University of Technology Sydney
    Search
    Generic filters
    Exact matches only
  • Home
  • Information for all users
    • Information for all users
    • Blackboard Mobile and Tablet applications
    • Collaboration Tools
      • Collaboration Tools
      • Campus Pack
    • For students
      • For students
      • Avoiding Plagiarism for students
      • Downloading a Subject Outline in UTSOnline
      • How to successfully submit a UTSOnline assignment
      • SparkPlus for students
      • Turnitin for students
    • Kaltura
      • Kaltura
      • Download your media from Kaltura
      • Kaltura Closed Caption
      • Kaltura MediaSpace: Use Channels to Group and Control Access to Your Media
      • Restrict access to your media with Scheduling
      • Supervisors Access to MyMedia of Kaltura
      • Why Publishing Medias?
    • Logging into UTSOnline
    • Navigating UTSOnline
      • Navigating UTSOnline
      • The My Subjects module
    • Portfolios
    • Privacy Statement for UTSOnline
    • Supported Operating Systems and Browsers
    • UTSOnline Support
  • Information for Staff
    • Information for Staff
    • 1. Grades Submission Automation - Getting Started
      • 1. Grades Submission Automation - Getting Started
      • 2. Grades Submission Automation - Setting Up Your Grade Centre for Automation at the Start of Session
      • 3. Grades Submission Automation - Finalizing and Submitting Your Grades at the End of Session
      • 4. Grade Submission Automation Processes for Faculty Admin & Support
    • Adding Your Subject Outline to UTSOnline
    • Automated UTSOnline Subject Creation and Enrolment
      • Automated UTSOnline Subject Creation and Enrolment
      • Forms for Subject Coordinators
      • Session key dates in UTSOnline
    • Building Assessment Tasks
      • Building Assessment Tasks
      • Changes to inline document markup in the Blackboard Assignment tool
      • How to access Review
      • Portfolio Assignments for Staff
      • Quiz recommendations
      • UTS Avoiding Plagiarism
    • Building Content
      • Building Content
      • Adobe Captivate
      • Content Layout Tool
      • How to make a video or screencast - examples
      • IML Sound Booth
      • Lecture capture with Echo360 ALP
      • LinkedIn Learning
      • Managing the availability of Echo360 lecture recordings
      • Practical Ideas - Video
      • Reading Lists
    • Communicating and Collaborating
      • Communicating and Collaborating
      • A.nnotate Instructions for Academics
      • Zoom in UTSOnline
    • Construct Learning Pathways and Self-paced Learning
      • Construct Learning Pathways and Self-paced Learning
      • Adaptive Release
      • How to create sets of questions and direct students based on their results
      • Learning Modules
      • Lesson Plan
    • Differences between UTSOnline Subjects, Forums, and Communities
    • Echo Universal Capture
    • Frequently Asked Questions
    • How Do I Download and Upload Grade Centre Data?
    • Kaltura in UTSOnline
      • Kaltura in UTSOnline
      • Kaltura video assignment
    • Managing Your Sites
      • Managing Your Sites
      • Add/Remove Users
      • Available Sessions in UTSOnline
      • Copyright and Reading Lists
      • How to archive a UTSOnline subject
      • Managing subject site availability
      • Obtaining the UTSOnline site ID
      • Renaming Your UTSOnline Site
      • Staff Accounts
      • Student Preview Mode
      • Temporary Accounts
      • UTSOnline site roles
    • Marking and Grading
      • Marking and Grading
      • How to Upload Marks to UTSOnline
      • Marking with Rubrics
      • REVIEW FAQ
      • The Gradecentre
      • Turnitin and Feedback Studio
    • Multi enrollment UTSOnline Forum Sites
    • Qwickly Tools Suite
      • Qwickly Tools Suite
      • Qwickly Attendance Tool
      • Qwickly Productivity Tools
      • Using Qwickly Attendance
    • REVIEW Staff User Guide
    • Setting up the look and feel of your site
    • SPARKPlus: moderating group work assessment
    • Turnitin
      • Turnitin
      • Detecting similarity matches for consecutive student submissions in the same subject
      • Detecting similarity matches to earlier submissions
      • How to mark Turnitin assignments in UTSOnline
    • Using H5P on UTSOnline (Blackboard)
    • UTSOnline integration request
    • UTSOnline Support For Staff
      • UTSOnline Support For Staff
      • IML Learning Technologists
    • Working with Groups
      • Working with Groups
      • The Import Groups tool
      • The UTS Batch Group Enrolment tool
  • Known Issues
  • Sitemap
  • UTSOnline Support

Home » Making short videos to present content: The process

Making short videos to present content: The process

Today we are talking with Professor Andrew Jakobowicz about his use of the Green Screen in creating video content for student pre-class viewing.

