{"id":683,"date":"2021-11-08T13:25:50","date_gmt":"2021-11-08T18:25:50","guid":{"rendered":"https:\/\/www.montclair.edu\/itds\/?page_id=683"},"modified":"2023-09-18T09:11:24","modified_gmt":"2023-09-18T13:11:24","slug":"multimedia-services","status":"publish","type":"page","link":"https:\/\/www.montclair.edu\/itds\/instructional-design\/multimedia-services\/","title":{"rendered":"Multimedia Services"},"content":{"rendered":"<p>Research has shown that creating a faculty presence can greatly enhance the learning experience in any course. The use of video and multimedia is an excellent way for instructors to build a faculty presence and increase student engagement. To that end, Instructional Technology and Design Services (ITDS) offers support for the integration of video and multimedia into 精品成人福利在线 University courses. The ITDS Team can assist faculty in the creation of high-quality video in our professional studio and editing facilities.<\/p>\n<p dir=\"ltr\">If you are looking for assistance in producing your next video, reach out for a 1-on-1 consultation. You will receive tips and tricks on how to make your videos more engaging and how to use Panopto to create them. Additionally, ITDS offers <em>Creating DIY Multimedia to Enhance Learning<\/em>, a 4-week online, asynchronous course that provides faculty with the training needed to produce quality academic media content from the comfort of your home or office.<\/p>\n<p dir=\"ltr\"><span class=\"prpl-button\"><a rel=\"noopener\" href=\"https:\/\/itds.as.me\/rosi\" target=\"_blank\" data-saferedirecturl=\"https:\/\/www.google.com\/url?q=https:\/\/itds.as.me\/rosi&amp;source=gmail&amp;ust=1678205979692000&amp;usg=AOvVaw2rWfiO9zMe4ye3CijFdDVs\">Book a Multimedia Consultation<\/a><\/span><span class=\"prpl-button\"><a href=\"https:\/\/www.montclair.edu\/itds\/instructional-tech\/panopto\/\">Get Started With Panopto<\/a><\/span><span class=\"prpl-button\"><a href=\"https:\/\/www.montclair.edu\/itds\/faculty-development-support\/creating-diy-multimedia\/\">Register for DIY Multimedia Course<\/a><\/span><\/p>\n<h2>Examples of Multimedia Options<\/h2>\n<p>Below are some examples of the video and multimedia options created in our studio.<\/p>\n<div class=\"tab-group\"><div class=\"tab-content\"><h2>Introductions<\/h2>\n<p>A simple introduction video is a great starting point. It gives the instructor a chance to briefly introduce who they are, what the course is about and what students can expect throughout the term. With a short video of 1-2 minutes, instructors can provide a visual prologue to the course, infusing their personality, much like the first day of class in a traditional face-to-face setting.<\/p>\n<p><iframe title=\"Video: Course Intro\/Module Introductions\" src=\"https:\/\/www.youtube.com\/embed\/Kao4u6c1TrQ?start=58&amp;feature=oembed\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen style=\"width: 500px; height: 281px; border: 0px solid #000;\"><\/iframe><\/p>\n<\/div><div class=\"tab-content\"><h2>Lecture<\/h2>\n<p>When creating lecture videos, it is important to plan the content ahead of time and to make sure the material is organized in a clear and logical manner. Our multimedia specialists employ best practices to capture well-lit video and clear audio to ensure that the content is engaging and easy to follow. Slides, imagery, stock footage, diagrams, etc. can be added to videos in post-production to reinforce key points and keep students absorbed in the content.<\/p>\n<p><iframe title=\"Video: ITDS Video Lecture Examples\" src=\"https:\/\/www.youtube.com\/embed\/gK-v8JXlht4?feature=oembed\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen style=\"width: 500px; height: 281px; border: 0px solid #000;\"><\/iframe><\/p>\n<\/div><div class=\"tab-content\"><h2>Lightboard<\/h2>\n<p>A Lightboard, also known as learning glass, is a writable glass board, most commonly used for recording video lectures. Lightboards function exactly as chalkboards or whiteboards, except lightboards allow the instructor to face the camera while writing. They are also equipped with LED lights to illuminate your work, which is drawn with neon markers. Lightboards provide\u00a0an innovative and intuitive way to engage your students with video.