Video-based

learning
A Complete Guide on How
to Use Video to Improve
Your οnline Course
LearnWorlds is an e-learning company that is transforming self-paced learning. We
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 Authors

Panos Siozos, PhD Nick Malekos Joey Tsouvalas

Panos Siozos is the CEO and Nick Malekos is the head Joey Tsouvalas is a Custom-
Co-Founder of LearnWorlds. Growth Marketer of Learn- er Support Specialist for the
He holds a PhD in Educational Worlds. He is a results based LearnWorlds team. He has
Technology and has worked and well-rounded Digital a Bachelor’s in English Lan-
extensively as a computer Marketer with years of expe- guage Teaching from the
science educator, software rience in the education indus- University of Greenwich and
engineer, IT manager and re- try that doubles as a youth loves to communicate with
searcher in many EU funded trainer and volunteers’ coor- people of various cultural
research projects. Before fol- dinator in his free time. backgrounds. He values re-
lowing the startup route, he spect and patience when it
was working in the European comes to dealing with both
Parliament as a policy adviser learners and teachers.
for research and innovation.

©2019 LearnWorlds. All Rights Reserved.

Video-Based Learning:
A Complete Guide on How to Use Video to Improve Your
Course

Abstract
Video-Based Learning (VBL) has become a widely-accepted e-learning
trend, and it is gaining momentum, as a result of an increase in resolution
quality, and delivery speed, multimedia and communication as well as online
video streaming. The heyday of video use lies in its shorter and engaging na-
ture that changes the way people learn. Video-based learning is recognized
by Technology-Enhanced Learning (TEL) researchers as a powerful learning
resource for online teaching activities.

The existing handbook aims to cover some of the most critical aspects of
research in Video-Based Learning. As LearnWorlds, we have done our best
to eliminate any insecurity you may have about video design. As such, we are
suggesting ways in which you can use a video inside your course, guiding you
through a handful of exciting instructional techniques. We also provide guid-
ance for the most effective video design. On top of that, you will learn how
to design the most optimal screencast, which tools you can use to produce
videos and how to use video analytics.

In the end of this e-book, we believe that you will have gained an exhaustive
view on what optimal instructional videos can provide. For better results, we
suggest that you retain an out-of-the-box thinking approach, using your cre-
ativity and imagination throughout your read. Now, if you want to make your
videos more memorable and create one of the most critical components of
your course in the best possible way, read on.

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Contents
1 How do Videos Take Online Training to the Next Level? 6
Introduction 7
The Brain Science behind the Video 8
And why should I add videos to my courses? 9
New Trends in Video-Based Learning 11

2 How to use Video-based Learning 15

How can I use videos in my course? 16
Explore video content ideas 17
Do you want to insert an instructors talking-head? 24

3 How to Design a Successful Video-Based Learning Experience 26

Before video production 27
Make sure to create an exciting video narration 27

4 Directing and Recording your Instructional Videos 37

Animated lectures 41

5 Evaluating the video’s effectiveness through Video Analytics 51

What are screencasts? 52
What are screencasts’ benefits? 52
How to design the most effective screencasts 54
Six steps for an effective instructional screencast design 58

6 22 Powerful Tools to Create your Own Videos 62

Easy to use tools to edit videos from your computer 63
Create stunning animations and other presentations 66
Advanced Video Editing tools for experienced users 70
Apps to create and edit videos on your phone 72
Apps to create a stop motion video 75
Creating and editing a screencast from your computer 76
Create an interactive learning experience 81

7 Evaluating the video’s effectiveness through Video Analytics 85

What are Video Analytics? 86
What do I see through Video Analytics? 86
Why are learning analytics so crucial for me? 95

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 1

How
do Videos
Take Online
Training
to the Next
Level?

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Introduction
In the past few years, there has been a sharp increase in the employment
of video for learning. Nowadays, it is significantly easier to distribute ama-
teur video productions, and even national broadcasters are becoming in-
creasingly interested in ‘user-generated video content’ through the work of
the so-called citizen journalists. Meanwhile, basic video-editing software is
now routinely ‘bundled’ with standard desktop, notebooks and even mobile
phone purchases. All of us have access to video capture and editing tools.

Instructors have the ability to integrate video in almost every part of the edu-
cational procedure with great ease and amazing results. Video-sharing tech-
nologies, created for entertainment purposes, are also gaining popularity in
academic and industry training arenas. Universities have begun to exploit
video services like YouTube and iTunes and many professors are introducing
videos as the main components of their lectures. Video thrives because it
supports just-in-time, on-demand, bite-sized micro-learning and teaching.

Instructors usually select video-based learning because:

It can be rapidly developed and played across multiple platforms and

devices.
Its representational power and expressiveness are needed in almost all
subject areas.
It re-assures the need of the face-to-face human texture, which makes vid-
eos excellent means of learning.
It alleviates time constraints.

Video-based learning techniques and practices are the core components of

new educational approaches such as ‘flipped’ classrooms (lectures before class
through online videos), Small Private Online Courses (SPOCs), and extend-
ed Massive Open Online Courses (xMOOCs). Moreover, several video-based
course platforms have been designed and developed enabling anyone to de-
velop, promote and sell video-based online courses. As a result, learners across
the globe have access to a growing range of educational video content that is

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available online for free or not. Video-based learning is here to stay.

However, that does not mean, that online instructors do know how to take ad-
vantage of video-based qualities. This is what we will try to find out together
in this ebook.

The Brain Science behind the

Video
It is well-known that videos have a positive impact on learning performance.
The human brain processes visual cues 60,000 times faster than written text.
As such, videos have the power to engage the cognitive processes of learners
and promote active learning – learners make sense of the learning material by
creating a coherent mental representation in their minds.

Cognitive psychologists support that students learn faster and better

when learning is delivered with two channels of sensation, e.g. a com-
bination of images and audio. This is known as Multimedia Principle.
It appears that audio and visual data together, provide additional and
complementary information that is retained longer than information
that is acquired either from audio or visual material separately.

This assumption is enhanced by the dual channel theory, according to

which our brains possess two channels to receive information: The pictorial
and the auditory. Humans receive this information with their senses and
process them in their working memory, the place where a learner decides
to hold or ignore information and where the information is also organized.
Simultaneously, the learner retrieves pre-existing knowledge that is rele-
vant to the presented material from their long-term memory. After process-
ing new and old information, learners store knowledge in their long-term
memory in the form of representations. A combination of both pictorial and
audio facilitates this process and reduces a cognitive load that is caused by

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simple images or simple narration. Therefore, video leads to better under-

standing of the learning content and makes scholars regard video as one
of the most influential learning tools

See Mayer and Moreno’s study on Multimedia Learning

And why should I add videos

to my courses ?
There are three simple but significant reasons:

1. Videos offer a more straightforward and

practical experience
A lab experiment
A role-playing episode
A work process demonstration
A field trip

Videos help learners visualize how something works by presenting infor-

mation that is difficult to be explained by text or static photos. Video-based

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learning modules are considered to be the best resources when presenting

highly technical and complex subjects such as engineering, surgery, mili-
tary, academia, and even flight training. Additionally, videos can capture
real-world events that are unusual or dangerous and involve interactions
among people, places or animals that may be difficult to reproduce.

2. Videos Increase learner engagement

and participation
Videos can easily break the monotony of the plain text and replace it with
engaging visuals. Several studies have reported that learners find an in-
structional video more attractive and satisfying than a series of simple
texts or pictures. Videos can increase the learners’ interest in your learning
topic and motivate them to learn more about it. Another reason why videos
appeal to learners is the issue of intimacy: videos facilitate a more personal
communication to those who are watching them.