Screen Shot 2015-07-31 at 9.59.26 am

Andrew Jakubowicz is Professor of Sociology in the School of Communication, Faculty of Arts & Social Sciences at UTS.

Why did you decide to create these videos?

The videos were part of a flipped learning revision of a subject previously taught in normal mode. As there were a number of lecturers, I wanted to capture their presentations in accessible and reviewable formats.. Live lectures tend to be an unbroken monologue, varying in impact depending on the quality and performance skills of the lecturer. In large darkened lecture theatres, the PowerPoints can produce glare and result in a disembodied voice. Normal automated video recordings of lectures tend to produce low quality images and poor sound, particularly if there is no post-production.

I wanted to create some stand-alone materials around sub topics. I could have produced online voice-over-PowerPoint which would be viable enough but I also wanted to add value by adding presence. I wanted to engage with my students and add the element of performance that they experience in a live lecture.

As we had a number of guest lecturers the quality of each week was variable, and the lectures didn’t necessarily tie well into the overall theme of the subject. These lectures were not well linked to tutorial work and were not examinable, so there was no compulsion for students to attend. I decided then in order to focus the lecturer input and generate more energy and immediacy, to interview the lecturers instead. This different modality adds an extra dimension.

Which server did you use for storage of the videos?

Whilst some students prefer YouTube because videos can be sped up to 2x, I decided to go with Vimeo on advice from the FASS media centre to host the videos because it produces better quality video, has no ads and has better capacity for subtitles and closed captions (if paid).

How did you deliver these videos to your students?

In 2014 I had spent time creating Captivate Modules for delivering content but I found the huge file sizes difficult to manage, while the UTS network folded when a large cohort of students (up to 100) tried to log onto UTSOnline and access the module at the same time. So the system support was a problem, on top of which Captivate was clunky and hard to edit and slow to upload. I have heard that this problem is solved in the latest update but in all, I needed an alternative.

Someone had suggested moving to UTSOnline and the Content Module which I was not keen on to begin with (I was worried about UTS Online after the Captivate experience) but actually it was a lot easier to work with than Captivate

Screen Shot 2015-07-31 at 10.00.05 amSo I revised the way lectures were structured, what was available in each learning module, and how students would be led into the learning process each week. The online content consisted each week typically of a key reading, accessed and interrogated through A.nnotate, a set of links to readings and notes, and a sequence of lecture clips (Vimeo links. In week 1 I delivered a live lecture to overview what was going to be available online, and ran a Q&A session. Interestingly the live Q and As were undermined by the acoustics of the new Science lecture theatre, which had been designed to throw the lecturer’s voice into the hall, but block student voices from crossing the hall or reaching the lecturer.

There were 4 live Q and A mini-lecture sessions in total every three weeks or so. All weeks also had online lectures, which were released to the students a week prior to the tutorial workshop where the lecture was to be discussed and frame the workshop tasks

 

Now down to the technicalities:

What is the average length of each video?

I cut each topic up into 5-7 minute segments. Much longer and your average student can lose concentration. This is enough time to deliver a well-articulated idea, and short enough for students to replay it to ensure they understand the argument and the examples. However each mini lecture /learning component might contain links to up to six or seven other video resources, and library links.

How long does it take to shoot a video of this length?

Each lecture was allocated about two hours of shooting time to produce what would ultimately be about 40 minutes of lecturer delivery: usually we tried to record the lecture fairly much straight, with me asking questions of the lecturer to drive them along the thematic line of the class. I was able to shoot them in one hit so a 30-minute video takes 40 mins to shoot. I recommend following a script. If you want to describe something detailed, it takes longer.

