Creating course/unit introduction videos to guide student learning
In the article Assessing Teaching Presence in a Computer Conferencing Context, Anderson, et al. defines the role of instructors as consisting of three types:
As you find yourself teaching, there are methods and techniques you can use to build the online presence you need to facilitate that social environment that encourages student learning. This document focuses on creating course/unit introduction videos to build on comments or questions during synchronous meetings.
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A course introduction video is usually more formal and planned than something like an instructor feedback video. It is probably more planned and structured to make sure the content is well-organized and covers all the points you wish to address. A unit introduction video may be slightly less formal or scripted but still should be given thought and planning. Both types of videos, however, should provide students with information about the content being covered, the work they are being asked to do, and the order and ways in which they should complete that work successfully. These videos can greatly increase students' perception of the role you play in facilitating learning.
Briana Burton — Microbiology 470
Jeremy Zima — German/Jewish 267: Yiddish Song and the Jewish Experience
Dane Cook — Kinesiology 350: Introduction to Exercise Psychology
Peter Van Kan— Kinesiology 200: Introduction to Neuroscience
Alicia Hazen — INTER-HE 202: SOHE Career and Leadership Development
There are several quick and easy tools you can use to create an instructor response video. Depending on your skills and formality of the video, consider the following tools:
Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001). Assessing Teaching Presence in a Computer Conference Environment. Journal of asynchronous learning networks, 5(2), 1-17.