3. Videos maximize the learning result: knowl-

edge retention
According to research, a learner remembers only 10% of what they READ,
20% of what they HEAR, 30% of what they SEE, but 50% of what the
HEAR and SEE. Hence, video-based learning enhances learners’ memory
and provides a replenished zenith in terms of learning and retention.

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Νew Trends in Video-Based

Learning
Animated Videos
Previously, training videos were restricted to recordings of events, seminars,
or simulations of applications and tools. Now, video animations come as
new formats for communicating content and purposeful messages. Anima-
tions are widely used in employee’s training because they have appealing
characters and can provide unlimited case scenarios

See an example here from VYond.

This picture was retrieved from here - Search Engine Land.

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Here are 5 Reasons why Whiteboard Animations are best for a business.

The top benefits of using animations:

Animations give life to video and draw attention to the main learning
points.
Live video content is difficult to update. You simply can’t update critical
parts of your message without remaking the whole video.
Live-action video expenses usually include finding actors, a location to
shoot your video, equipment, and video production costs. That’s why
41% of marketers cite the lack of budget as one of the three main rea-
sons why they hesitate to use video. Animated video, on the other hand,
doesn’t require big budget.
Animated videos win over any other type of content created on the
internet, and this helps content creators differentiate their content from
others. Find out more about these benefits here.

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Interactive Video
One-way streaming of information can become monotonous, and there are
high chances that learners will forget what was covered in a video. Interac-
tive videos try to address this handicap by providing more interactive oppor-
tunities through the following ways:

Present links during the video to external content or related videos.

Re-enforce knowledge with questions and feedback.
Guide viewers’ attention to specific objects with pointers and anchors.
Include annotations that display related, nice-to-know information.
Enable personalized paths. Check out how exciting personalized paths
can be.

This picture was retrieved from here - ProductHunt.

There is a lot of evidence that interactive video affects learning positively. The
benefits are primarily based on the theory of constructivism, according to which
learners perform better when they are actively involved in activities and when
they are in control of the learning process. When learners are in control, they dis-
cover and explore the learning content at their own learning pace and they do
not have to strictly follow a predetermined path that pushes them into passivity.

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360-Degree Videos
360-degree videos are shot using an omnidirectional camera or a collec-
tion of cameras, which capture view from all directions, simultaneously. This
separate footage is merged into one spherical video piece, and the color
and contrast of each shot are calibrated to be consistent with the others.

The aim of 360-degree videos is for viewers to have the flexibility to watch
the video from a unique perspective. These videos offer viewers a fascinat-
ing viewing experience which is the next best thing to being in that spot. If
you want to test this out, take a look at one of the many amazing National
Geographic’s 360-degree videos.

This new trend is being increasingly used in organizational training with the
aim of delivering high impact training to the learners. A prime example is
using 360-degree videos as a means of offering new employees a virtual
tour of the premises and procedures of an industry.

Studies show that people are more likely to watch a 360-degree vid-
eo and for a longer time. Additionally, 360-degree videos produce
more click-to-purchase rates than traditional ones.

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How to use
Video-based
Learning

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How can I use videos in

my course?
Video-Βased Learning has been used in a variety of ways and forms in on-
line and classroom education. Take a look at the following practices. You
will feel familiar with them.

1) Create a welcoming-video. At the beginning of your course (or at the

course description), where you welcome your learners, create a video
explaining the topic of your lesson and its content. It would be nice to
present yourself in this video, so that learners can see and familiarize
with you. Present to your audience what they are about to learn and
what they should expect from your course. Also, provide an overview
on the course’s content, the several aspects that are going to be stud-
ied, as well as the learning outcomes and skills your learners are going
to equip themselves with once completing the course. Finally, you can
give away tips to your learners on how to learn better and faster.
2) Use a video as a trigger tool. After breaking the ice, use a short video
(less than 3 minutes) to create an introduction on your topic. The best
way to engage viewers and develop an interest in your course is by pre-
senting a real-life situation. For example, present a real-life dilemma
such as a case study on conflict between two or more people. You will
immediately stimulate your learners’ attention.
3) Getting to the core of your course. After giving a brief presentation on
your topic and a clever introduction that can work along with it, you can
add several mini-lectures (information resources) that will constitute the
main content of your course. Think creatively and come up with videos
that would best spice up your course and encourage your learners rec-
ommend it to others.

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4) Add conclusion videos. Concluding videos can be used as a tool of sum-

marization for your course’s content. These videos will enable learners to
identify the most critical issues of the subject they have just studied.

Explore video content ideas

Creating a video is simple but creating an amazing instructional video needs some
imagination and relevant experience. For more amazing results, let’s see some ex-
amples to be inspired:

Studio or Self Recorded Video Tutorials: The instructor is in the center of the
video, and the video of the instructor is interspersed with slides or other
visuals that focus on the topic of the lecture. If you don’t have a studio, you
can use an external webcam or the camera attached to your computer. You
can also record videos from your own office!

Learn more about “How to Study Effectively with Flashcards”.

Instructors’ screen-casting: Screecasts concern “the capture all of the action

on a computer screen while narrating”. There is a variety of free apps and
tools (see chapter 4) you can use to easily create screencasts.

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This picture was retrieved from a Photoshop tutorial in YouTube.

Instructors’ narrated slides: A set of slides or other visuals are included in this
category. Special software can be used to produce these narrations on top
of the slides, or you can use “Screencastify”, which is a free Google add-on
that helps you create a video presentation. Watch an easy way to create nar-
rated slides here.

Record a workshop: Workshops usually involve an instructor presenting issues

and concepts related to a course of study to an audience. Workshops may
contain more than presentations such as discussions, debates and ques-
tions on a given topic.

Watch a workshop on strategic thinking here.

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All-in-one platform
for online courses

Try
LearnWorlds
now
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Capture raw video: Show real-life practices and contexts. These videos take a
fly-on-the-wall approach which emphasizes on producing material as seen
from the perspective of a neutral observer, a faithful, unscripted snapshot of
real-life practices. In the video below, we see an example of a daily activity
- two women going out for lunch. Through this footage the creator wants to
initiate a conversation practice in English, by pausing the video and putting
emphasis whilst discussing specific phrases of the conversation.

See an example of a real-life scenario here.

Create a high-cost high-quality professional video. Usually someone else, a video

professional, will help you produce the video. For example, you can develop
mini-documentaries about specific scientific topics or historical footages.

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This picture was retrieved from a Timeline World Documentary

Create an interview. Although you are the expert, you can show your learners
the knowledge and experience of another expert on the subject you teach.
This way, you can enhance the strength of your assertions and increase
your learners’ trust.

Read the interview from a VMblog’s expert.

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Create a simulation. Simulations are perfect to explain phenomena that are dif-
ficult to describe. Blender is the perfect tool to create fascinating animations.

This picture was retrieved from here.

Create an animation. Animations are fun and engaging. Also, they are afforda-
ble as new low-price online tools allow you to easily create impressive anima-
tions in a matter of minutes.

Learn something about video infographics here.

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Create an audiovisual tour. Creating an audiovisual tour in museums or historical

places is the easiest thing to do. Using just your phone and well-designed
narration will help you create stunning tours. For a more professional result,
check out some basic equipment you will need to create Virtual Tours on your
own.

Watch the whole city tour.

Show procedural content: Using either tutorials, workshops or screencasts you

can record a particular procedure, a step by step process. These videos assist
learners in recalling a range of factual, conceptual or procedural information.
This type of recording outcome is likely to generate the simplest of learning
activities. Such videos usually have titles that begin with the phrase “How to”.

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This picture was retrieved from a Photoshop Tutorial.

More examples are presented in Chapter 5.

