Creating Personalised Welcome Videos For Blackboard Modules

Scenario

Video has emerged as an increasingly powerful tool for enriching teaching and learning experiences in higher education (Guo et al., 2014). The initial encounter that students have with a module often takes place through the module’s Blackboard page where a welcoming and captivating introduction video can provide students with a broader understanding of the module, distilling crucial information, such as learning objectives and assessments, into a format that is easily understandable. This initial interaction helps to build instructor presence. Teven & McCroskey (1997) suggest that the three main factors that can help to create a sense of presence in online learning materials are: caring, competence, and trustworthiness. A module welcome video is an easy method of conveying these to students and serves as a quick and effective method to welcome new students to a module. This case study explores the benefits of integrating a module introduction video within the Learn Ultra platform and aims to empower academic staff to create their own module introduction video with a 10-point do-it-yourself guide.

The Science Digital Education team launched a service that offers module leaders and teaching teams the opportunity to record a personalised module introduction video to be featured on their Blackboard module page.

The service provides flexibility to module leaders by offering two recording options; colleagues can either visit a dedicated recording space or opt for the convenience of having the video recorded in their own office. This approach aims to accommodate the varying preferences and availability of module leaders.

The overarching goal of the service is to enhance the student experience in Blackboard by providing a personalised welcome to the module, including relevant information about teaching and learning. A welcome video also enables teaching staff to build a rapport with students earlier in their learning journey, activating prior knowledge, discussing the module’s content, and motivating students for the start of the module.

The team works closely with module leaders, guiding them on best practice for creating impactful module introduction videos (see below for our tips), providing advice on content structure, script development, and delivery techniques to ensure that the videos are concise, engaging, and informative.

Upon completion of the recordings, the Science Digital Education team edit the videos, ensuring a professional and cohesive look and feel across all module introductions within a programme, and across the department. The final videos are then shared with the module leader so that they can be embedded within each module page using the Encore service (which runs on Panopto). It is advised that the welcome videos are strategically positioned to capture students’ attention in the ‘Start Here’ learning module within Blackboard to support students’ wayfinding in the module.

Next Steps

If you would like to find out more, or request support in recording your own module introduction video please contact us.

Tips for Recording Your Own Video at Home or in the Office

• Script Preparation
  • Write a clear and concise script that begins with an introduction to the module, highlights key learning objectives, and sets out expectations for students.
  • Ensure your script is engaging and easy to understand, using language appropriate for your target audience.
  • Practice reading the script aloud to ensure a smooth and natural delivery.
• Setting and Background
  • Choose a quiet and well-lit area in a location of your choice to minimize distractions and ensure good visibility.
  • Create a clean and professional-looking background, free from clutter or any potentially distracting elements.
  • Consider using a plain backdrop or a well-organized bookshelf as a backdrop for a more polished appearance.
• Lighting and Framing
  • Position yourself facing a source of natural light or use artificial lighting to ensure that you are well-illuminated and easily visible.
  • Check that your face is well-lit and there are no strong shadows obscuring your features.
  • Frame yourself properly in the video, ensuring your head and shoulders are in the shot. Leave some space above your head but avoid excessive headroom.
• Camera and Audio
  • Use a good quality camera, such as a webcam or a smartphone with a high-resolution camera, to capture clear and sharp video.
  • Position the camera at eye level or slightly above for a more flattering angle.
  • Use an external microphone or ensure that the built-in microphone captures clear and high-quality audio.
• Appearance and Presentation
  • Dress professionally and appropriately for the course subject matter, considering your target audience.
  • Maintain good posture and make eye contact with the camera to establish a connection with your viewers.
• Delivery and Tone
  • Speak clearly and at a moderate pace, enunciating your words to ensure understanding.
  • Convey enthusiasm and passion for the subject matter to engage your students.
  • Maintain a conversational tone to create a friendly and approachable atmosphere.
• Video Recording and Editing
  • Record multiple takes if necessary to achieve the desired quality and delivery.
  • Edit the video to remove any mistakes or unnecessary pauses, ensuring a smooth and seamless presentation.
  • Add any relevant visuals, graphics, or captions to enhance the video’s educational value.
• Review and Feedback
  • Review the recorded video before publishing it, paying attention to overall quality and content accuracy.
  • Seek feedback from colleagues or the Science Digital Education team to improve your video’s effectiveness.
  • Incorporate feedback and make necessary adjustments to enhance the video’s impact.
• Accessibility Considerations
  • Include closed captions or provide a transcript of the video to ensure accessibility for students.
  • If you have added graphical overlays or text to your video, use high contrast and clear font sizes in any visual aids or on-screen text.
• Test and Publish
  • Upload the video to Encore (Panopto) and embed the video in the Blackboard Start Here learning module.
  • Promote the availability of the video to students through announcements in Blackboard.

References

• Guo, P., Kim, J. & Rubin, R. (2014) ‘How video production affects student engagement: an empirical study of MOOC videos’, in 2014 ACM Conference on Learning @ Scale. L@S ’14. [Online]. 2014 ACM. pp. 41–50.
• Teven, J.J. & McCroskey, J.C. (1997) ‘The relationship of perceived teacher caring with student learning and teacher evaluation’, Communication Education, 46(1), pp. 1–9.