Learning Innovation Archives - Page 2 of 2

From Spielberg to Screen Capture: Creating Quality Online Videos

rbaltrip-admin2024-03-29T13:38:40+00:00Digital Learning, Education, Learning Innovation|

Nearly a decade ago, Kristen Ferguson and I had the privilege of presenting this content at the Online Learning Consortium's Fall Conference in Orlando. The technical considerations, presentation elements, models, and administrative considerations for creating quality online videos for online learning remain true today. Below is a summary of presentation and the slide deck we used. From Spielberg to Screen Capture: Creating Quality Online Videos Online videos are essential to modern online learning, but quality matters. Good educational videos engage students with visuals, audio, and active learning strategies. Bad videos can be confusing, ineffective, and even hinder learning. A quality video balances clear, compelling content with strong technical aspects. Technical Considerations for Creating Quality Online Videos Length: Short videos are best. 6 minutes is ideal, with 15 minutes as a generous maximum. Longer videos risk losing student attention. Framing: The "rule of thirds" makes compositions visually appealing. Avoid putting subjects directly in the center of the screen. Focus: Subjects should be clearly focused. Audio: Keep audio consistent, clear, and free of background noise. Lighting: Lighting should be sufficient without glare. Stability: Avoid shaky videos unless specifically for stylistic effect. Graphics: Use clean, undistorted graphics that support your message. Presenting Your Content Look at the camera to simulate direct eye contact with learners. Be conversational. Speak naturally to establish a connection. Outlining and scripting can help for complex lectures. Plan your production, including time estimates and a teleprompter if needed. The Practical Aspects for Creating Quality Online Videos Beyond technical elements, the best online videos prioritize: Clear Audio: Students must be able to understand all spoken content. Cognitive Load: Avoid overwhelming learners with too much information at once. Active Learning: Integrate video with activities so students use the knowledge they're gaining. Teaching Presence: Strive for a personal touch, even in a digital format. Authenticity: Let your personality shine through for greater engagement. 6 Production Models for Creating [...]

3 Problematic Aspects of Online Enrollment Management

rbaltrip-admin2024-03-29T13:45:15+00:00Digital Learning, Education, Learning Innovation|

A recent article by The Atlantic provides an excellent perspective on a potential student's reaction to "typical" online student recruitment (aka online enrollment management. Overall, the article highlights various, well-analyzed issues related to online program administration as a whole. The author - herself someone who was considering an online degree as a working adult - describes her journey of considering online programs. In doing so, she shares 3 problematic aspects of online student recruitment that are particularly worth noting. 3 Problematic Aspects of Online Enrollment Management Annoying and relentless phone calls. The author highlights how the phone calls (mostly from OPMs or other vendors) were too frequent and felt intrusive. She also highlights Eduventures research that says, "By and large, [prospective students] are really reluctant to get on the phone with enrollment advisers,” he told me. “What [they] tend to rely upon are the publication websites, recommendations from co-workers or employers, and word of mouth.” Flooding of emails and information. The author mentions how she received 8 promotional emails in 7 days. Behind the scenes, what I'm sure is a well-crafted CRM funnel ended up being too aggressive, too pushy, and otherwise annoying. Floating and disconnected online recruiters. She critiques how they are too sales-oriented (which is even reflected in their titles). But more importantly, she really blasts universities for allowing outsourced agents who know nothing about their schools, faculty, etc. to represent these university's programs. In regards to the problematic aspects of online student recruitment, all points are very well said. Overall, the author (and prospective online student) praises institution's online recruitment strategies that were not too aggressive and had staff that actually knew the institution and programs in a vital way. She also challenges universities to think about both what and how online student recruitment says about the university's [...]