Do you want to insert an

instructors talking-head?
A typical question for every video-based instructor is whether to display
an instructor in the video. Some researchers claim that videos showing an
instructor’s talking-head with slides are more engaging, while others claim
that this may result in learners’ split attention because learners have to
divide their attention between the instructor and the demonstration, which
may hamper learning or result to generating higher levels of cognitive load.

Ιt is still not clear, whether putting an instructor’s talking-head in the

lecture is more beneficial than not including any at all.

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However, as a general rule of thumb, you can do the following:

Choose the talking-head if you want your video to be more personal
and guide your learners through body language.
Avoid a talking-head if you believe it will require extra effort from your
learners to stay focused.
Use talking-head videos to build rapport with your learners. Take time
to explain to them the goal of a unit and what you expect from them in
the end.

Examples of integrating an instructor’s talking head:

The narrator might appear in a window in various positions adjacent to
the sequence of slides presentation.
The narrator appears overlapping the background sequence framed or
just in a fixed position.
The narrator is visually integrated with slide images as if standing in
front of a display surface. This is achieved using a green-screen.
The textual material is superimposed over the video narrator.
The narrator moves in front of the content and acts upon it (ex. on a
whiteboard) as in traditional lecture format.

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 3

How to
Design a
Successful
Video-Based
Learning
Experience

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Before video production

Suppose you have chosen the type of the video you want to create and also fi-
nalized its script. Also, you have inserted it at the exact place you want it on your
course contents. Now, it’s time to consider the following:

Question 1:
Why did you choose this position? Is your video in that place a nec-
essary component?

Question 2:
Will your learners learn better from this video here or rather from an
e-book?

Answering these question will clarify you how your video best affects learn-
ing and it will also help you create the best impact on your course.

Make sure to create an

exciting video narration
At this point, it’s important to decide how you are going to use narration in your
project:

Promote authentic scenarios

The authentic learning model is about allowing learners to pursue learning
opportunities that are unique to their interests, through real-life episodes.

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Learners are more engaged with multi-sensory experiences and also retain
information from authentic learning experiences longer because they are
real and intriguing.

In order to produce the best educational videos, go over the

following:
Place knowledge in a meaningful context. Learners consider as
meaningful elements that are hands-on and can be met in real-life sit-
uations. Retrieving content for your video from real-life problems can
have a big impact.
Show as many contradictory situations as possible. Draw examples
from real-life but in a way that provokes cognitive conflicts or dilem-
mas. This way, not only engage your learners but you will also offer
deeper understanding on the message(s) you want to convey. An exam-
ple of conflict is this: “I know it is wrong to steal, but then why was Rob
in Hood a hero?”
Clear goals: Link the video content to learners’ individual goals and em-
phasize the specific goal they will are pursuing.
Motivate discussions: Allow learners to successfully interact with a
community, about a specific outcome or product. For example, urge
your learners to comment or discuss what has been said, at the end of
the video.

Create videos with a more personal feel

When using speech on videos, prefer to speak in informal language. Deeper
understanding occurs when the narration is delivered in a conversational
rather than formal style. It is preferable to produce videos with a more per-
sonal feel rather than a high-fidelity studio recording. Also, videos in which
instructors speak reasonably fast and with enthusiasm are more engaging.

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Conversational style encourages a sense of social partnership be-

tween the viewer and the narrator and that leads to higher engage-
ment and comprehension.

It can be tempting for the narrator to speak slowly to ensure that learners
grasp important ideas. This, however, can be achieved by including in-video
questions, or “chapters,” and speed control. As the narrator’s voice speeds
up, it appears to promote learners’ interest. This is an important guideline
you need to become familiar with because you do not want bored learners!

Create stories
An excellent way to create a real-life scenario is to follow the four steps of narra-
tion theory as many experts have suggested:

1) Decide who your characters would be and how they appeal to your tar-
get audience.
2) Create a cognitive conflict in the scenario - an obstacle to your charac-
ters’ happiness or performance on specific task(s). This way you are
highlighting the message you want to convey.
3) Give a Quest - explain the problem and a path for resolving it. This part
takes viewers to the decision-making stage.
4) Give a Resolution: The characters now know how to deal with the prob-
lem, as they have developed the necessary skills, or have found the
right procedure to solve it. Then just like that, we have a happy ending.

Make an exciting beginning

Start with a strong opening line in the first few words or with a robust first
scene. For example, use the expressions “Imagine...” or “Think...” or “What
if...” to stimulate interest. Another way to boost interest is beginning a video
with a question about a learner’s experience (e.g. “Have you heard about..?”)
or introducing a character and a real-life situation.

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See the source here.

Before recording your narration

Write your narrative with a specific audience in mind and make it famil-
iar to them.
Avoid sentences that are too long and break up the narration into sep-
arate segments. Becoming familiar with your script will help you go
through the narration with more ease.
The target audience never sees the script. Before recording the video,
read the text aloud to see how it sounds and if it is conversational
enough.

Keep it short
Ιnvest heavily in pre-production lesson planning to segment videos into
chunks that are shorter than 6 minutes.

Segmenting can be accomplished in two ways: Either making shorter vid-

eos or by including “click forward” pauses within a video. Both ways have
shown to be important for learner engagement when watching a video.

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A complex task should be divided into smaller purposeful tasks to

avoid extraneous cognitive load.

The smaller video units can be independent but related in a non-direct

way. This kind of simplification of the course contents helps out learners
because it allows the long-term memory to create connections with stored
information. If you want to create a video longer than 6-9 minutes, add a
content table to allow easy navigation through the content.

Apply the multimedia design principles

Research on multimedia learning has indicated specific principles, which
should guide instructors when it comes to the effective design of a mul-
timedia message. In the table below, you can see how multimedia design
principles can be applied in video design. Examples are taken from Razak’s,
and ALI’s (2016) study.

Signalling Students will learn Insert signals, cues

Principle better if there are cues and highlights to
that signal how to pro- underline important
cess the information information and to
given. show students what to
study, what to do and
how to organize the
presented knowledge.

Coherence Students will learn Issuing interesting but

Principle better if extraneous irrelevant statements
elements (e.g. words, or graphics used.
images, sounds) are
removed.

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Redundancy People will learn more Avoid showing print

Principle deeply from graphics text and listening a
and narration than narration simultane-
from graphics, narra- ously.
tion, and on-screen
text. Redundant pres-
entations may waste
significant processing
capacity when trying
to process the two
verbal elements.

Spatial Students will learn Place text close to the

Contiguity better if the printed related images or are-
Principle text is near the related as of the screen.
graphics since that
reduces the need for
visual scanning.

Temporal Students will learn Present narration and

Contiguity better if the narration the corresponding
Principle and the corresponding graphics simultane-
graphics are displayed ously.
at the same time rath-
er than successively.

Signaling includes changes in color or contrast, highlighting and symbols

that draw the attention to specific regions of a screen. Cueing and signal-
ing can help you retaining and direct your learner’s attention.

Guiding viewers’ attention helps memory processing and reduces the

extraneous load.

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Watch the Udemy’s free course about Salary Negotiation.

Some useful tips:

Colored frames or boxes can be put around the object in question, ar-
rows can point at them, or the surrounding area can be grayed out.
Highlighted elements should always appear distinguishable from their
background.

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Highlighting certain objects interrupts the visual representation of the

whole video. This is why it is important to give the user enough time to
view the whole picture before focusing on the details.

Add either narrative or textual explanations

(not both)
Deeper learning occurs from images (or animations) and narration rather
than from images, narration, and on-screen text. Information that is pre-
sented simultaneously from a variety of sources imposes an extraneous
cognitive load on learners. Any degree of redundancy of information may
result in distraction, and that can detriments the learning effect.

