Planning your videos

1. Introduction to video

We produce a wide variety of content to enrich the learning experience, including: explainer videos, animations, lectures and podcasts. We work collaboratively with you to bring your content to life. Here are some examples of what we've produced in collaboration with academic subject experts.

On the next pages, we will go through the different video types in more detail so you can decide what will work best for your module. 

2. Short lecture videos

Short lecture videos are a good way to present visually interesting content. They work best when they focus on a specific topic, with a target duration of 5–10 minutes. They are scripted pieces to camera, accompanied by on-screen visual content, like: 

Text

• bullet point lists
• quotes
• key words 
• formulae

Illustrative images and visual examples

• animation
• library or stock video footage and still images
• diagrams
• graphs
• charts
• infographics 
• data visualisation

Other content types can be included in a short lecture, like learning glass or a screen-recorded demonstration. 

3. Interviews

Interviews and panel discussions can be filmed professionally in our studio or recorded remotely as a video call. They’re a great way to bring in some expert insight or critique and contextualise aspects of the module’s content. 

Filming on location is possible, especially when the place can add visual interest or enhance the story telling. For example, filming an interview with a supply chain expert at a distribution centre could give learners a sense of context and setting. Footage captured there can be edited around the talking head interview to enhance visual storytelling.

Please note that anyone featured in our hosted audio/video content will need to sign a release form.

4. Demonstration videos

These videos come in two forms: 

• physical demonstrations (e.g. equipment guides) 
• screen-recorded demonstrations (typically for software or coding).

Physical demonstrations can be the most effective way to show a complex concept or technology. Seeing something in action helps bridge the gap between theory and practice and can stimulate curiosity. 

A screen-recorded demonstration, or screencast, is content captured from a computer screen with commentary and guidance. It is particularly useful for coding and software walkthroughs, but can be a good way to demonstrate any process that uses a computer.

Typically this is used to demonstrate a specific computer application, teaching programming or demonstrating a coding function, etc. It can also be used to annotate existing PDFs or slides and record a voice over. These videos tend to be unscripted but we suggest writing a list of the structure/things you want to cover.

Capturing this type of content requires screen recording software and a microphone, which is often built into your device and operating system.

Combining a variety of audio and video sources could require using a programme like Open Broadcaster Software (OBS). We will provide support and training so that you can achieve this. 

If you want to add informal tutorials to your course, you might want to consider adding screencasts. The main benefits of screencasts versus studio-recorded video are that they are quick to make and so are easier to fit around your schedule. 

Screencasts can help you to demonstrate how to answer a problem; for example, you could set a question, ask the students to answer it and then they can watch the screencast demo after their attempt. You could also quickly add some exam tips for students to read before they start their revision or coursework tips to help them with their summative assignments.

5. Lightboard

Our studio has a large lightboard, which is a special glass board that allows the lecturer to face the camera while writing illuminated text, diagrams or formulae. It is ideal for video content that would typically be taught in a classroom with annotated diagrams on a whiteboard, just like traditional ‘chalk and talk’ teaching.

Things to consider:

This lends itself to being unscripted but it shouldn't be unplanned! Have a list of key points that you'd like to cover and map out diagrams in advance, considering how the final drawing will fit on the lightboard. It is also useful to provide a verbal description of what is being drawn on the board to enhance accessibility.

6. Audio podcasts

Incorporating audio podcasts or interviews as supplementary materials can provide a dynamic and engaging way to explore topics, hear expert opinions and gain insights. 

When the content doesn't need to be represented visually, audio on its own can offer some clear benefits. Audio-only content is lighter in data than video content, enabling students to download and store the files on a mobile device, such as a tablet or smart phone. Students can then listen on the go or multitask while they listen.

Not all lectures need visual aids, so have a think about whether what you want to say to students needs to be filmed, or can it be done as audio only files.

Capturing the audio can be as simple as finding a quiet room and using a microphone and a recording device. We can also engineer recording in the studio using professional equipment. Transcripts will be provided to ensure accessibility for all students.

7. Animations

Motion graphics are a powerful tool to visualise key theories and concepts and enhance online learning. They can represent an abstract concept like 'how forces work on an object', how to use a piece of equipment or how something fits within a much wider network. Animations can be created from scratch to avoid copyright issues or just as an effective way to visualise a process or a particularly detailed concept. 

If you would like to have animations in some of your videos, please indicate this in your MDP so that your learning designer can have a discussion with you and the studio team about this.