How long does it take to edit a video?

Roughly an hour and a half to edit 40 minutes of raw footage after it has been reviewed and a shot list prepared for the editor, and a spread sheet prepared with supers, intercuts, links and memory triggers for the written texts. You also need to get the footage off the Camera via storage card and onto the computer, which takes about 10 minutes.

What program did you use to edit?

Final Cut Pro because it has the Chroma Key option which you need when using a Green Screen. Everything green is replaced with an image. It can be on a Mac or PC, though I tend to use a Mac even where my editor may use a PC.

What equipment did you use to create and edit the videos?

  • Canon video EOS 600D looking slightly down on the subject by using a tripod.
  • Microphone clamped to desk close to speaker with memory card.
  • Green screen.

Screen Shot 2015-07-31 at 10.04.19 am

How did you choose the background images to insert into your video?

A simple Google search using keywords from the topic, and I added the url to the cutting sheet and this was then inserted into the video – one per segment. The background graphic added value through providing a visual bridge into the research that sat behind the lecture.

Do you have any tips to help make a more professional video?

I like to read from my notes and then look at the camera up and pause before speaking. During the editing I then have a natural place to cut. Of course you could also use a teleprompt using an iPad and an app. When interviewing other lecturers, they need to be reminded to repeat the question, and held to quite tight delivery of content.

 

Have you had any feedback from students about the videos?

Feedback from students was via survey monkey: 70% of respondents agreed that the online lectures have significantly improved their learning experience. (n=71, total class size =120). They liked the intercutting of other lecturers into the flow of a lecture, as there was an increase in diversity of views. However they didn’t like the loss of the live lecture format, down from 12 in 2014 to 4 in 2015. Some complained that lectures weren’t always available when they wanted them (due to editing time required). Students manage their time better than we think (these are 2nd and 3rd years), they are quite strategic. These students expect high production values, and as media students they are professionally critical.

The use of quizzes were not well received; I think this reflected them not being very well structured and not linked to assessments, but solely there as a prompt to memory and a break for students to engage proactively with the content.

The readings were done using the software program A.nnotate; students in tutorial groups had to post comments each week on their reading, and engage with other students online. We are able through this method to ensure most students had read the key material, and everyone in a group could start with that assumption as the accepted norm. Presentation on readings in tutorial could be replaced with focused small group research workshops on shared topics.

Some lectures can be hard to follow (due to accents and non native speaker students) so the breakup to modules was beneficial as students can now review the content when and how often they choose.

 

Is there anything you would you do differently next time?

  • Add subtitles and text files to make it fully accessible.
  • My UTSOnline site still needs some work on layout. I would clean this up if I had more time.
  • Probably reintroduce weekly Q and A sessions to maintain contact between lecturers and students.