Prefer to explain phenomena verbally than textually in your vide-

os. Avoid redundant, simultaneous delivery of the same information
coming from various sources.

Present your explanations simultaneously

with your animations
Deeper learning occurs when related portions of the narration and the im-
ages (or animation) are presented at the same time in your video. Also, it is
crucial for learner’s understanding that the text is positioned right next to
the relevant representation within the video (preferably, left-justified).

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Watch the whole animation here.

Label your videos

Start each meaningful section of your video with a heading. Headings can
indicate each sub-goal to your learners. Headings might solve another
problem that arises while learning with videos: Learners often lack the ap-
propriate vocabulary to describe the learning contents they watched. Thus,
labeling can help to foster declarative knowledge acquisition because
learners are directly prompted to extract the relevant sub goals.

Use labeling to help your learners discriminate the different stages of

a process or to help them organize the related material .

More Guidelines for a great video design

If you want to give an additional performance boost to
your video, check out the following tips:
Reinforce knowledge absorption
Reinforcement comes with the repetition of words and pictures. The use
of repetition on specific concepts inside a video is often very useful, be

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cause viewers’ concentration can fade in and out during a video seg-
ment. A great way of repeating a concept is done by comparing or
contrasting it to another concept. This contrast sharpens the under-
standing of the first concept.
Add a conclusion to your video.
In order to create a more high-performing video, designers should show
a summarization of the video content at the end of it. An excellent
technique for you to use, is recapitulating. Go back and provide a syn-
opsis of the critical issues.
Add interactivity
Make sure to offer some control over the content by adding interactive
elements (e.g. embedded questions). Learners assess interactive videos
as highly engaging, they are focused more when watching interactive
videos and they also increase their effort to learn from them.

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 4

Directing
and Recording
your Instruc-
tional Videos

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To put forth the performance of your instructional video, an instructor needs

to choose specific directing strategies to use beforehand.

Maybe the most important part of your video design is how the pre-
senter will appear in your video and in which way he will interact with
the presented material.

A question that arises is how instructor’s presence is deciphered. To under-

stand instructor’s presence in videos we must first refer the terms agency
and intersubjectivity. The table below, explains these terms:

Agency Intersubjectivity

What it is The level of synchro- The implicit dialogue

nous, social interaction and unspoken reac-
within the lecture that tions that arise during
provides a strong feel lectures. Depends
of instructor’s guid- upon how words are
ance. integrated with the
various other semiotic
resources of a lecture.

Example Drawing on a white- -How the presenter

board while talking. is interspersed with
slides.
Strong agency is man-
ifested in screencasts, -How the speaker nat-
hands writing boards urally orients himself
and other similar lec- towards the material.
ture types.

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Create and sell
online courses

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Effective Visual images present- Intersubjectivity im-

Design ed with the narration pacts where learners
are more effective will invest their at-
when they are con- tention, therefore it
structed on-the-fly by should be wisely man-
the lecturer (e.g. white- aged.
boards).

Agency and intersubjectivity make researchers considerate lecturing as an

“embodied” form of activity. Embodiment refers to how meaning is negoti-
ated and concentrated on the body and its demeanor posture, movements,
and gestures.

Based on the concept of embodiment, researchers (Espino et al., 2016)

have classified video lectures into two categories: Speaker-centric and
board-centric video lectures, according to where the emphasis is being put
(e.g., to the speaker or the slides and animations).

In this chapter we are using those terms for several lecture styles on You-
Tube. Also, we provide a list of styles that focuses on these two factors.
However, we have to mention that the speaker is not always in competition
with the instructional media for the attention of the learner. The two of
them can work complementary.

The taxonomy will help you choose which instructional video production
style best suits your course and also may give you inspiration to create a
new one adjusted to your needs. So, here are present 12 different ways you
can use to create your video lectures.

It is believed that students do not perceive what might be in the head

of the lecturer, but what they concretely perceive is their vocal, ges-
tural, and positioned physical performance of concepts.

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We will start with video styles that are more board-centric and finish with
those who are more speaker-centric.

Animated lectures
Animated video lectures are becoming more and more popular, allowing stu-
dents to learn in a fun and relaxing way. In this type of lectures, the main
protagonist is the animated characters presented while the instructor plays
a supportive role with a voice over (most of the times). Stronger embodiment
here is achieved if a main animated instructor appears with some role.

Read about “Presentation Skills”: Tips and Ticks

Slides Presentations Video

Slides presentations are one of the most popular and easy to create video lec-
tures. The presenter is either absent or present with his voice. In each case, the
lecture is board-centric. Slides presentations can become very engaging if you

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put a lot of effort into creating a compelling design. There is a variety of tools
on the internet you can use to create such presentations and add a voiceover.

Read: “How to Create an Awesome Slide Presentation”

Hands writing boards

In this type of video lectures, the viewer sees the words being written when
listening to the instructor. The presenter is absent; however, agency is strong,
especially when a writing hand appears. In this category, we can also in-
clude whiteboard animations (which are available on most video anima-
tion platforms). The instructor can choose if a hand will be visible or not.

Introduction to Grammar/Khan Academy

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How to give an awesome presentation

Screencasting
There is a variety of free apps and tools you can use to create screencasts
easily. The screen movement can either be static or dynamic (follow the
cursor). A screencast is a video with strong agency since it represents the
exact behavior of the instructor when following a process.

Photoshop tutorials are very common on Youtube

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 /// cha p t e r 4

The instructor is over the presentation slides

Again, this lecture style is board-centric: The instructor is present; however,
learners’ attention is focused on the slides presentation. Appropriate screen-
cast tools, now allow instructors to create such videos that show not only their
slides but also their presence over the screen, usually in a frame and at varying.

Watch “How to make a video lecture”

Instructor appears in a Split Screen

Split screen gives the illusion that instructors are in the same room with
the presentation. Again, the presented material outmatches the instruc-
tor in the viewing experience. Instructors use a white backdrop or a green
screen in the background and afterward add these shootings over their
slides presentation. This way, they can present themselves talking simulta-
neously over their slides.

In the last two video lectures, intersubjectivity is met only if the presenter orients
himself towards the presentation and when slides come in full-screen and the
presenter disappears (and vice versa). There is no agency in these examples.

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Watch “Making educational videos”

Using a light board

In lightboard video, the lecturer writes on a plexiglass. The camera is facing
a mirror and films through it, so the text that is written on the plexiglass
gets reversed. The same time the instructor’s background must be black for

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the letters to be visible. In this type of videos again the visual elements are
more important than the instructor because they stand between the viewer
and the presenter. You can watch a related video here. However, there is
strong intersubjectivity here as well as agency.

Instructor on a whiteboard
In this type of lectures, the narrator moves in front of the content and acts
upon it (ex. on a whiteboard. The video creates a room sense. Here, the two
elements of your video, instructor’s presence and instructional media comple-
ment each other as learners tend to split their focus to each of them equally.
Acting on whiteboard videos can also be combined with animations and
other side effects and video’s intersubjectivity may be increased even more.

Sentence Diagramming Basics

Instructor in a full screen

Most of the video lectures online belong to this category. Videos with the
presenter directly speaking to the audience are natural, help learners fa-
miliarize with the instructor and therefore build a strong rapport with them.
Full-screen presence can be recorded using the green screen technique,

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with which the instructor can place themselves anywhere. Home scenes in
front of a library are quite often.

Greek for the Rest of Us Video Lectures, Session 10, by William D, Mounce

Watch “Tips for Crafting Great Speeches and Presentations”

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Contrary to the previous styles, there is no agency at all here and the ma-
terial is speaker-centric. These videos often exploit the cueing technique.
Text labels, slides, other videos, photos or animations may appear next to
the presenter who may point toward them promoting intersubjectivity.

