photo of studio with male being recording in front of a green screen

Multimedia Services

Research has shown that creating a faculty presence can greatly enhance the learning experience in any course. The use of video and multimedia is an excellent way for instructors to build a faculty presence and increase student engagement. To that end, Instructional Technology and Design Services (ITDS) offers support for the integration of video and multimedia into Montclair State University courses. The ITDS Team can assist faculty in the creation of high-quality video in our professional studio and editing facilities.

The University has also adopted Panopto as a tool for creating engaging and accessible video. Panopto is an all-in-one video platform. It not only provides desktop lecture recording and automatic captioning services, but also offers pedagogical features to add learning interactions within a video. It is seamlessly integrated with the Canvas learning management system, and Montclair State’s solution of choice for recording lectures.

More information on the tools available for your next video project may be found below!

Lightboard

A Lightboard, also known as learning glass, is a writable glass board, most commonly used for recording video lectures. Lightboards function exactly as chalkboards or whiteboards, except lightboards allow the instructor to face the camera while writing. They are also equipped with LED lights to illuminate your work, which is drawn with neon markers. Lightboards provide an innovative and intuitive way to engage your students with video.

Studio IT!

Instructional Technology and Design Services (ITDS) has a professional recording studio for faculty to create course introduction videos or record screencasts using Panopto. The studio provides a quiet space for recording, and professional resources to provide you with high quality video and audio for engaging content. Reserve time in our studio or schedule a 1-on-1 consultation with our Multimedia Specialist to discuss your next video project. You can also schedule time to talk about the different production options we offer to create your next amazing video!

Register for a time slot by emailing Rose Lamela at lamelar@montclair.edu.

Studio triptych photo - left white male in front of green screen, center Rosi Lamela and technician behind camera, right close up of audio recording station

Examples of Multimedia Options

Below are some examples of the video and multimedia options created in our studio. Contact ITDS@montclair.edu for more information regarding Panopto or to set up a consultation with our Media Specialist.

Introductions

A simple introduction video is a great starting point. It gives the instructor a chance to briefly introduce who they are, what the course is about and what students can expect throughout the term. With a short video of 1-2 minutes, instructors can provide a visual prologue to the course, infusing their personality, much like the first day of class in a traditional face to face setting.

Interviews

Do you have someone you would like to interview to enhance the content of your course? We can record your interview as a two person set up or we can just feature the person of interest. We can also edit the interview to only include the key points you need or in a casual, conversational format. Interviews can be recorded in our studio or at another location on campus.

Animations

Animation is a great way to explain a concept visually. Using simple animations can make course material that is normally hard to understand easier to learn. Research shows that animation can enhance learning, but is not ideal in all cases. Some concepts are enhanced by static images. We can help in deciding what works best, animation or high res images.


References and Resources

Creating a Sense of Instructor Presence in the Online Classroom, Robert Kelly, Faculty Focus, 2014.
Key Takeaways:

  • Creating a sense of presence in online courses enhances the learning experience.
  • One way to create that presence are videos that feature the instructor
  • A good introduction can create a presence that gives a student an idea of who the faculty is.

Engaging Online Programs: 10 Ways to Enhance Instructor Presence in Online Programs, Wiley Education Services, 2016.
Key suggestions: The importance of the introduction video

  • Recommended time for intros is under 3 mins
  • Videos should be high quality
  • “Welcome videos allow instructors to present their personality, share their passion for the subject matter, inform students of their experience with the material, and  outline expectations.”

What Makes an Online Instructional Video Compelling? Melanie Hibbert, Educause Review, 2014.
Key Takeaways:

  • Strategize videos to tie directly to course assignments and/or assessment
  • Advise faculty members to use conversational language in production
  • Encourage faculty to use humor and draw on past experiences
  • Add audio/visual elements to the video that supplement the content
  • Videos should not convey information that students could just read as text
  • Produce high-quality videos (professional sound, lighting, and graphics are very important)
  • Keep a four-minute length as a design consideration, especially when producing longer-form content lectures that can be broken up into shorter segments

How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos, Guo, Kim, Rubin, 2014.
Key Takeaway:

  • Large-scale study from MIT (data from 6.9 million video viewing sessions) suggests videos should be no longer than six minutes in length.

Ways to Use Video in Your Online Training Courses, Karla Gutierrez, Shift, 2015.
Key Takeaways:

  • Interviews, Bite Sized Tips, Demos, Video Tours, Animation

Twelve tips for the effective use of videos in medical education, Chaoyan Dong, Poh Sun Oh, Medical Teacher, Feb 2015, Vol. 37 Issue 2, p140-145.
Key Takeaways:

  • Explain the pedagogical advantages first to the instructors
  • Engage students in the video production (for example, engage nursing students in the lab)
  • Orient students to the videos

Using Educational Animations in E-Learning, ispring, 2014.

  • Animation can enhance learning but not for all educational videos. Some concepts are explained better through static images and text.

Best Types of Animations for your Online Course, Learning Studio, 2017.

  • Different kinds of animations can enhance learning depending on what you are teaching. Depending on what you are teaching also determines what kinds of animations to use.