<\/p>\n<h3>Introductory Video<\/h3>\n<p><iframe title=\"Video: Lightboard Video\" src=\"https:\/\/www.youtube.com\/embed\/8RCVNrt1srw?feature=oembed\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen style=\"width: 500px; height: 281px; border: 0px solid #000;\"><\/iframe><\/p>\n<h3>Additional Lightboard Examples<\/h3>\n<p><iframe title=\"Video: Lightboard\" src=\"https:\/\/www.youtube.com\/embed\/xyBIJfL0iB4?feature=oembed\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen style=\"width: 500px; height: 281px; border: 0px solid #000;\"><\/iframe><\/p>\n<\/div><div class=\"tab-content\"><h2>Interviews<\/h2>\n<p>Do you have someone you would like to interview to enhance the content of your course? We can record your interview as a two person set up or we can just feature the person of interest. We can also edit the interview to only include the key points you need or in a casual, conversational format. Interviews can be recorded in our studio or at another location on campus.<\/p>\n<p><iframe title=\"Video: Interviews\" src=\"https:\/\/www.youtube.com\/embed\/ULo4QIjXegk?feature=oembed\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen style=\"width: 500px; height: 281px; border: 0px solid #000;\"><\/iframe><\/p>\n<\/div><div class=\"tab-content\"><h2>Animations<\/h2>\n<p>Animation is a great way to explain a concept visually. Using simple animations can make course material that is normally hard to understand easier to learn. Research shows that animation can enhance learning, but is not ideal in all cases. Some concepts are enhanced by static images. We can help in deciding what works best, animation or high res images.<\/p>\n<p><iframe title=\"Video: Animations\" src=\"https:\/\/www.youtube.com\/embed\/Lae1Cu8RlOY?feature=oembed\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen style=\"width: 500px; height: 281px; border: 0px solid #000;\"><\/iframe><\/p>\n<\/div><\/div>\n<div class=\"prpl-drawer\"><div class=\"prpl-drawer-header\">References and Resources<\/div><div class=\"prpl-drawer-content\">\n<ul>\n<li>Brame, C. J. (2016). <a href=\"http:\/\/ezproxy.montclair.edu:2048\/login?url=http:\/\/search.ebscohost.com\/login.aspx?direct=true&amp;db=cmedm&amp;AN=27789532&amp;site=eds-live&amp;scope=site\">Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content<\/a>. CBE-Life Sciences Education, 15(4), es6.<\/li>\n<li>Geri, N., Winer, A., &amp; Zaks, B. (2017, February) <a href=\"https:\/\/www.openu.ac.il\/innovation\/chais2017\/a2_3.pdf\">Probing the Effect of Interactivity in Online Video Lectures on the Attention Span of Students: A Learning Analytics Approach.<\/a> Proceedings of the 12th Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Technological Era, Raanana: The Open University of Israel.<\/li>\n<li>Kovacs, G. (2016, April). <a href=\"https:\/\/hci.stanford.edu\/publications\/2016\/invideo\/invideo-las2016.pdf\">Effects of In-Video Quizzes on MOOC Lecture Viewing<\/a>. In Proceedings of the Third (2016) ACM Conference on Learning@ Scale (pp. 31-40). ACM.<\/li>\n<li>Obodo U, Baskauf S (2015). BSCI 111b: <a href=\"https:\/\/vanderbilt.edu\/\/bold\/docs\/bsci-111b-introduction-to-biological-sciences-laboratory\/\">Introduction to Biological Sciences Laboratory, BOLD Fellows Project Gallery<\/a>. (accessed 8 March 2017).<\/li>\n<li>Schacter, D. L., &amp; Szpunar, K. K. (2015). <a href=\"http:\/\/ezproxy.montclair.edu:2048\/login?url=http:\/\/search.ebscohost.com\/login.aspx?direct=true&amp;db=pdh&amp;AN=2015-05636-001&amp;site=eds-live&amp;scope=site\">Enhancing attention and memory during video-recorded lectures<\/a>. Scholarship of Teaching and Learning in Psychology, 1(1), 60.<\/li>\n<li>Vural, O. F. (2013). <a href=\"https:\/\/eric.ed.gov\/?id=EJ1017292\">The Impact of a Question-Embedded Video-Based Learning Tool on E-Learning<\/a>. Educational Sciences: Theory and Practice, 13(2), 1315-1323.<\/li>\n<li>Burch, B. (2018).\u00a0<a href=\"https:\/\/www.qualitymatters.org\/qa-resources\/resource-center\/articles-resources\/research-video-length\">Video Length in Online Courses: What the Research Says<\/a>, Research and Best Practices, Quality Matters, retrieved from: https:\/\/www.qualitymatters.org\/qa-resources\/resource-center\/articles-resources, 2018.<\/li>\n<\/ul>\n<div class=\"prpl-band-small gray no-margin\">\n<div class=\"text-content\">\n<p><a href=\"https:\/\/www.facultyfocus.com\/articles\/online-education\/creating-a-sense-of-instructor-presence-in-the-online-classroom\/\">Creating a Sense of Instructor Presence in the Online Classroom,\u00a0<\/a>Robert Kelly, Faculty Focus, 2014.<br \/>\nKey Takeaways:<\/p>\n<ul>\n<li>Creating a sense of presence in online courses enhances the learning experience.<\/li>\n<li>One way to create that presence are videos that feature the instructor<\/li>\n<li>A good introduction can create a presence that gives a student an idea of who the faculty is.