Tell me about yourself -A good answer to this interview question

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Selfie Videos
Selfie videos are livelier and engaging, and make the background much more
interesting for the viewer. Selfie videos can serve numerous purposes from
traditional lectures to extensive field trips. Selfie videos are speaker-centric
and the instructional elements (texts, images, etc.) play an assistive role.

Watch “Tips for making better selfie videos”

Autobiographical footage
Autobiographical footages are a variant of selfie videos. They are also
spontaneous and fun but intent to describe a specific experience in some-
thing. The instructor explains the way they achieved something and pro-
vides clear steps for mimicking his success. Embodiment here may vary.
You can watch an example here.

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Conversation
Videos with two or more people discussing a topic and agreeing on valua-
ble conclusions are usually very engaging and authentic. Just make sure the
conversation is substantial and has something great to offer. Instructional
material is usually absent or minimal; however, the footage may sometimes
be enriched with slides or key-words. In this case however, the speakers
usually do not show any intersubjectivity with the material.

Watch “5 Secrets I’d tell my daughter”

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Screencasts:
easy and fast
video lectures

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What are screencasts?

Screencasts are recordings of computer screen activity, and often are pack-
aged with an audio narration. The process of creating screencasts is usual-
ly called “screen capturing” or “screen recording”. Screencasts are easy to
design, record and produce and thus they are one of the most widespread
type of learning videos.

According to Mohorovicic (2012), screencasts allow online instructors to

present learning scenarios for several subjects such as:

Computer applications
Software demonstrations
Computer-based procedures
Web navigation
Step-by-step problem solving
Answers in frequently asked questions

What are screencasts’

benefits?
In many studies, learners have confirmed that screencasts have an appeal-
ing and authentic nature and also may increase their application-specific
confidence, that is their confidence το realize tasks with an application.

Undoubtedly, screencasts have a significant advantage in that learn-

ing is less impersonal and there is a sense of social presence com-
pared to simple books.

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Create
and sell
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courses

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In their study, Palaigeorgiou and Despotakis (2010) claim that in screencasts:

An ‘agency’ effect is created, namely, the impression of self-executing

the task presented.
Initial learning is fast since students do not spend time interpreting the
steps from a textual form to a visual one.
Unproductive cognitive load is circumvented because the presented ex-
amples are shown in the same medium as the desired behavior. Hence,
the learners do not need to skip between different sources (e.g., from
books to the computer).
A user learns by observing the desired behavior of an expert, and, con-
sequently, that aids learners with low self-efficacy in exploring the
demonstrated behaviors.

How to design the most

effective screencasts
Here is a summary of guidelines for offering an active and productive vid-
eo watching experience:

Add interactivity to videos

It is advisable to allow learners to have control over and interact with the
presented material:

Give learners the ability to control the pace. For example, allow them
to change the playback speed and also skip forward or backwards certain
video sections. Moreover, while explaining difficult procedures, provide
pause buttons inside the video frame to give a greater sense of control.
Create a table of contents for easy content access, especially in
lengthy videos with many examples.

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Give learners the capability to change the viewpoint or to zoom in, so

that phenomena can be explored from different perspectives.
Provide breaks with the ability of five seconds pause. This can be
achieved by adding overlays that summarize the steps explained in a
certain example.
Incorporate questions that will create a dialectical relationship be-
tween you and your learners.

Keep videos short

Perhaps one of the most demanding design issues is to create a meaning-
ful video for tasks that are too long. The script for each video can be con-
ceived more easily when each video addresses a single concept. Shorter
screencasts focus on one concept ανδ reduce learners’ cognitive load.

Create short videos with clear beginning and end. A video with a
length of 30 seconds to three minutes is optimal for keeping the user
engaged and for promoting recall of the contents.
Alternatively, create meaningful pauses (eg., temporarily darkening the
screen) for creating the sense of segmentation within your video.

Give learners practice opportunities

Practice is the most crucial componentt in improving the transfer and ap-
plication of knowledge.

Prompt your learners at the end of a complex task to repeat the proce-
dure presented and, if possible, provide immediate feedback. Give them
a specific task to complete. Don’t ask them to just mechanically follow
the steps described.

Give knowledge-encoding opportunities

Learners strive for knowledge-encoding opportunities, like learning activi-
ties that could increase their confidence and help them organize better the
presented material.

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Create questionnaires after screencasts to assess understanding.

Provide multiple views of the content that can enhance practice (e.g.,
concise printable summaries of text). Incorporating material in many
modes (text, audio, video) and forms of organization helps learning effi-
ciency and effectiveness.

Give explicit time requirements

Give learners quite a precise relation between establishing learning ob-
jectives and estimating minimum time requirements for achieving them.
This way learners feel the need to organize their study model, regarding
time-scheduling their usage sessions for the long-term.

At the beginning of the course give learners a support tool for creating
study plans based on the learning objectives and the time at their disposal.

Make learners more active

Self-regulated learning is a growing field of educational research, which
seeks how students can become more active in the learning process, by
creating goals, inferring meanings and applying strategies.

Loch and McLoughlin (2011) have proposed specific guidelines, with which an
instructor can foster each stage of learners’ self-regulation through screencasts:

Active Learning Dimensions Application in screencasts

1. Planning and goal setting Give an overview of the concept

being presented.

Activate prior knowledge. Remind

them about what they may al-
ready know.

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2. Monitoring processes and Ask learners to set a goal for the

metacognitive control session.

Present questions and tasks to

check for understanding, and get
students to engage in the prob-
lem-solving process actively.

3. Reflection on self-knowl- Encourage learners to reflect on

edge and task achievement the learning process and their un-
derstanding of the concept.

Ask learners to document areas of

uncertainty and to prepare ques-
tions for the discussion section.

Take care of the narrative you develop

Avoid the monotony of one voice. Learners may find demonstrations
from only one person monotonous and boring. Let a variety of present-
ers participate with different approaches and a range of voices to
main-
tain students’ interest.
Speak simply, directly and in a conversational manner. Use active sen-
tences, make positive assertions, keep sentences simple.
Provide procedural rather than conceptual information. Users consult a
“how to” video because they wish to know what they need to do to
complete a task. Present conceptual information only when it contrib-
utes significantly to the user’s task understanding.

Now that we’ve seen the most popular design guidelines for screencast
production and the most popular screencast tools you can find online, here
are six steps you can follow for screencast design:

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Six steps for an effective in-

structional screencast design
Step 1: Study

Watch other people’s screencasts: See other good or bad examples which
will give insight on what should be considered.

Step 2: Prepare

Invest time to prepare. Find high quality equipment and high-quality soft-
ware. If you are a novice screencast creator you may need several hours to
create your first screencast but this time should be reduced significantly
with experience.

Step 3: Plan

Planning includes three main subjects: What you want to achieve through
your screencasts, how you will narrate your demonstrations and what inter-
activity features you are going to use. The table below will help you under-
stand those three elements:

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What to ask yourself

1. What are your Create a clear plan How will you achieve
learning goals with your learning those objectives
and content? goals and objec- through your screen-
tives. casts?

2. What will your Create clear and Which title will you
script/narra- concise story select?
tion be for each scripts or story- How many narrators
screencast? boards. will you use?
Will you appear in the
video?
How explicit or implic-
it will the script be?
How will your mouse
movement be?
What practical exam-
ples will you include in
your description?
What kind of ques-
tions or statements
are you going to
make to engage more
your learners? (see
the table about active
learning)

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3. Features will Pre-design inter- Will you give learners

you add in each activity before you a table of contents?
video? record the video. Will you give learn-
ers the capability to
change the video’s
viewpoint?
Will you insert ques-
tions inside the video?
Where will you insert
breaks, pointer phras-
es and highlights?