Pages

  • 5. Grade Submission Automation – Q&A & Troubleshooting
  • Are they checking?
  • Calendar & date management – UTSOnline
  • Capturing Webcam video in Windows Movie Maker
  • Change to online.uts.edu.au landing page
  • Changing the ‘look & feel’ of your subject in UTSOnline
  • Chemistry notation support
  • Clickers for Engaging Large Classes
  • Configuring REVIEW for Grades Submission
  • Consent Matters
  • Content Layout Tool New Features
  • Copy & paste in the new UTSOnline
  • Embedding a YouTube video in UTSOnline
  • FEIT – Safety and Wellbeing Essentials Forumeng32
  • G Suite: Google Drive plus more for UTS staff/students
  • Getting Ready in UTSOnline
  • Getting your video onto YouTube and embedding it into UTSOnline
  • Grade centre improvements – UTSOnline
  • How do I make my video in YouTube unlisted?
  • How to create “Camera facing” video
  • Improved Mobile Experience
  • Inline marking & rubrics – UTSOnline
  • Intermittent issue with students uploading Turnitin assignments in Blackboard when using Safari
  • ITSC Reference
  • Known Issues
    • Cannot hide the Quiz attempt score from students
    • Captivate issues with embedded YouTube video
    • Chief Instructors in SPARK cannot select the correct UTSOnline subject as an enrolment source
    • Comments in the inline document viewer are partially hidden
    • Content Usage Statistics Report issue
    • Course Activity Overview and Student Overview for Single Course reports shows no data
    • Deleting groups linked to group assignment results in inaccessible assignment submission
    • Document does not open in the inline document viewer in the Blackboard Assignment tool
    • Emails received from UTSOnline shows additional email address
    • Error when accessing assignment submissions in Bb Grader
    • Group journals are visible to all enrolled students in a UTSOnline site
    • Incorrect Rubric display in graded Portfolio Artefacts
    • Last Access Date for a student is incorrect or is not recorded
    • LaTex Content is not rendered automatically
    • Missing scroll bars in Grade Centre on Mac
    • Opening the Last Graded view in the MyGrades tool generates an error
    • Opening the Test Options page generates an error
    • Original draft version is displayed in a Blackboard Assignment rather than the latest submission
    • Portfolio instructions do not appear when editing your Portfolio
    • Statistics Reporting for a content item contains incorrect data
    • Subject Coordinator role not supported in Blackboard Instructor app
    • Subject Coordinator unable to use the UTS Batch Group enrolment tool
    • Submitting Group Assignment Attempt Results in Error when Group Contains a Disabled Enrollment
    • Turnitin submission error – An unusual number of excessively long or short words
    • Turnitin submission error – Gradebook was not modified
    • Unable to attach files in Internet Explorer 11
    • Unable to open context menu in Google Chrome
    • Unable to submit content using Safari 11.1
    • Visual bug on Test Presentation when help text is off
    • Zoom cloud recordings are not showing in ‘Gallery View’
    • Audio auto-play in Chrome browser
    • Files attached to Blackboard Blogs & Journals not opening due to filename format
    • Even if scroll bar is displayed user unable to scroll
    • Filter Function does not work in the Announcements module
    • Line break issue
    • Internet Explorer 11 font issue
    • Microsoft Office issue with Shared Portfolios
    • Missing equation content when marking assignment
    • Survey results downloaded file issue
    • Turnitin bulk download issue
  • Learning and Teaching System access for Faculty Administrators
  • Making short videos to present content: The process
  • Making Video – General Guidelines for Best Practice
  • Marine science flipped
  • Pencast video
  • Placemat
  • Preparing and optimising your video for teaching
  • REVIEW and SPARK similarities and differences
  • REVIEW new features
  • REVIEW November 2017 Upgrade Summary
  • REVIEW was upgraded to version 3.6.11 on February 27 2019
  • Search Results
  • Setting up a YouTube account to upload videos to
  • Shooting and uploading video to YouTube using a Smartphone or Tablet
  • Similarity Scores not updated after Assignment Due Date
  • Site design and student engagement
  • Sitemap
  • Smartviews and groups in UTSOnline
  • SPARKplus upgrade from v3.05 to v3.12
  • Student Portfolio Overview
  • Subject Coordinator unable to create and configure Campus Pack content
  • Think – Pair – Share
  • Tips on creating formative quizzes
  • Tips on preparing and assigning reading work
  • Tips on using media in your online space
  • Using Audacity for your Soundtracks
  • UTSOnline and Qwickly Tools
  • UTSOnline Calendar
  • UTSOnline Exam Invigilators Guide
  • UTSOnline is temporarily unavailable
    • SPARKPlus is temporarily unavailable
  • UTSOnline Regular Maintenance Window
