The primary way we use video is to make connections to students and to help students connect with each other.

• Learning online can feel isolating for many students, especially when they are used to face-to-face classes and/or if that is the only modality they have ever experienced. Students have a desire to connect with the content they are provided, connect with other students, and also establish a connection with you, their instructor.
• As instructors, we can accomplish this through our efforts to "humanize" the online learning experience. By humanizing an online course, through teaching, social, and cognitive presence, students realize a deeper relationship to the course, to other students in the course, and to you. Teaching presence can be demonstrated in a variety of ways through the design of a course, how the course is facilitated, and how content is delivered. Teaching presence is particularly important to consider in online courses, when a lag in response time and lack of visual contact in an asynchronous environment can cause anxiety for students.
• Building relationships is key in any modality, yet can be more challenging, and more crucial, in asynchronous classes. Introducing yourself in a simple welcome video can be a great way to begin building those relationships. Students who build those connections early may also be more motivated and receptive to instructor feedback later in the course, ultimately resulting in better academic outcomes. 
• Student-to-student relationship building is just as vital as student-instructor connection, and can be challenging to establish in an online course. By encouraging students to post their own videos (for example, as discussion board responses), student-to-student connections and a sense of community are nurtured.

Using a variety of mediums to reach students makes the content and course more engaging. So, consider utilizing videos to activity or discussion board prompts.

• Video is now the go-to medium for learning anything, with more learning videos on YouTube than books in the Library of Congress. 91% of US teens watch Youtube, compared to just 55% that use Snapchat and 61% that use Facebook.
• Videos incorporate multiple learning modalities and may be more engaging to diverse learners.
• Visual cues combined with audio can improve comprehension and increase retention, and studies show videos may also force deeper, more critical thinking than reading text alone.
• Video can help address preparedness; students can watch and re-watch video as needed. Use of captions enhances accessibility as well as integrating multiple learning modalities.
• Video is an effective time-saver for teachers. Once a video is created, it can be reused and updated as needed, leaving more time for personalized engagement with students in discussion boards or assignment feedback.

QUICK WIN! 

When adding video to your D2L course…

Don’t add videos as attachments! Posting videos as attachments forces students to download large, slow files before viewing. This in turn becomes an obstacle to accessibility, equity, and student engagement.

Do insert the video directly into the post. Use the “Insert Stuff” button. This way the video will be embedded and students just have to click “play” to view your video. The resulting image/thumbnail for the video will also be more visible and appealing.

D2L has built-in video tools to help!

• Video Note is a tool embedded into D2L. It allows for seamless video commentary to be added to announcements, the discussion area, assignment feedback, and messages. Just click “Insert Stuff” and select “Add Video Note.”
• Check out the NLU Online Faculty Playbook for more information on the how-to of video note: NLU Online Faculty Playbook - Creating Videos
• If you are new to using D2L or could use a refresher, consider signing up for a D2L “bootcamp” or 1-1 meeting with an instructional designer here: https://calendly.com/lits-learning-designers-team

Using video to enhance course content allows you to provide additional information and connection to students. Some ways you may integrate video:

• At the start of term, share a simple welcome video to introduce yourself and share your background, teaching values, and/or course highlights.
• Hold (and record) a synchronous zoom session with students, and post the video recording for students who are unable to attend live.
• Add a video overview to your weekly announcements to highlight important information and tips for the week.
• Create a video that reviews or provides additional perspective on a certain concept from that week. 
• Record a video while sharing your screen to demonstrate visually how to engage with courseware or other technologies.
• Create a video to explain an assignment, especially one that has historically been challenging or confusing for students.
• Add a wrap up video at the end of each module to review main ideas and takeaways from discussion or assessments.
• Use video feedback to augment written feedback in the gradebook.
• Add video vignettes to the discussion area to help bring concepts to life and humanize discussion. 
• Encourage students to post videos as their own Discussion Board responses. Build video into assignment design if suitable.

QUICK WIN! 

If you’re new to using video…

Don’t try to do too much at once. Pick one or two of the [above] ideas to try.

Do post a welcome video introducing yourself at the beginning of your online course. It’s a quick win and a great way to try video for the first time.

Lights! Camera! Action! Here are some best practices to keep in mind when creating videos.

• Check lighting and audio to be sure the video is clear.
• Keep videos short! (3-5 minutes) 
• Don’t worry about being “perfect.” Be professional but be yourself. Students like to see their faculty in an authentic way.
• Insert videos to your D2L course using “Insert Stuff” (and select VideoNote). Don’t post videos as attachments.
• Be sure that your videos have available captions. (Automatic captions are available using VideoNote, and may also be turned on and edited when using Panopto.) 
• Include an introduction and/or summary of key points as text along with your video.
• Be sure to establish and model community standards if having students post their own videos in your course.