Step 4: Record

Preferably, record audio during screen capturing. Mouse movements should

be slower than usual when something is being pointed, while the rest of the
time mouse movements should be controlled so as not to become annoy-
ing and distracting to the viewer. If an error occurs in a sentence, some-
times it is better to pause and repeat the entire sentence without stopping
the recording and edit later (cut out the bad parts) (Mohorovicic, 2012).

Step 5: Edit

Now, it’s time to add the interactive elements you have decided, to craft
your titles carefully and to apply segmentation where needed. Remember
to create videos that last no longer than two or three minutes or alterna-
tively, create meaningful pauses.

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Step 6: Prepare assistive learning material

You have to frame your screencasts with meaningful activities that will
boost your videos’ effectiveness. The table below will help you remember
what those activities should look like:

1. Help learners to make 2. Prepare slides presenta-

their study plan based tions or e-books containing
on your objectives. the screenshot-based
procedures you will
demostrate.
Activities for
screencasts
4. Give knowl- 3. Give learners
edge-encoding practice opportuni-
opportunities through ties. Prompt them in
questionnaires and exams. the end of a complex task
to repeat the procedure.

Applying the above steps will definitely reduce your videos’ cognitive load
and at the same time enhance learners’ engagement and participation.
Don’t forget to always reflect on the produced material and get feedback
from your learners.

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 6

22
Powerful
Tools to
Create your
Own Videos

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Nowadays, creating a high-quality video content is not a privilege for the

professionals only. Amateur video production is gradually exploding in vol-
ume as digital video tools are getting more powerful and easier to use. Lots
of video editing software now target non-professional users as every upcom-
ing year, new impressive techniques that were once popular amongst more
experienced moviemakers, become available for beginners.

To this explosion of video content have contributed not only the new afforda-
ble, and consumer-friendly video editing software, but also the ease with which
someone can now record and save a video, even when using an editing app.
Many apps allow you to trim and split videos and add transitions, filters, anima-
tions and other objects to your video whilst using your phone! The best part is
that there are many special effects currently available on affordable software,
including animated transitions, green screening (placing a subject against any
background), 3D effects, multi-camera views, and many others giving you the
option to create an impressive overall result on your instructional videos.

Easy to use desktop video

editing tools
There is a range of video production tools you can use for creating nice
footage. If you just want to edit videos in your computer, there are light-
weight editors - either downloadable or online - that will help you get the
job done in minutes, and export the video in a format suitable for upload-
ing online. For your convenience, we include here some of the best options.

OpenShot
This advanced and simultaneously easy to use free downloadable software
provides curve-based Key Frame animations, unlimited tracks and layers, and
3D animated tiles and effects. It possesses and advanced timeline that ena-

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bles users to drag and drop images and audio support into the editor. Editing
allows clip resizing, scaling, trimming, snapping, and rotation. OpenShot also
provides frame accuracy (step through each frame of video), time-mapping
speed changes on clips (slow/fast, forward/backward) and digital video effects.

AVS Video Editor

AVS Video Editor is a free downloadable video editor for Windows. It is
easy to use and it has rich features as it can give your video a professional
and high-quality touch, while importing your clips, trimming them, adding
several elements (like music, pictures, and text) and transitions between
them. It also provides several video effects and offers the ability to share
the video through various social media platforms.

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Filmora
Filmora is a more advanced video editor that maintains an intuitive and
straightforward approach to video production. If you want a more pro-
fessional look for your video but don’t have enough time to learn the soft-
ware, prefer to use Filmora, as it provides a simple interface, where you
can quickly add and edit video clips, music, text, and filters. Filmora also
provides a wide range of video formats and can retrieve files from social
media. Its latest features include speaker control (control the speed of nar-
ration), camera shake and blending modes (to combine videos). It offers a
free online version for trial only and costs 39.99$ for a yearly subscription,
59.99$ for a lifetime license for one PC and 179,97$ for multiple PCs.

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Create stunning animations

and other presentations
Creating animations has always been considered as a time-intensive activ-
ity that requires expensive software and technological expertise. However,
over the past few years, the emergence of different online presentation and
animation tools have simplified the process of creating animations. Anima-
tions, as mentioned before, are powerful for learning. They are engaging
and can serve a variety of purposes.

Animaker
With Animaker you can just as easily create animations by choosing from
a variety of characters available in the library. Then, you decide a specific
movement and facial expression for the character and change it as many
times as you need. You can also use pop-up effects and add scene transi-
tions. Animaker offers the ability to create handcraft animations (a human
hand holding the animation), whiteboard animations (an efficient and en-
gaging way to merely explain an idea, a project or a complex notion) or in-
fographic videos. This tool now gives multi-camera possibilities to watch the
characters one after the other. It starts free with a few available features and
offers the option to upgrade to Business for 39$, Startup - 19$ and Personal
- 12$. Check out Animaker’s pricing in more detail here.

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VYond
VYond is an online platform that is made easy and affordable for anyone.
With VYond you can create high-quality animated videos and the characters
can be customized into hundreds of different shades of color. What is spe-
cial about this tool is that it provides ready-to-use templates with specific
characters, at different scenes, which you can choose to put on the editor.
You can also change the characters of these scenes, decide their position
and movements within the scene. VYond costs 39$ per month and 89$ the
premium edition for personal use.

Moovly
Moovly is an online tool which you can use to quickly create animations, pres-
entations, and displays. If you are looking for an easy way to create engaging
presentations - that is not necessarily consisted of footages, this is your tool.
Moovly studio consists of four key areas: The library, which contains objects and
clips to create your content; the stage, which is the area where you visually com-
pose your content; the timeline, where you can time and synchronize the ap-
pearance and animations of your objects; and the property area, where you can
change the details about your objects. The objects in the library may be images,
sounds, and even videos. Moovly provides 30 days of free trial, while Moovly Pro
costs 24,92$ per month, and Moovly Enterprise costs 125$ per month.

A C o m p l e t e G u i d e o n H o w t o U s e V i d e o t o I m p r o v e Y o u r C o u r s e 64
Get your free
top-notch
online school
Try
LearnWorlds
now
 /// cha p t e r 6

This picture was retrieved from here.

Wideo
Wideo is an online video platform that allows users create stunning pres-
entations in a very simple way. The platform provides a variety of templates
which you can use to create every kind of presentation you want (e-com-
merce, company guidelines, institutional explainers etc.). The templates are
arranged in ways that help you create animation-based stories. You can ei-
ther download or share your videos. Basic subscription in Wideo costs 19$
per month, the pro edition costs 39$ per month and the enterprise edition
costs 79$ per month.

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Powtoon
Powtoon helps you create great presentations easily. Like Wideo, Powtoon
is a template-based tool that helps you create training demos, landing page
videos, how to’s videos, tutorials etc. It isn’t as simple to use as the previous
tools; however, it provides a wider variety of templates in the same story. You
can use Powtoon for free, but you can’t download the produced videos. For
more options you can choose the pro edition (19$ per month), the business
edition (59$ per month) or the agency edition (299$ per month).

Advanced Video Editing

tools for experienced users
Professional video editing software is an investment. Advanced software
provide many special effects and help you take your video editing skills
from beginner to pro. Such editors help you create the most stunning vid-
eos. Compare the top video editing software we present here to find the
program with the right features for you.

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Hitfilm Express
Hitfilm is a downloadable software that is distinguished from others as it com-
bines editing and special effects all in one (like 3D special effects). The basic
editor is very impressive, with advanced cutting tools, a great set of audio and
video filters, layers, masking and compositing options. It also supports Chroma
keying used for creating green screen effects. Additional tools are available for
a fee. For a pack including color-correction, exposure adjustment, split screen
masking, and various creative filters, Hitfilm costs 467,83$.

