and quantity

    4. Issues with copyright

    5. Poor narration and audio quality

    6. Accessibility issues

    7. Powerpoint videos are cost-effective

  2. How do we teach on videos?

    1. Science-based (e-Learning and the Science of Instruction)

      1. Takeaways:

        1. Audio and visual channels should work together

        2. Design clean and simply

  3. Best practices:

    1. Design for specific audiences and learning outcomes

    2. Chunk and scaffold content

    3. A simple, explicit instruction

    4. Use multiple modes of learning that enhance one another

    5. Provide opportunities to practice

    6. Use personalization: visible authors, examples, stories

  4. How do we balance video design and production with the resources that we have available?

    1. Production Processes:

      1. Pre-production

        1. Audience and learning outcomes come first

        2. Learning outcomes

        3. Scope, keeps the video in check

        4. Narration (scripting), what do we really need to tell them

        5. Visuals, how do we enhance visually

          • These results in a good storyboard; see sample storyboard (20:23)

      2. During-production

        1. Studio processes

          1. Team follows SOPs and checklists

            1. Setup: studio, camera, lighting, audio

            2. Staffing: roles

        2. Talent and performance

          1. Teleprompter

          2. Talent coaching

            1. Conversational, practiced, engaging inflection, body language

          3. Lesson: Use a teleprompter for efficiency.

      3. Post-production

        1. Editing

          1. Processess recording, corrects audio and lighting

          2. Completion of graphics/animations

            1. Building a graphics library

          3. 4 MMSs = 1 editing software

            1. Pre-set styles (font, size, callouts)

        2. Video review and finalization

          1. One round of revisions - consolidation

          2. Video review template (32:58)

    2. Human resources:

      1. Instructional designers:

        1. Teaching experience

        2. Strong writing skills

      2. Multimedia specialists:

        1. Video editing

        2. Graphic design

        3. Videography/photography

    3. Other resources:

      1. Defined workflows (SOPs)

      2. Video editing software

      3. Video “studio”

        1. Camera, lights, microphone, teleprompter

35:22 - 58:25 Q&A

  1. What does OTS mean? - John Swope

    1. An over-the-shoulder shot, setting up a shot and putting text off to the side of the person or some kind of visual.

  2. What is the run time for the 10-20 videos? - Tom Brown

    1. 3 - 4 minutes videos

  3. The content that you end up putting out is assets that you've already had that you've been able to use, for example, opening credits that's pretty quick, and that, you know, we'll get you through a bunch of stuff quickly. Copyright things at the end, etc. Tell us about reuse, and how you manage those reusable assets in projects.?- Tom Brown

    1. That goes back to SOPs around naming how we store, where we store, we'd like to sometimes share assets more than we actually do.

    2. Take this workforce development, we have 30 plus courses. All those videos are templated the exact same way. You have an opening title slide. You're using the same styles and fonts throughout the same way. The credits look right.

    3. So we're reusing that where it makes sense.

  4. What percentage of existing assets a in a sort of random next production are you able to reuse? Is it one to 5%? Is it like 30%? It's clearly not 70 or 80%.-Tom Brown

    1. It depends on the topic, I would say. It isn't above 50%, though.

  5. Any advice on creating interactive videos? The ones that you can make with h, 5 p, tools. - Koohyar Minoo

    1. So we don't use any. I haven't been using it to make videos or anything else. We've been making them very organically. It's more by default.

  6. How do you establish that shared understanding and any tips around that, making sure that all the SMEs sometimes will have Smes who are very familiar? - Asad

    1. Sometimes it's just with our content experts. It takes a few videos with them for them to really start to get it and start to understand.

    2. I think it just takes experience. And again, I think it's for helping people's brains process it. It takes a while, so compassion, and a little bit of education where you can give it.

  7. Where education content is headed? We're curious about any future trends or developments that you think we should keep an eye on for the future, especially in light of the newer generation of editing tools that are out there now. - Faqir Bilal

    1. I'll just say we use adobe, it's something that's really fast and quick.

59:00 - 59:17 Other business

@John Swope give Rebecca an invite on Slack.