<\/li>\n<\/ul>\n<p><a href=\"https:\/\/edservices.wiley.com\/wp-content\/uploads\/2016\/06\/Faculty-Engagement-in-Online-Learning-WP.pdf\">Engaging Online Programs: 10 Ways to Enhance Instructor Presence in Online Programs, <\/a>Wiley Education Services, 2016.<br \/>\nKey suggestions: The importance of the introduction video<\/p>\n<ul>\n<li>Recommended time for intros is under 3 mins<\/li>\n<li>Videos should be high quality<\/li>\n<li>\u201cWelcome videos allow instructors to present their personality, share their passion for the subject matter, inform students of their experience with the material, and\u00a0 outline expectations.\u201d<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"prpl-band-small lt-gray no-margin\">\n<div class=\"text-content\">\n<p><a href=\"https:\/\/er.educause.edu\/articles\/2014\/4\/what-makes-an-online-instructional-video-compelling\">What Makes an Online Instructional Video Compelling?<\/a>\u00a0Melanie Hibbert, Educause Review, 2014.<br \/>\nKey Takeaways:<\/p>\n<ul>\n<li>Strategize videos to tie directly to course assignments and\/or assessment<\/li>\n<li>Advise faculty members to use conversational language in production<\/li>\n<li>Encourage faculty to use humor and draw on past experiences<\/li>\n<li>Add audio\/visual elements to the video that supplement the content<\/li>\n<li>Videos should not convey information that students could just read as text<\/li>\n<li>Produce high-quality videos (professional sound, lighting, and graphics are very important)<\/li>\n<li>Keep a four-minute length as a design consideration, especially when producing longer-form content lectures that can be broken up into shorter segments<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"prpl-band-small gray no-margin\">\n<div class=\"text-content\">\n<p><a href=\"http:\/\/up.csail.mit.edu\/other-pubs\/las2014-pguo-engagement.pdf\">How Video Production Affects Student Engagement: An Empirical Study <\/a><a href=\"http:\/\/up.csail.mit.edu\/other-pubs\/las2014-pguo-engagement.pdf\">of MOOC Videos,\u00a0<\/a>Guo, Kim, Rubin, 2014.<br \/>\nKey Takeaway:<\/p>\n<ul>\n<li>Large-scale study from MIT (data from 6.9 million video viewing sessions) suggests videos should be no longer than six minutes in length.<\/li>\n<\/ul>\n<p><a href=\"https:\/\/www.shiftelearning.com\/blog\/9-ways-to-use-video-in-your-online-training-courses\">Ways to Use Video in Your Online Training Courses,\u00a0<\/a>Karla Gutierrez, Shift, 2015.<br \/>\nKey Takeaways:<\/p>\n<ul>\n<li>Interviews,\u00a0Bite Sized Tips,\u00a0Demos,\u00a0Video Tours,\u00a0Animation<\/li>\n<\/ul>\n<p><a href=\"http:\/\/resolver.ebscohost.com\/openurl?sid=google&amp;auinit=C&amp;aulast=Dong&amp;atitle=Twelve+tips+for+the+effective+use+of+videos+in+medical+education&amp;id=doi%3a10.3109%2f0142159X.2014.943709&amp;title=Medical+teacher&amp;volume=37&amp;issue=2&amp;date=2015&amp;spage=140&amp;issn=0142-159X&amp;site=ftf-live\">Twelve tips for the effective use of videos in medical education,<\/a> Chaoyan Dong, Poh Sun Oh, Medical Teacher, Feb 2015, Vol. 37 Issue 2, p140-145.<br \/>\nKey Takeaways:<\/p>\n<ul>\n<li>Explain the pedagogical advantages first to the instructors<\/li>\n<li>Engage students in the video production (for example, engage nursing students in the lab)<\/li>\n<li>Orient students to the videos<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"prpl-band-small lt-gray no-margin\">\n<div class=\"text-content\">\n<p><a rel=\"noopener noreferrer\" href=\"https:\/\/www.ispringsolutions.com\/blog\/using-educational-animations-in-e-learning\" target=\"_blank\">Using Educational Animations in E-Learning,\u00a0<\/a>ispring, 2014.<\/p>\n<ul>\n<li>Animation can enhance learning but not for all educational videos. Some concepts are explained better through static images and text.<\/li>\n<\/ul>\n<p><a href=\"https:\/\/www.flearningstudio.com\/best-types-of-animation-for-online-courses\/\">Best Types of Animations for your Online Course<\/a>, Learning Studio, 2017.<\/p>\n<ul>\n<li>Different kinds of animations can enhance learning depending on what you are teaching. Depending on what you are teaching also determines what kinds of animations to use.<\/li>\n<\/ul>\n<\/div><\/div><\/div><\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Research has shown that creating a faculty presence can greatly enhance the learning experience in any course. The use of video and multimedia is an excellent way for instructors to build a faculty presence and increase student engagement. 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