VSDC Free Video Editor

It is free and downloadable, providing a vast array of effects and filters. It
gives wizards and manual options to suit beginners or advanced users. This
editor lets you position clips and other elements on the timeline wherev-
er you like and edit them there. You can choose from multiple scenes and
transitions, add sprites, images, audio files, animations and text to your vid-
eos. You can also layer these in various ways e.g. blending, overlaying, and
masking, and each object can be edited, moved and cut independently. Like
Hitfilm, the editor also provides video effects (Instagram-style filters, special
effects like fire, smoke, and water) all of which are fully customizable.

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Apps to create and edit

videos on your phone
Editing videos on mobiles has helped a lot instructional video creation, espe-
cially in cases someone wants nice results in short time. After shooting a video
with your smartphone, you may need to edit it for better quality and make it
more fantastic. In this category, we introduce four tools to edit videos shot by
your Android phone. Why not give them a try? You can use:

Maggisto
This app (also available for your PC) makes it easy to transform photos and
videos into edited movies, with music and effects. The procedure is simple: You
capture video from within the app or upload videos, select an editing style, a
soundtrack (either from the app or your device) give a title and the length of
your movie. The app automatically adds filters and special effects and delivers
your video.

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Maggisto is an app that offers a free trial. Additional paid features, like unlim-
ited cloud storage, longer movies, uploading 30 or more clips or photos into
a video, begin at 4,99$. Recently Maggisto released another video app worth
mentioning. This is the Magisto Shot, which turns photo and text into a mi-
cro-movie. Downloading it cost 99 cents.

iMovie app
iMovie app is a n easy to use Video Editor. At first, you select a
video format either movie or Hollywood style trailer, and then
you select a theme for transitions, titles, and chapters. After that,
you add your photos, videos (you can capture video from within
the app) and audio files (insert them from the device or record a voiceover).
iMovie automatically adds movement to your images but you can manually
adjust the flow of your photos. This means that you can edit your clips togeth-
er, modify audio, insert transitions, add filters and text to your clips. When you
are done, you can save or share your footage. If you want this app, you will
need to pay 4,99$ to download it.

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Videoshop
Videoshop is an excellent and very affordable app that simi-
larl to iMovie app, lets you create impressive movies in a mat-
ter of minutes. Videoshop offers slow motion, time-lapse, and
stop-motion options when capturing video from within the app.
All you need to do is add photos and videos, add audio tracks, filters, and
titles, sound effects or a song from the included collection of tracks (or pick
a song from your collection of music) and organize your clips (you can also
trim them). Videoshop also provides video editing options. For example, you
can select from a variety of transitions to adjust how each clip flows into the
next clip. Finally, you can save your video to your device or share it on social
media. To download the app, you need to pay $1.99.

Animoto
Animoto is a similar automatic video editing app
that is very straightforward to use. Simply add pho-
tos and videos in the app (unlike the previous apps,
you cannot capture pictures or videos from with-
in the app) and select an editing style. Then add filters to your video by
choosing a style theme from the list of provided options, select a preferred
soundtrack and add your captions and titles. If you upgrade to a paid ver-
sion, you can save your video on your device. Animoto is free to try, with
pricing plans starting at $9.99 per month. Additional paid features provide
HD videos, longer videos, video downloads, cloud storage, and a lot more.

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Apps to create a stop motion

video
Stop motion video is animation that is captured one frame at time, with
physical objects that are moved slightly between frames. When you play
back this sequence of images rapidly, the illusion of movement is created.
See an example here. A lot of tools are offered for creating stop motion an-
imations easily.

Stop Motion Studio

Stop Motion Studio is one of the easiest and most powerful
apps to create stop motion movies. The unique frame-by-
frame view shows you all the images you took in a chron-
ological order. With it, you can cut, copy, paste, delete and
insert frames at any position and zoom in and out on the timeline view, so
you never get lost. Stop Motion Studio also provides more advanced fea-
tures such as creating movies in Ultra High Definition, choosing from seven
effects to give an extra-creative professional touch, using a second device
as a remote camera connected via Wi-Fi, or a green screen to change the
background of your scene to make the figures you capture fly or appear an-
ywhere, and painting over your clips and animations. The app costs 4,99$
for iOS, 9.99$ for Mac, 4,99$ for Android and 1,99$ for Windows.

Frame X Frame
If you want to explore another app for iOS devices, we recommend you to
use the Frame X Frame. This free iPhone app allows you to capture and
stitch together a stop motion video quickly. You can choose how many
frames per second you want to capture, from 0.5 to 20. Also, you can make

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the shots manually or automatically, setting a time interval between shots.

You can also determine how many shots you want to capture overall.

Creating and editing a screen-

cast from your computer
As previously mentioned, a screencast is a digital recording of comput-
er screen usage, usually containing audio narration. Sometimes you may
need to show your learners specific steps of a procedure on a computer
(e.g., how to use software). Screencasting is suitable for you to show others
how to do something on their computer, or allow them to see what you’re
experiencing on your system. Screen-recording tools are very easy and of-
ten free to use. Some examples:

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Screencast-O-Matic
Screencast-O-Matic is an online tool that is available to everyone and pro-
vides fast and free screen-recording. Screencast-O-Matic provides the op-
tion for screencast recordings, webcam recordings or both, as well as the
ability to use a microphone to record your voice. The maximum time you can
record free per video is fifteen minutes while longer shots are only available
through a subscription (18$ per month). The Pro Recorder provides exciting
editing effects such as drawing on a screen, scripted recordings, zooming,
creating captions, sharing tools and many others.

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Ezvid
It is a free, downloadable tool which can capture any program that runs on
your computer. Some of its interesting features are voice recording, speed
control, screen drawing, stamps, face-camera and YouTube upload. Through
a drawing palette, you can choose a brush or a stamp and draw directly on
your screen. Your recording appears on a timeline after you have finished
recording. Editing possibilities are duplication and splitting of your clips. Also,
you can control the speed of your clip (up to 600%) and add text to your
video. Ezvid also includes a speech synthesizer.

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Flashback
This recorder enables you to capture your screen while recording yourself
through a webcam. As most screencasting tools, it allows you to decide
what area of your screen you want to capture and whether you want to
record sound and web activity or not. Another great thing about it is that
you can schedule recordings to avoid missing online events. Also, it includes
a record player that works like a VCR and allows you to go over and review
your recording frame-by-frame. The license for this product lasts for a life-
time and costs 49$ for a personal license and 99$ for a business license.

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Camtasia
Camtasia’s screen casting tool offers a lot more flexibility in terms of
creating long videos and adding overlays. It has a simple interface with
powerful editing, interaction features, animated backgrounds and special
effects. Users can upload their videos straight to YouTube, Vimeo, Face-
book and you can try it for free. The full version costs $199 per license.

This picture was retrieved from Camptasia’s official website.

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Create an interactive learning

experience
LearnWorlds

LearnWorlds is an all-in-one platform that allows you to cre-

ate, promote and sell your online courses, offering an ad-
vanced and easy-to-use editor that makes your videos more
interactive. Some of the features included are overlay images,
titles, pointers, questionnaires, external links, embedded objects like pic-
tures or videos, labels, buttons lead captures and others. If you want to give
it a shot, you can try LearnWorlds and start creating amazing interactive
videos. The platform costs 24$ per month for starters, 79$ per month for
pro online trainers, 249$ per month if you want to create a learning center
and 199$ per month for corporate training.