  • UTSOnline Tools
  • Value lines
  • Voice Narrated PowerPoint using Office 365 for PC
  • Zoom Meeting Guide
  • Information for all users
    • For students
      • Avoiding Plagiarism for students
      • Downloading a Subject Outline in UTSOnline
      • How to successfully submit a UTSOnline assignment
      • SparkPlus for students
      • Turnitin for students
    • Kaltura
      • Why Publishing Medias?
      • Restrict access to your media with Scheduling
      • Download your media from Kaltura
      • Kaltura MediaSpace: Use Channels to Group and Control Access to Your Media
      • Supervisors Access to MyMedia of Kaltura
      • Kaltura Closed Caption
    • Privacy Statement for UTSOnline
    • Navigating UTSOnline
      • The My Subjects module
    • Logging into UTSOnline
    • Collaboration Tools
      • Campus Pack
    • Portfolios
    • UTSOnline Support
    • Blackboard Mobile and Tablet applications
    • Supported Operating Systems and Browsers
  • Information for Staff
    • 1. Grades Submission Automation – Getting Started
      • 2. Grades Submission Automation – Setting Up Your Grade Centre for Automation at the Start of Session
      • 3. Grades Submission Automation – Finalizing and Submitting Your Grades at the End of Session
      • 4. Grade Submission Automation Processes for Faculty Admin & Support
    • Automated UTSOnline Subject Creation and Enrolment
      • Forms for Subject Coordinators
      • Session key dates in UTSOnline
    • Construct Learning Pathways and Self-paced Learning
      • Adaptive Release
      • How to create sets of questions and direct students based on their results
      • Learning Modules
      • Lesson Plan
    • Echo Universal Capture
    • Frequently Asked Questions
    • How Do I Download and Upload Grade Centre Data?
    • Kaltura in UTSOnline
      • Kaltura video assignment
    • Multi enrollment UTSOnline Forum Sites
    • Qwickly Tools Suite
      • Qwickly Attendance Tool
      • Qwickly Productivity Tools
      • Using Qwickly Attendance
    • REVIEW Staff User Guide
    • SPARKPlus: moderating group work assessment
    • Turnitin
      • Detecting similarity matches for consecutive student submissions in the same subject
      • Detecting similarity matches to earlier submissions
      • How to mark Turnitin assignments in UTSOnline
    • UTSOnline integration request
    • Adding Your Subject Outline to UTSOnline
    • Using H5P on UTSOnline (Blackboard)
    • Differences between UTSOnline Subjects, Forums, and Communities
    • Managing Your Sites
      • Available Sessions in UTSOnline
      • How to archive a UTSOnline subject
      • Managing subject site availability
      • Obtaining the UTSOnline site ID
      • Renaming Your UTSOnline Site
      • UTSOnline site roles
      • Staff Accounts
      • Temporary Accounts
        • Removal of temporary UTSOnline accounts
      • Copyright and Reading Lists
      • Student Preview Mode
      • Add/Remove Users
    • Setting up the look and feel of your site
    • Working with Groups
      • The Import Groups tool
      • The UTS Batch Group Enrolment tool
    • Building Content
      • Adobe Captivate
      • Content Layout Tool
        • Basic Tiles
        • Enhanced Tiles
        • Flip Cards
        • Home Page Welcome Tiles
        • Lesson Structure and Layout Elements
      • IML Sound Booth
      • LinkedIn Learning
      • Managing the availability of Echo360 lecture recordings
      • Reading Lists
      • How to make a video or screencast – examples
      • Practical Ideas – Video
      • Lecture capture with Echo360 ALP
    • Communicating and Collaborating
      • A.nnotate Instructions for Academics
      • Zoom in UTSOnline
    • Building Assessment Tasks
      • Changes to inline document markup in the Blackboard Assignment tool
      • How to access Review
      • Portfolio Assignments for Staff
      • Quiz recommendations
      • UTS Avoiding Plagiarism
    • Marking and Grading
      • How to Upload Marks to UTSOnline
      • The Gradecentre
      • Marking with Rubrics
      • REVIEW FAQ
      • Turnitin and Feedback Studio
    • UTSOnline Support For Staff
      • IML Learning Technologists
  • UTSOnline Help
  • Level Of Use

Archives

  • December 2017
  • March 2016
  • February 2016
  • January 2016
  • October 2015
  • September 2015
  • August 2015
  • July 2015
  • April 2015
  • February 2015
  • November 2014

Categories

  • AC2016 (2)
  • Creating video (8)
  • For Students (1)
  • How-to videos (14)
  • Learning design (6)
  • Learning.futures (8)
  • Practical examples (6)
  • Stories (1)
  • Tools (14)
  • What's new? – UTSOnline (1)

WordPress

  • Log in
  • WordPress

Subscribe

  • Entries (RSS)
  • Comments (RSS)

Links

  • UTS homepage
  • UTS library
  • Current students
  • Staff Connect

© Copyright UTS - CRICOS Provider No: 00099F - 2 March 2017 9:32am. This page is authorised by the Director, Institute for Interactive Media and Learning.