If you are considering developing an online course with Ecampus, you may be curious how you will translate your lectures to the online format. There are several effective online lecture presentation formats available to faculty. They differ in the type of video recording required and the kind of post-production work required after the initial recording.
Each of the presentation formats can be effective, however the more complex types can offer additional advantages for your students. Why should you consider producing the most challenging of the five online lecture formats? To answer that question, we need to understand what exactly an interactive video lesson is. Let’s start by first looking at a sample interactive video lesson used in a fall 2017 course titled The Biology of Horticulture (HORT 301). You can watch a four minute excerpt of the twenty-minute interactive video lesson by selecting the image below:
As is seen in this excerpt the interactive video lesson has as its foundation a video recording of a Lightboard presentation. Layered over that recording are interactive elements that control video playback—sometimes pausing, other times auto-advancing to specific clips—or to progress through the lesson, trigger a student’s input of feedback, and, most importantly, increase the amount of student engagement in the lesson. In the case of HORT 301 the interactive element prompts the solving of a temperature indices formula. The base video could have been used by itself. However, it is the melding of the Lightboard presentation with the interactive feature that makes the interactive video lesson a highly engaging presentation for the online environment.
The model below proposes how the elements of personal and mediated communication immediacy are brought together to make an interactive video lesson a compelling experience.
In this project instructional design, in conjunction with visual design, video staging, and interaction design, was focused on solving the issue of how to teach a self-paced formula-drive lesson in the online environment. The result is an interactive video lesson that presents as a unified visual space that fosters an actual “see through” psychological perspective. Although clearly a media production, this approach to online lesson presentation implies an unmediated learning experience.
It is enhanced by the camera literally seeing through the Lightboard glass to the instructor conducting the lesson fostering a sense instructor presence. This type of interactive lesson design is desirable because it presents classroom-like learning in a student-controlled online environment. The result is an interactive video lesson that is new in design format but familiar experientially.
Is Interactive Video For You?
A decision to adopt this approach to lesson design will likely be successful if you have a lesson that is formula driven. Certainly math subjects and many science subjects might benefit from this approach. Is it also applicable to humanities courses? Can you imagine teaching language, music, or poetry with an interactive video lesson? If you can, contact Ecampus. We would be glad to help you adopt this approach to lesson design for use in your online course.