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Storygami
Users of Storygami can transform YouTube videos into interactive experi-
ences called ‘folding stories’. Website creators have named the interactive
elements as “interactive cards”. These are layers the designer can add, sim-
ply by clicking a button on the video and defining the length of the time it
appears to the viewer. The cards are interactive, which means the user has
the choice to either click on them or ignore them. Designers can choose
from a variety of clickable layers such as video cards, article cards, gal-
lery cards, map cards, data cards (all context cards), newsletter cards, poll
cards, donation cards, product cards, patreon cards (monetization cards)
and adding the related URL. The platform offers the ability to view detailed
analytics. Storygami provides a 30-day trial period for creators and costs
9$ per month and 39$ per month for Creator Plus subscription.

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TouchCast
TouchCast offers a unique feature that uses a green screen and allows de-
signers to separate objects from the natural scenery and placing them in
different backgrounds. This can be done while they are recording the ob-
ject or after the recording. With this tool a presenter can be present while
recording a video on something else. Apart from these features, TouchCast
also provides valuable analytics and comes with a variety of interactive
elements that are called video apps (vApps): Image vApps, video inside a
video, PDF vApps, Dropbox vApps, Video vApps, Web vApps, Hotspot vA-
pps, YouTube vApps, Photo and Map vApps, One Drive vApps, Google Drive
vApps, PDF vApps, Dropbox vApps, Box vApps.. Prices for using TouchCast
start from $26.99 per month.

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WIREWAX
Wirewax is a widely used platform in education, marketing, and entertain-
ment. The platform provides a variety of interactive elements including au-
tomatic hotspots. People, objects, and products can be automatically iden-
tified as a hotspot, and the motion of the object can be tracked as it moves
in the scene. Static hotspots allow designers to place simple buttons at any
spot in a video. Wish lists allow viewers to add products to an internal list.
This provides the possibility to viewers to decide the path they want to take
and swipe between scenes or videos and switch camera views. Wirewax
is the first platform that launched 3600 interactive video, allowing users
to quickly navigate inside a video with topics and chapters. It is free for
non-commercial use, its cost is 100$ per month for the bronze edition, 240$
per month for the silver edition and 470$ per month for the gold edition.

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 7

Evaluating
the video’s
effectiveness
through Video
Analytics

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 /// cha p t e r 7

What are Video Analytics?

How did videos appeal to my learners? Did they find them useful? Which ones
did they prefer the most? There is invaluable data to know in terms of video
performance that could help you create even more effective videos in the future.

With the new tracking systems, it is easy to learn every bit of information on
time. Interactive learning environments, learning management systems, in-
telligent tutoring systems, and personal learning environments produce vast
amounts of tracking data that reveal learners’ interactions with an activity,
including videos.

The data collected describe the digital footprints of each learner, they are pre-
sented in textual format or chart forms, and are known as Video Analytics..

What do I see through Video

Analytics?
There are several types of video analytics that present information in a different
and unique way. For example, you can see:

The total number of a video’s watches and the total number of vid-
eos watched (also in real-time).

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 /// cha p t e r 7

YouTube Analytics. Source

Vimeo Analytics. Source

A list of users who watched the video and where those users come
from.

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 Try
LearnWorlds
now
 /// cha p t e r 7

See Wistia’s Video Analytics

See Vimeo’s Video Analytics

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 /// cha p t e r 7

Vimeo analytics. See the source.

The parts of a video each viewer has watched, re-watched, and

skipped over (and in which exact time of the day).

See Wistia’s Video Analytics

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 /// cha p t e r 7

The number of users and views across the timeline of the video
(usually through a heat map)

See Wistia’s Analytics

Read more about Vimeo Stats.

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 /// cha p t e r 7

The duration and frequency of video visits: An average percent of

the time spent and an average on the actual time viewers are spend-
ing on a video.

Read more about YouTube Analytics.

The video abandons: The percentage of the number of videos that have
been abandoned by the user (also where the viewers are dropping off,
which parts they like the most, and what they may have skipped over).
You can see the absolute or relative time of joining the video and the ab-
solute or relative time of leaving.

Source

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 /// cha p t e r 7

The plays per user on specific day or the number of plays divided
by the number of completes

See more about Rapt Media’s Analytics

Instructors can also retrieve more detailed information

such as the following:
An attention level: This is a value ranging from 0% (very absent) to
100% (very attentive). It is mainly based on the reaction times to the in-
teractive components.
How videos or projects perform over time and also real-time data
for daily, weekly, monthly, and yearly stats.

See more about Rapt Media’s Analytics.

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 /// cha p t e r 7

Read more about Vimeo Analytics

How many times the video has been shared, where they are shared
and other social media stats.
Devices, browser and operating system the viewers are using to
watch and interact with the videos.

Learn more about Wirewax’s Analytics

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 /// cha p t e r 7

See more about Vimeo Analytics

In-video behavior: The volume changes, the mutes, the number of

pauses and their median duration, the number of forward or backward
seeks (for example, jumps forward 30 seconds), the proportion of
skipped video, the replayed video length, the average video speed and
the average amount of speed changes during the video session.

Why are learning analytics

so crucial for me?
Such data help instructors acquire a clear and detailed overview of the
impact their videos have and therefore, it helps them create videos that
provide the best learning experience to the viewers. With Video Analytics
you have the power to enhance the learning experience and create more
effective videos and by extension, improved e-learning environments.

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 /// cha p t e r 7

Let’s see how you can achieve that through Video Analytics:
Gain information about the popularity of your videos.
Such data can help you determine which of your videos are most ap
propriate, useful or relevant to the learners. You can ensure that every
video used in your course is helping them towards achieving their learn-
ing objectives and goals.
Have a comprehensive look at how a learner is performing inside the video.
You can get insights on the activity of learners inside the video and
provide a much more personalized experience to each learner. With
Video Analytics you have the ability to tailor their learning experience
and at the same time decrease the number of drop-outs.
Cluster your learners, according to their engagement behavior.
For example, you can organize your learners in categories: a) adaptive
viewers - those who actively use videos when they need it; b) self-regul-
ating viewers - those who follow the course schedule to watch most
lecture videos and c) the infrequent viewers. Set different variables for
each group of your learners and monitor how your videos affect their
behavior.
Filter and sort analytics.
Choose to filter data by content, geographical area, and date so that
you can easily see if a video is popular in a particular region or a spe-
cific date range.

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Conclusion
Coming up with a high-performing video is a piece of cake once you decide
to commit to a working plan and follow the given guidelines on video pro-
duction. This is an extremely important fact if we consider that on a daily
basis, learners come across a range of videos that are perceived as “wasted
time” and often are ineffective for learning.

In this eBook we presented the well-known benefits of using videos in online

courses. We studied the science behind video-based learning and explained
why video use is rapidly proliferated. We discussed new trends in video-based
learning, video content ideas, and video directing ideas. We suggested a
wide range of downloadable or online video production tools you can use to
create your own footage and underlined the importance of video analytics.

We hope you will find this handbook useful and we would be really excited if
you shared your new video creations with LearnWorlds (https://www.learn-
worlds.com)!

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For further reading, check
out some proposals:
Brame, C. J. (2016). Effective Educational Videos: Principles and Guidelines
for Maximizing Student Learning from Video Content. CBE-Life Sciences Ed-
ucation, 15(4), es6.

Buckingham, D., & Willett, R. (Eds.). (2009). Video cultures: media technology
and everyday creativity. Springer. (read it)

Chorianopoulos, K., Giannakos, M. N., & Chrisochoides, N. (2014, March). Open

system for video learning analytics. In Proceedings of the first ACM confer-
ence on Learning@ scale conference (pp. 153-154). ACM.

Ertelt, A. (2007). On-screen videos as an effective learning tool. The Effect of

Instructional Design Variants and Practice on Learning Achievements, Re-
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